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NHS England Workforce, Training and Education

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Information about what the tariffs cover, how to use the tariffs and in what circumstances the national tariffs may be varied.

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Information about what the tariffs cover, how to use the tariffs and in what circumstances the national tariffs may be varied.

Applies to England

Documents

Details

This document sets out:

the national tariffs for healthcare education and training clinical placements in the financial year 2023 to 2024

how the tariffs will be implemented

in what circumstances the national tariffs may be varied and how to do this

The tariffs cover placements in clinical settings for the following student groups:

clinical students

undergraduate dental students

undergraduate medical (primary care and secondary care) students

postgraduate medical students

Any further information that arises during the year will be published on Health Education England's website.

Thank you for your feedback

Report a problem with this page

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Healthcare education and training tariff: 2023 to 2024

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Apprentice Pharmacy Technician Salary: £22,369.26 a yearJob Location: University Hospital SouthamptonAge: 18+Closing Date: 14 June 2024 Expired Apprenticeship Roles Radiotherapy Physics Technologist Apprentice Salary: £25,147 to £27,596 a yearJob Location: Queen Alexandra Hospital, PortsmouthAge: 18+Closing Date: 16 May 2024 Apprenticeship Healthcare Support Worker Event May 17th 2024 Salary: [...]

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Welcome!

A project was created during 2022 to host a centralised and collaborative approach to practice education.  It was a joint project between the education quality team at NHS England SE, the AHP faculty at the Hampshire and Isle of Wight Integrated Care board (ICB), and a collaborative group of universities across the south of England.  Our vision was to develop a digital space to house learning opportunities and training, and to support professionals who support learners in practice.

The purpose of the practice education workspace is to help foster collaboration between universities to work together and co-agree on practice education and associated opportunities.

We continually want to receive feedback on the workspace at england.quality.wx@nhs.net.

Current professions fully utilising this area:

Physiotherapy

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We are a collaboration platform empowering everyone working in health and social care to safely connect, share and learn across boundaries. Be part of a FutureNHS.

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HIOW faculty produced a helpful toolkit containing all the information you need to access a coach/mentor

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e-Learning for Health login-free online courses

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e-Learning for Health login-free online courses

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e-LfH has an extensive library of online courses to develop your personal and professional development- relevant to a range of roles

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- e-Learning for Healthcare Authentication

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For any queries or to recommend courses or information to be added:

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For any queries or to recommend courses or information to be added:

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Please contact us by email:

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Simple guide to what is what in the world of qualifications!

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A qualification shows employers, teachers and learners what you have learnt and what you can do as a result of that learning. There is a large variety of qualifications available so they are grouped together into levels to show how they compare and what other qualifications they can lead to.

Qualification frameworks

In the UK, most qualifications taken through work, school, college or university, fit into one of nine levels (12 in Scotland). The higher the level, the harder the qualification. The levels are based on the standards of knowledge, skill and competence needed for each qualification. Qualifications at the same level can be very different in terms of content and the length of time they take to complete.

Knowing about the different levels means that you can compare qualifications and identify what you need for your chosen career.

Four qualifications frameworks are in use within the UK:

Regulated Qualifications Framework (RQF) for England and Northern Ireland

Credit and Qualifications Framework for Wales (CQFW)

Scottish Credit and Qualifications Framework (SCQF)

Framework for Higher Education Qualifications for England, Wales and Northern Ireland (FHEQ)

Qualification levels

The table below shows some examples of qualifications at each level under the various frameworks. The list is not exhaustive.

More information on the frameworks and associated levels, including comparisons with other countries can be found on the Council for Curriculum, Examinations and Assessments (CCEA) website.

If you are resident in Northern Ireland and need to check your qualifications against UK equivalents, you can access a free Qualification Equivalence Service by contacting your nearest Careers Office.

If you are a non-UK National from a member state within the EU, EEA or Switzerland with professional qualifications and wish to work in Northern Ireland you may be eligible, under the EU Directive on the Mutual Recognition of Professional Qualifications for automatic or general recognition of your qualifications depending on your profession.

The UK Centre for Professional Qualifications (UK CPQ) is the National Contact Point (NCP) for Professional Qualifications in the United Kingdom. It is responsible for guiding professionals through the process of obtaining recognition for their professional qualifications in the UK and has a dedicated website which provides comprehensive advice and guidance for both individuals and employers.

