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Funding Rules regarding working with Apprentices who have lost their Employment

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Funding Rules regarding working with Apprentices who have lost their Employment

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P272 Apprentices who are made redundant within six months of the final day of the practical period specified in the apprenticeship agreement may continue their apprenticeship training without being employed under an apprenticeship agreement (see paragraph P77). In these circumstances:

P272.1 You can continue to deliver the apprenticeship’s training as long as all the remaining elements and, for apprenticeship standards, the end-point assessment, can be successfully delivered.

P272.2 We will fund 100% of the remaining costs of the price negotiated between you and the employer up to the funding band maximum.

P272.3 You must support the apprentice through to the end of the apprenticeship, including any assessment.

P272.4 You must have evidence that you have made reasonable efforts to find the apprentice a new employer.

P272.5 If the apprentice finds a new employer where they can complete their apprenticeship then the new employer assumes all outstanding liabilities and benefits from that point. You should negotiate a new price, if required, with the new employer and input this on the ILR.

P272.6 If the apprentice takes a job with an employer which is not related to their apprenticeship, we will continue to fund them as per paragraph P272.2.

P273 Apprentices who are made redundant more than six months before their final day may continue their apprenticeship training without being employed under an apprenticeship agreement (see paragraph P77). In these circumstances:

P273.1 You can continue to deliver the apprenticeship’s training.

P273.2 We will fund the remaining costs of the price agreed between you and the employer for 12 weeks, while the apprentice seeks another employer.

P273.3 You must have evidence that you have made reasonable efforts to find the apprentice a new employer.

P273.4 If the apprentice finds a new employer where they can complete their apprenticeship then the new employer assumes all outstanding liabilities and benefits from that point. You should negotiate a new price, if required, with the new employer and input this on the ILR.

P273.5 If the apprentice takes a job with an employer which is not related to their apprenticeship, we will continue to fund them as per paragraphs P273.2.

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F0060 SkillsScan Business Administrator L3 issue 1 (2)

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Deb Cooney Gatesheas ILP 21-04-20 Nov (1)

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3. Skills scan Business Administrator level three (Petrina Lynn)  (1)

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I’ve attached a copy of UCQ’s Individual Learning Plan.  This is really only a summary of what is completed at induction and then after that all plans move online to our e-portfolio.

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I’ve attached a copy of UCQ’s Individual Learning Plan.  This is really only a summary of what is completed at induction and then after that all plans move online to our e-portfolio.

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QD APPS 007 - Part B_Individual Learning Plan - V1 (1)

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Please find attached a copy of the functional skills plan which I use with my learners.

I find it very useful to gain the thoughts of the learners on their development and progress after each session.

Hope it is of some use or helps someone develop one of their own.

kind regards

Margaret Imms

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New Functional Skills Support with GLH 2019-2020 

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Presentation and Information from Suzanne Weatheritt

The first part of the slides talk about the withdrawal of Bus Admin level two as an apprenticeship programme, and the impact this might have:

They talked about if you have a learner that is not ready to start level three Business Administrator programme, then you could get them to complete a number of level two units (from the Diploma/Award/Certificate) first and extend the level three programme, claiming AEB funding for the units they complete.

In addition if you have any level three learners at the moment completing lots of work and you suspect you might run out of what to give them you could give them some level two units to complete - relevant to the standard, such as presentation skills, maybe a PowerPoint unit, or presentation skills and sign these off and again claim AEB funding. This would work for both Business Admin & Customer Service.

You would need to have a discussion with your funding officer first of all check you have AEB funding.

The other slide on there as a point to note for Business Administrator level three - Business Administrator Areas for Concern was discussed by the Lead Independent EPA, the areas for concern were in the main what learners were unable to discuss even though they might have been evident in the portfolio

Knowledge laws and regulations - is plural so they should be able to name more than two

Internal policies is again plural so they would expect more than two

Logistics - such as accommodation and travel - she confirmed they would accept stock as being logistics and stationery (lots struggle with this one, and it is often evident learners have done something that is not part of their job to cover it so are not able to discuss fully)

Communications - learners not being able to talk about channels

Quality - they need to be talking about the quality of their own work, how they check things for grammar etc.