More information can be found at the UK CPQ website:

Comparing qualification levels from outside Northern Ireland

There are 12 qualification levels in Scotland. These are set out in the Scottish Credit and Qualifications Framework

Irish qualifications are set out in the Irish National Framework of Qualifications

You can compare European qualification levels and also get information on specific qualifications that occupy those levels in national frameworks.

You can also contact the UK National Recognition Information Centre to compare a UK qualification with any non-UK qualification. There may be a fee for this.

Useful links

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Qualifications: what the different levels mean

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A qualification shows employers, teachers and learners what you have learnt and what you can do as a result of that learning. There is a large variety of qualifications available so they are grouped together into levels to show how they compare and what other qualifications they can lead to.

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Padlet: Equality Diversity and Inclusion (EDI) resources

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Padlet: Equality Diversity and Inclusion (EDI) resources

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Looking for end-user feedback! Please email:

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To have your say and / or edit data

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Padlet: Library (LIB) Guides for practice education

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Padlet: Library (LIB) Guides for practice education

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Keep checking! New resources being added all the time!

Please email: hiowicb-hsi.hiow.ahp.faculty@nhs.net

If you have documents you would like shared in this Practice |Education library

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Current apprenticeships offered within HIOW include OT, PT, DRAD, TRAD, ODP, Paramedics, SLT, Dietetics, Podiatry & P&O.

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AHP Apprenticeship padlet

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(Nursing Focus) Padlet: Placements in PVI sector

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(Nursing Focus) Padlet: Placements in PVI sector

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Coaching and mentoring is an inclusive offering available to all professions within the NHS and social care, irrespective of pay grade, clinical and non-clinical roles.

Whether you are leading an organisation, heading up a service, managing a team or leading yourself and colleagues, coaching or mentoring can support you on your leadership journey.

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Welcome to the NHS Leadership Academy Coaching / Mentoring Hub. Please either register or log in using your existing details.

Coaching and mentoring is an inclusive offering available to all professions within the NHS and social care, irrespective of pay grade, clinical and non-clinical roles.

Whether you are leading an organisation, heading up a service, managing a team or leading yourself and colleagues, coaching or mentoring can support you on your leadership journey.

Local coaching and mentoring offers
You can also find out about local coaching and mentoring offers through your local leadership academy. Please click the links below to reach our local Academy sites and to contact your regional lead for more information:

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Welcome to the NHS Leadership Academy Coaching / Mentoring Hub. Please either register or log in using your existing details. Coaching and mentoring is an inclusive offering available to all professions within the NHS and social care, irrespective of pay grade, clinical and non-clinical roles.

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Supporting the development of the primary and community care workforce

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Welcome to the Thames Valley and Wessex (TVW) Primary Care School webpage.

Whilst this webpage is currently being hosted on the HEE Wessex site, we want to reassure you that the Primary Care School covers both Thames Valley (TV) and Wessex (Wx) regions.

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Thames Valley and Wessex Primary Care School Working across Wessex

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Welcome to the Thames Valley and Wessex (TVW) Primary Care School webpage.

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University access courses- distance learning

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University access courses- distance learning

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Online distance learning college for access to UK universities (courses have a fee). Multiple courses available including access to: Radiography, Paramedicine, Physiotherapy, Nursing and Midwifery

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Online Courses to suit your lifestyle

Excellent reputation and experience

The original distance learning college specialising in Access to HE Diplomas. Established 1993. 40% of students are recommended by friends, family, colleagues & employers. Regarded as best provider by many universities.
Find out more

We help you succeed

94% of our students rated their studies with us a very good or excellent. .

The learning materials were excellent and they exceeded my expectations. I would like to thank my family and the tutors for their amazing support.

I am happy to say to have secured a place to study a Nursing Degree this September. I cannot recommend them enough. Yannick

Support of tutors, & the wider student community were fundamental in enabling me to overcome adversity. The peer support of fellow students proved a wonderful resource. People of all ages & backgrounds united in their desire to study & self-develop, quick to offer help & encouragement. So I became active in supporting others through the Facebook Group. Richard

I have dyslexia. They suited all my needs. It was flexible, affordable, and the modules offered would provide me with the fundamental basics to study a Law degree.

They did more than help me get into my dream Russell Group university studying Law. The whole experience finally made me feel academically worthy. Sam
Tutors and staff have been fantastic in helping me achieve the grades I need, as well as any other situations I needed support with.
I applied to 2 universities and have received conditional offers from both.

I have achieved more credits than the offer requires, it wouldn't have been possible without them. Aaliya
I loved the flexibility that comes with the course and the outstanding tutors.
I have since been offered a place from two universities to study a BSc in Adult Nursing.

It is in this regard that I strongly recommend them without hesitation for any person who would like to reboot their career. Mehluli

I was very nervous about beginning my studies as I thought that Access to HE Diplomas were aimed at mature students, being 17 at the time of beginning my studies. But I was so wrong!

The Diploma is for anyone wanting to enter higher education. The staff, and my tutors especially, couldn't have been more accommodating and supportive. Beth

The materials were easy to follow. I received advice from others via the Facebook page & from my personal tutor, who was always so quick to answer any questions. During the modules, I developed my research methods & even my English improved. I am far more confident in finding the pros & cons of every theory. I now feel I am in a far better position & I am currently enrolled on an LLB Qualifying Law degree. Sean

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The Leading Online College for access to UK Universities

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Online Courses to suit your lifestyle The original distance learning college specialising in Access to HE Diplomas. Established 1993. 40% of students are recommended by friends, family, colleagues & employers. Regarded as best provider by many universities. Find out more 94% of our students rated their studies with us a very good or excellent.

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Qualifications, subjects, and exam grades – usually A levels, Advanced Highers or equivalent-level qualifications, are sometimes converted into UCAS Tariff points. Most courses will also expect you to have some pre-16 qualifications, such as GCSE English and maths, or their equivalents.

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If you want to live out your dreams and enter into the career you've always wanted, you need to go to the right university.

Understanding the UCAS (The University and Colleges Admissions Service) system and understanding how to get UCAS points will ensure that you earn the correct number of points for the degree and uni of your choice.

UCAS points are assigned to different grades earned in post-16 qualifications, such as A-levels and AS-levels, and Scottish Highers[i]. They are also allocated to a variety of certificates, diplomas, and awards.

Do you have enough UCAS points to get into uni? Read ahead to find out more about how the points system works, and how you can get UCAS points for your application.

How do UCAS points work?

Each different qualification awarded in the UK (A-levels and Scottish Highers, for example) are granted a size band value that ranges from 1 to 4 based on how many learning hours the course takes. They are also assigned a grade band point, from 3 to 14[ii].

To find out how many UCAS points you will be awarded for your qualification, multiply the two together. Size band value x Grande band point = tariff points.

It's important to note that the tariff points have changed since 2017, and they are now much lower. An A-level grade A* was once worth 140 points but is now worth 56 points. Universities value your A-level studies just as much as they did in the past, but their entry requirements are now scaled down to use lower numbers.

This table will help you understand the points awarded for A-level qualifications. Head to the UCAS website for a complete list of the tariffs.
Source: UCAS Tariff Calculator
T-Levels were introduced recently as an alternative to A Level and BTEC courses for school leavers. They combine classroom and practical knowledge with on-the-job learning, and resulting grades are equivalent to 3 A Levels[iii]. The following table illustrates what different T-Level grades equate to in UCAS Tarriff Points.

Source: gov.uk

How many UCAS points do I need?

Simply put, the number of UCAS points you need depends on the specific university, subject, and course in which you want to enrol. Every different course has different requirements that usually include exam grades, subjects taken, and qualifications earned[iv]. Entry requirements usually include the following:

Post-16 Qualifications - A-levels, AS-levels, Advanced Highers, Certificates, Diplomas and Awards are all converted into UCAS points.

Pre-16 Qualifications - Most courses also require that you have certain pre-16 qualifications, including GCSE Maths and English.

Your subjects - Uni courses often have pre-requisite subjects that you needed to have taken in your A-levels.

Exam Results - Your offer will usually be conditional on your grades.

An admissions test - In rare cases, some courses require you to sit an entrance test, sometimes a year in advance.

An interview - Some courses want to interview students to ensure that they are a good fit for the programme.

Additional checks - Some courses require financial and health checks, or Disclosure and Barring Service (DBS) or Protecting Vulnerable Groups (PVG) checks.

In some cases, universities and colleges will try to make the admissions process fairer by offering contextual admissions. In these cases, they will consider the hurdles and challenges that you might face and give you additional consideration.

If you have been away from education for more than a few years, you may receive accreditation for life or work experience through the Accreditation of Prior Learning (APL) programme[v]. You'll receive credit for your training, work, and/or self-directed study.