External environment factors - relating to PESTLE, learners knew what PESTLE was, but were unable to provide examples and how this is relevant to thief work place.

Personal qualities - integrity of learner, self motivation, what they have learned.

Remember it is the discussion that is assessed not the portfolio, and it must cover all areas, so she talked about one learner who had 94 marks, but didn’t pass as they were unable to talk about more than on internal policy.

In terms of the project they must be able to talk about project management - planning and organisation and decision making.

I am happy to discuss this with anyone if they would like to, contact details are also available on the slides.

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Inspecting safeguarding and fundamental British values in the Education Inspection Framework (EIF)

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Inspecting safeguarding and fundamental British values in the Education Inspection Framework (EIF)

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Ofsted presentation at  DfE Safeguarding Network Nov19 final  pdf

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Please find below the links I promised to send to you to share with the group.  Happy also for my contact details to be shared.

AELP’s Board have now agreed a 12-point manifesto for apprenticeships for 2019 and beyond.  It also agreed a 10-point policy lines document concerning other skills programmes (see both papers here: http://bit.ly/2ksAIir)

After lobbying by AELP, Ofqual has in essence agreed that it is for WBL providers to agree with their AO the invigilation arrangements that need to be in place for Functional Skills – real progress from the previous line! See  https://ofqual.blog.gov.uk/2019/09/25/invigilating-reformed-functional-skills-qualifications/

Cheryl Swales | Project Manager | AELP |

M: 07854497435 | T: 0117 986 5389| E: cswales@aelp.org.uk | W: www.aelp.org.uk |

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Please find included below a link to the latest resource on the Excellence Gateway. This takes you to the new "Exploring Delivery in Apprenticeship Standards toolkit" which was the main output from OTLA4 Strand 2 collaborative projects. It also appears on the OTLA exhibition site. Within it you'll find interesting case studies and practical tips and documents related to working towards outstanding delivery within apprenticeships under the new standards.

We are hoping to launch the toolkit with an article on the ETF website and through social media later this month, but I wanted to make sure you are aware of it asap.

https://www.excellencegateway.org.uk/content/etf3087

Best wishes,

Petrina

PD North

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You can see that the Retailer EPA timeline I’ve done is a very straightforward 1 page “process”.
Deb Cooney - Gateshead Council

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Functional Maths Initial Assessment (Version 1)

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With regards to the sector specific functional skills task, I have discussed this with our Functional Skills

Curriculum Lead,  as well as my Vocational Learning Manager. Because our current Initial Assessment documents

work very well for us, and they are regarded as being fit for purpose across the range of apprenticeships we deliver,

we discussed that we would not change this to fit each specialism, in the circumstances.
Deb Cooney

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NCFE Presentation Slides 18th March 2019

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NCFE Presentation Slides 18th March 2019

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End Point Assessment

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Or, how to never go near a link in an email :-)

Please let Lou know if you want her to share this Padlet with you at a different email address.

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Setting up and efficiently using a Padlet account

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This is a process for developing digital resilience which we will use to structure all the digital support we give you.

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Some years ago, I was part of a team running digital CPD for educators. We were consistently struck by the same thing - for every person enthusiastically getting their phone out at the front of the class, there was another sitting at the back with their arms folded (sometimes glaring at us). Later, one of us asked if we'd managed to get through to the 'Folded Arms Brigade'. The name stuck and FAB was born.

We wanted to understand what was underlying some educators' resistance to bringing digital into their practice. With support from the ETF's practitioner research programme we ran a series of action research projects between 2014-17. We used Thinking Environment interviews to dig deep into what limited people's engagement with digital and tested a series of interventions to try and get educators over the hump.

Our findings led us to the FAB (Folded Arms Brigade) Model of Digital Resilience:

We have used the FAB Model consistently since, in one-to-one 'digital nursing' (see below) and in group training sessions. It is not an artificial construct. It fell out of what people told us about how digital made them feel and react. The point of FAB is digital agency: getting people to the point where not only do they feel fluent in a single platform, app or device, but they have faith that that they can carry some of that fluency over to the next programme, app or device.