What if I don't have enough UCAS points?

Every student's nightmare - you didn't accumulate the minimum UCAS points included on your offer. What should you do?

Ring your university ASAP

Depending on your grades, you may not reach your conditional offer. However, if the UCAS website is still showing it as active, you should get on the phone immediately. Ring your university and ask to speak to someone in charge of your programme. If you missed your grades by a narrow margin, your university may still be willing to honour the offer. This grace varies from university to university, so get in touch as soon as possible.

Choose your insurance offer

You are permitted to have a second offer on the UCAS system if your first offer is a conditional one. This is termed your 'Insurance' offer[vi]. If you don't reach the number of UCAS points and/or grades required for your offer, you can confirm your insurance offer on the UCAS system.

Assess your options through Clearing

Clearing is a system that matches applicants with no offers to universities that have extra spaces[vii]. If you miss your firm offer, you can go through Clearing to collect offers. Remember to ring them regularly, as Clearing spaces go back into the pool when another student rejects it. Even if you don't see any spaces at the beginning of the day, within an hour they could have spaces. It can be an exhausting process, but getting a space at a good university is well worth your time.

You might have to make a snap decision

When you're calling around to universities, you might be offered a space right there and then. You'll only have a few minutes to make up your mind, so make sure you only call around to universities that you really want to attend.

Find out when you can re-sit your exams

Most universities will allow you to defer your offer for a year while you re-sit your exams and hopefully achieve a higher grade. While you used to have to wait a full year to re-sit the exams, now you can take them in the summer while the information is still fresh in your head[viii]. You might feel disappointed that you have to wait a year to join your friends at uni, but it can be a true learning experience

Take a gap year while you gain more UCAS points

Taking a gap year allows you to earn money, travel, and assess your life goals. Most importantly, it gives you the time to earn more UCAS points by earning a certification, diploma, or award. With a big boost in UCAS points, you might even get an offer from a better university than you originally hoped to attend.

How to get UCAS points

Fortunately, how to to get UCAS points is a relatively easy question to answer! There are plenty of different ways that you can get UCAS points, and nearly all of them involve taking on extra academic work[ix]. While these academic credentials boost your profile with the Uni Admissions Department, especially if you choose from the list of facilitating subjects.

That said, you can also have a lot of fun earning valuable vocational qualifications- they'll benefit your career and earn you additional points. In addition to helping you gain entry to your uni of choice, they'll help boost your CV and prepare you for your career.

You can also transform your hobbies into extra UCAS points - you'll need to have them assessed by a tutor or body, but this is a good way to gain points without taking too much time away from your academic work.

The most obvious place to get UCAS points is from A-levels, AS-levels, and T-levels. Many students consider taking more than the standard three AS/A-Levels, or they will take an A Level course on top of their core T-Level. It's not uncommon for the most promising students to take four or even five A-levels, with an extra AS-level on top.

That said, don't feel too intimidated if you are only taking three A-levels - most offers are based on this amount (with the top universities sometimes giving an offer that includes four A-levels providing the student is enrolled in four).

An extra A-level will give you a leg up, as it adds 56 points to your UCAS tally if you earn an A* grade. Speak with your teachers to find out what they recommend, and to get their advice for planning your timetable so that you can make your extra studies fit into your schedule.

Try getting an online qualification in your spare time. If you can handle the extra work on top of your A-level studies, it can really pay off.

In addition to helping you gain UCAS points for your University application, a Level 3 Diploma, Certificate or Award can get you started with your career. It can equip you with valuable skills and experience in accounting, photography, and even "Personal Effectiveness" (a certificate in which will earn you 16 points). We're the first to admit that doing an entire Diploma (which gives you at least 30 points) might be too much to handle, a certificate could be doable. The NCFE Level 3 Certificate in Photography is worth 24 points.

If both of these options sound like too much additional work, you could try for an Award[x]. They provide you with 8 points in recognition of your accomplishments in different areas, projects and leadership roles. Imagine earning points for your blog or YouTube channel! It's possible. A Trinity College Gold Arts Award offers 16 points, so it is worth finding out if you are eligible[xi].

You might not be taking an A-level in Mathematics, but you can still show your potential uni that you are proficient in the subject matter by taking a Free-standing Mathematics Qualification. The qualification difficulty is between a GCSE and AS-level Maths exam, and if you reach the Advanced Level, it shows that you have the equivalent of an A-level. This is ideal if you are doing all humanities A-levels and want to demonstrate your maths skills. Choose between Using and Applying Statistics, Additional Maths, Working with Algebraic and Graphical Techniques, and Modelling with Calculus, for which you'll gain 20 points for an A grade.

Cambridge International Examinations offers their unique Cambridge Pre-U programme that allows you to replace your A-levels with a diploma. You can also take a shorter course across the span of a year (which you take alongside your A-level studies) - choose from Classical Heritage, Comparative Government and Politics, and Economics. You can also take one of the Modern Languages short courses - choose from French, Italian, Spanish, Mandarin Chinese, Russian, and German. Admissions departments now acknowledge these courses as the invaluable resources they are, and even Ivy League Universities in America will recognise them. You'll receive up to 56 UCAS points for the full courses in the 'Principal Subjects,' and up to 22 points for the short courses.

You can gain points by demonstrating your prowess in speech and drama, from Grade 6 and up. You'll earn up to 30 points for a distinction at a Grade 8 level. If you want to really push yourself, you can enrol in the LAMDA Level 3 Certificate in Speech & Drama: Performance Studies. In this programme, you'll hone your dramatic acting skills and work on oration, which will help you in many different careers. You don't have to be an aspiring actor - you can simply be someone who enjoys getting up on the stage. If you successfully complete the PCertLAM, you'll gain 24 points.

If you think you have an extremely high level of English language knowledge, the Certificate of Proficiency in English will earn you 32 UCAS points. The test will assess your reading, writing, listening and speaking abilities. In addition to gaining extra tariff points, preparing for the test will equip you with vital skills that will improve your performance at uni, and help with your oral presentations and essay writing through to the PhD level. You can also take the Certificate in Advanced English, which will give you 42 points if you earn an A-grade.

How to get extra UCAS points quickly

Are you looking to quickly earn some additional UCAS points to bolster your chances of getting into the uni of your choice? Try the following strategies.

Online qualifications

These days, there are tons of online courses that can help you boost your knowledge and achieve better marks on your A-levels. To be able to complete your course, all you need is a computer and access to the internet. The qualification is the same - the only difference is the format of study.

Take a community-based course and get points for volunteer work

Educational charity ASDAN has a few different community-based courses on offer that can help you gain extra UCAS points for volunteer work[xii]. Look into the CoPE (Certificate of Personal Effectiveness), which allows you to record and develop a number of personal attributes. Completing this course will give you 16 UCAS points over the course of 150 hours (compared to 360 hours for an A-Level). You can also gain a total of 18 points (6 points each) from their three different Wider Skills courses - Improving Your Own Learning and Performance, Working with Others, and Problem Solving.

Have your musical talents assessed

While you might not be able to learn a musical instrument from scratch in a few months, you can get graded on your existing talents! If you have yet to be examined and are above a grade 6, you could earn precious UCAS points that will improve your university chances. It's a lot to arrange on short notice, but private music tutors can grade you within just a few weeks.

Gain equestrian credit

If you are an avid horseback rider, you can gain credits by taking qualifications offered by the British Horse Society. While they initially designed these qualifications for people who plan on a career in the equestrian world, they are an excellent way for horse lovers to earn extra UCAS points. The BHS offers 32 points for the EQL Level 3 Diploma in BHS Riding Horses, 24 points for the EQL Level 3 Diploma in BHS Horse Knowledge and Care, and 16 points for EQL Level 3 Certificate in BHS Preliminary Teaching of Horse Riding. You can also earn 8 points each for Horse Knowledge and Care, Horse Knowledge, Care and Riding, and BHS Level 3 Preliminary Teacher's Certificate (Equine Coach).

Earn extra points by dancing!

Did you know that being 'light on your toes' can actually help you to earn some extra UCAS points? It's true - several accredited organisations, including the Imperial Society of Teachers of Dancing, the British Ballet Organisation, the British Theatre Dance Association, and the Royal Academy of Dance, all offer graded dance qualifications. You can earn up to a maximum a total of 20 points for a Distinction at the Grade 8 level.

A few things to consider when it comes to UCAS points:

Just because a qualification doesn't gain you any UCAS tariff points that doesn't mean a university won't look favourably upon it and still consider it a vital part of your application.

While your desired uni or course may not use tariff points to determine its offers (using grades instead), they do keep a tally of the numbers and report them for government data and league table purposes.