For any given digital challenge, each of the four FAB elements needs to be addressed in turn; of course an individual may be working on a number of digital challenges at once.
1.First Principles
Interviewing digitally resistant educators was a humbling experience. We had not realised how powerfully jargon blocked individuals from pushing on. One educator told us they couldn't make sense of the word 'icon': "that's something you worship in church." Another said they had painstakingly rewritten an important document because a colleague had "saved it to the cloud. I mean, where is this cloud?"

As human beings, once we feel excluded from something, the defences go up. We learned to invest time in exploring language, before going onto devices.
2. Purpose
Many of the educators we interviewed got stuck at this stage. They did not have, could not figure out, or were not willing to admit a purpose for what they were being asked to do. Resistant feelings often channelled into panic at this stage. We spoke to people who lacked confidence around the simplest digital processes at work, but who said breezily, "I'm on Facebook all the time." Facebook is one sophisticated platform, even for the unwary, so the issue was never about capability. It was about each individual finding in each platform, app or device a purpose which was meaningful to them.

No purpose = no point.
3. Support
Standard digital support did not get a good press in our research. Whether well-meaning colleagues, IT technicians or the grandkids, the majority of educators we interviewed had bad experiences of asking for help. Reflections ranged from, "they went too fast for me" to "they made me feel stupid". Whatever good intentions, it was evident that the 'knowledgeable expert' could be counter-productive.

We tested the concept of the "digital nurse", a different blend of know-how and empathy: a digitally confident individual who doesn't know everything (but knows how to google) and knows they can figure things out if they push on through. Later research really brought home the power of digitally nursing in groups - rather than one-to-one - to avoid creating dependency.
4. Fluency
We defined fluency not as knowing everything, but as knowing how to get by, a bit like getting around on holiday with conversational French. To be digitally fluent means pushing on through, following FAB processes and knowing how to get help.

Once 'FAB' fluency is established in one area, digital confidence can be applied to other programmes, apps and devices. Transferability is not 100%; there are new First Principles to explore and Purposes to establish, but the individual is on their way up in terms of their digital agency overall.

The later projects identified five additional FAB principles:

Simple stuff, but if you say, "it won't let me in," you're maybe giving up, whereas, "I can't get in" gives you the chance to try again.

Fitting with the Thinking Environment approach to interviews, which is all about identifying and overturning untrue limiting assumptions, we encouraged participants - and ourselves! - to identify resistance and take a few moments figure out what might be happening.

As we have seen, digital nursing is about knowing just enough, and about knowing how to bring ease to digital learning. One of the joys of this work is in seeing educators digitally nurse one another - not as experts, but as critical friends.

We learned that one thing nervous educators quickly learned to do was bookmark, which of course means that once a bookmark was lost - because of an upgrade, or switching to a new device - the source was also lost. Going the long way round means using a search engine or typing in the URL until a neural pathway is formed. Combined with good password 'hygiene' (using a phone app such as Keeper), this proved to be a powerful principle for developing digital confidence.

Learning to harness the power of the 'computer in your pocket' - away from organisational firewalls - affords educators with a glimpse into what might be possible - and the chance to explore ways of making the possible safe.

When we stumbled over FAB we had no idea of where it would take us. Education is awash with 'models', many of which turn out to be the Emperor's New Clothes when you try to apply them to real-life. FAB really works. Please do get in touch if you want to explore how it might work for you.
Footnotes

1. These are published in various places, please contact loumycroft@loumycroft.org or @loumycroft if you want to read some more.

2. A set of processes which enable people to do their best thinking. See Nancy Kline, More Time to Think (2009).

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Some years ago, I was part of a team running digital CPD for educators. We were consistently struck by the same thing - for every person enthusiastically getting their phone out at the front of the class, there was another sitting at the back with their arms folded (sometimes glaring at us).

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Lou Mycroft (Digital Lead and Group Lead Coach)

loumycroft@loumycroft.org

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Lou introduces the First Principles and Purpose of Padlet, and offers some Support to help you achieve Fluency.