You can't combine the points gained from an AS score and A2 score in the same subject. You'll only gain the points from the highest level of qualification.

If you don't understand the entry requirements for the course and uni you want to attend, get in touch with the registrar's office as soon as possible.

FAQs

How Much Is UCAS?

UCAS is a charity, so in order to apply, you have to pay a small fee. Currently, the application fee for a single choice is £20. However, for more than one choice, you can expect to pay £26.

How Many UCAS Points Is An Access Course?

An access course, or an Access to Higher Education Diploma, is a qualification students generally undertake to prepare them for university if they don't have traditional qualifications. An access course helps you to earn UCAS points in the same way as a BTEC or A Level course does: the higher your grade, the more points you'll get. On an access course, the most UCAS points you can earn is 144, which is equivalent to achieving 3 A's at A Level. To discover how many UCAS points you have earnt, use the UCAS Point Calculator.

Do GCSEs Give UCAS Points?

GCSEs are Level 2 qualifications, which means they do not give UCAS points. Only level 3 qualifications, such as A Levels and BTECs, give UCAS points.

Does DofE Give UCAS Points?

Duke of Edinburgh doesn't give UCAS points. However, completing the award does give you excellent content for your personal statement, which can play a large part in your uni application.

UCAS points in Conclusion

Now that you understand how UCAS points work, it's time to start thinking about how you can ensure that you earn enough of them to meet your offer condition. Remember, if your preferred offer is conditional, you should seek to add an insurance offer to your UCAS profile.

It's also important to note that the UCAS point system was fully restructured in 2017. That means that a lot of the information out there is outdated and includes the older point tariffs. Make sure you're looking at the right point tariffs before you start planning your strategy to earn the total that you need.

It's always a good idea to plan to earn more UCAS points than you think you will need. That way, if you do not achieve the grades you are hoping for, you will still have enough tariff points to accept any conditional offers.

Good luck, and happy studying!

Extended reading resources

Reference list

Arts Award (2022a). Gold Arts Award - Arts Award. [online] www.artsaward.org.uk. Available at: https://www.artsaward.org.uk/site/?id=67#:~:text=Gold%20Arts%20Award%20is%20a [Accessed 23 Aug. 2022].

Arts Award (2022b). Gold Arts Award UCAS FAQ - Arts Award. [online] www.artsaward.org.uk. Available at: https://www.artsaward.org.uk/site/?id=2129 [Accessed 23 Aug. 2022]

BBC Bitesize (2022). What is Clearing? [online] BBC Bitesize. Available at: https://www.bbc.co.uk/bitesize/articles/z4rncqt#:~:text=Clearing%20is%20a%20system%20that [Accessed 23 Aug. 2022].

McLennan, T. (2022). Ucas Tariff: everything you need to know about Ucas points - The Uni Guide. [online] www.theuniguide.co.uk. Available at: https://www.theuniguide.co.uk/advice/ucas-application/new-ucas-tariff-everything-you-need-to-know [Accessed 23 Aug. 2022].

Oliver, C. (2021). UCAS points. [online] www.thecompleteuniversityguide.co.uk. Available at: https://www.thecompleteuniversityguide.co.uk/student-advice/applying-to-uni/ucas-points [Accessed 23 Aug. 2022].

Maples, B. (2022). Retaking A Levels. [online] Universitycompare.com. Available at: https://universitycompare.com/advice/a-levels/retaking-a-levels/ [Accessed 23 Aug. 2022].

UCAS (2022). Latest from the blogs. [online] UCAS. Available at: https://www.ucas.com/connect/blogs/replying-offers-%E2%80%93-your-questions-answered [Accessed 23 Aug. 2022].

Success at School (2020). How to get extra UCAS points through volunteering. [online] successatschool.org. Available at: https://successatschool.org/advicedetails/153/How-to-get-extra-UCAS-points-through-volunteering [Accessed 23 Aug. 2022].

UCAS (2022). UCAS Undergraduate entry requirements. [online] UCAS. Available at: https://www.ucas.com/undergraduate/what-and-where-study/ucas-undergraduate-entry-requirements [Accessed 23 Aug. 2022].

Sources

[i] https://www.theuniguide.co.uk/advice/ucas-application/new-ucas-tariff-everything-you-need-to-know

[ii] https://www.thecompleteuniversityguide.co.uk/student-advice/applying-to-uni/ucas-points

[iii] https://www.gov.uk/government/publications/introduction-of-t-levels/introduction-of-t-levels

[iv] https://www.ucas.com/undergraduate/what-and-where-study/ucas-undergraduate-entry-requirements

[v] https://www.glos.ac.uk/docs/download/Apply/how-to-apply-for-apl.pdf

[vi] https://www.ucas.com/connect/blogs/replying-offers-%E2%80%93-your-questions-answered

[vii] https://www.bbc.co.uk/bitesize/articles/z4rncqt

[viii] https://universitycompare.com/advice/a-levels/retaking-a-levels/

[ix] https://www.oxford-royale.com/articles/10-ways-more-ucas-points/#aId=8d0c3a3f-960e-44dc-b49c-06178eada86b

[x] https://www.artsaward.org.uk/site/?id=67#:~:text=Gold%20Arts%20Award%20is%20a,points%20on%20the%20UCAS%20tariff.

[xi] https://www.artsaward.org.uk/site/?id=2129

[xii] https://successatschool.org/advicedetails/153/How-to-get-extra-UCAS-points-through-volunteering

Nick Cooper

Nick is NCC's resident blog author and covers a range of subjects, including teaching and health & social care. NCC is an international learning provider with over 20 years' experience offering learning solutions. To date, NCC has engaged with over 20,000 employers, and delivered quality training to over half a million learners.

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How to get UCAS points - UCAS points explained

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If you want to live out your dreams and enter into the career you've always wanted, you need to go to the right university. Understanding the UCAS (The University and Colleges Admissions Service) system and understanding how to get UCAS points will ensure that you earn the correct number of points for the degree and uni of your choice.

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Range of courses available to develop your leadership and management skills

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Welcome to the home of health and care leadership development. Our curriculum of programmes, resources and activities bring world-class learning and development to NHS people and partners

News and blogs

Ras Kahai, Disability and Wellness Network Co-Chair at Royal Brompton and Harefield Hospitals, explains how increasing visibility of disabled leaders is key to shifting mindsets.
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Our programmes and apprenticeships are designed to help everyone in health and care discover their full leadership potential and achieve the highest standards Find out about programmes and apprenticeships
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Explore our range of flexible offers to support integrated care system (ICS) leadership development and resources for newly appointed integrated care board leaders including podcasts, articles and much more Find out more about support available
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Our Leadership Way sets out the compassionate and inclusive behaviours we want our leaders at every level to show towards colleagues and individuals Find out more about Our Leadership Way

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Leadership Academy - Better Leaders, Better Care, Brighter Future

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Welcome to the home of health and care leadership development. Our curriculum of programmes, resources and activities bring world-class learning and development to NHS people and partners Ras Kahai, Disability and Wellness Network Co-Chair at Royal Brompton and Harefield Hospitals, explains how increasing visibility of disabled leaders is key to shifting mindsets.

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Growth of Diagnostic Radiography Support Workers

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Growth of Diagnostic Radiography Support Workers

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HEE is working closely with The Society of Radiographers and partners to develop the role of diagnostic support workers in imaging services.

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You are here

HEE is working closely with The Society of Radiographers and partners to develop the role of diagnostic support workers in imaging services.

The Supporting Success project is developing guidance on occupation-specific roles and responsibilities for diagnostic radiography support workers employed in the NHS. This will build on the AHP Support Worker Competency, Education and Career Development Framework and include profession-specific competencies and progression routes linked to formal education and pre-registration degrees.

This work has been supported by an expert reference group and guidance and resources from the project will publish by the end of 2021.

This work will support:

growth of the imaging support workforce,

task allocation, including the delegation from registered staff within the scope of practice of support staff,

increased engagement with apprenticeships,

development of supportive learning cultures, and,

engagement with new sources of workforce supply.

Developing pathways for diagnostic imaging support worker roles

Across England, NHS trusts have been offered a one-off support for the first phase of the implementation of the AHP Support Worker Competency, Education and Career Development Framework as part of the national roll out in 2021/22.

Using guidance from HEE, diagnostic radiography services will be supported to review current deployment and education provision for support workers. This will allow greater consistency of roles and ensure services maximise workforce capacity and capability safely to meet increasing demands on services. There should also be clear plans locally on how to recruit the future diagnostic radiography support workforce.

HEE has published a suite of resources to support this work.

Developing career pathways for diagnostic imaging support worker roles: literature review and expert group survey

A rapid review of the literature was conducted by KCL. This paper summarises the results of that review. It briefly covers the historical development of support worker roles in the profession, recent reports, and issues that support workers and services can face when seeking to develop the roles and create progression pathways, including into pre-registration degrees.
Read the literature review and expert group survey.
Developing career pathways for diagnostic imaging support worker roles - guidance on roles and responsibilities

Health Education England (HEE) has published this guidance in collaboration with the Society of Radiographers to maximise the contribution of the diagnostic imaging support workforce to deliver safe and effective care. This guidance sets out the roles and responsibilities that diagnostic imaging support workers, including assistant practitioners, can perform at four career levels. It provides additional, profession-specific competencies that complement the AHP Support Worker Competency, Education and Career Development Framework.
Read the guidance on roles and responsibilities

Related Documents

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HEE is working closely with The Society of Radiographers and partners to develop the role of diagnostic support workers in imaging services. Supporting Success The Supporting Success project is developing guidance on occupation-specific roles and responsibilities for diagnostic radiography support workers employed in the NHS.

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We know how important it is for clinicians and leaders at all levels to keep their skills updated to inspire and lead their teams.

Equally, we understand how crucial it is for you to personally improve your skills and effectiveness.

Truly authentic leadership is a journey and these online modules that we have created will enable you to support that journey to truly realise your potential.

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ELearning modules complemented by training events and workshops to help you lead your team
We know how important it is for clinicians and leaders at all levels to keep their skills updated to inspire and lead their teams.
Equally, we understand how crucial it is for you to personally improve your skills and effectiveness.

Truly authentic leadership is a journey and these online modules that we have created will enable you to support that journey to truly realise your potential.

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NHS South East Leadership Academy | Supporting you to reach your leadership potential

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We know how important it is for clinicians and leaders at all levels to keep their skills updated to inspire and lead their teams. Equally, we understand how crucial it is for you to personally improve your skills and effectiveness.

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Training and resources for improvement initiatives within the NHS and developing yourself and service

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Welcome to the Improvement Academy We are a team of improvement scientists, patient safety experts and clinicians who are committed to working with frontline services, patients and the public to deliver real and lasting change. We adopt a theory-based approach to improvement that's practical, tried and tested.

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Answers to frequently asked questions from employers about apprenticeships.

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Develop new skills and discover new ways to improve your experience of work with short guides developed by experts. Open to anyone in health and care.

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Develop new skills and discover new ways to improve your experience of work with short guides developed by experts. Open to anyone in health and care.

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- Guide to Practice-Based Learning (PBL) for Neurodivergent Students

This guide reflects the voices of those who are members of the neurodiverse community. The person, environment, and occupation performance model is an occupational therapy model that is reflected within this guidance. This model is holistic in that it recognises the impact the environment has on individuals' performance of occupations (Duncan, 2021). The guidance provides tips on reasonable adjustments, gives educators permission to be flexible and creative in their provision of the practice based learning experience and to keep the neurodivergent student in the centre of decision-making when addressing these adjustments.

- Allied Health Professional (AHP) practice placement sustainability Self-evaluation and improvement framework

The NHS requires more Allied Health Professional (AHPs) to meet service requirements that it will face over the coming years. To achieve this, we need more students preparing for registration as Allied Health Professionals. Consequently, additional practice placement opportunities are required for students to achieve the standards set by regulatory bodies, meet workforce demands and to ensure that the AHPs of the future are prepared for their professional roles in an ever-changing healthcare environment. Read our self evaluation and improvement framework and to support we have also produced this animation.

- Evidence-based Handbook to Practice Placements for Allied Health Professionals

The evidence-based handbook to practice placements for all allied health professionals has been designed as a product of a wider project 'Demystifying Placements'. The aim of the project was to collate and evaluate the research evidence behind innovative placements and different models of supervision and produce an easy access guide for students, educators, and organisations to support their implementation into practice education.

- Guide to Practice Based Learning for Allied Health Professional (AHP) Students in Education

This guide shows the possibilities and benefits of offering practice learning in education for AHP students. The ideas and examples show how practice placements in education can enable students to achieve their learning outcomes and enhance their professional skills and employability.
- Guide to Practice-Based Learning for Allied Health Professional (AHP) Students in Research
This guide shows the possibilities and benefits of offering practice based learning in research for Allied Health Professional (AHP) students. The ideas and examples show how practice-based learning in research can enable students to achieve their learning outcomes and enhance their professional skills and employability.
- Supporting the development of placements for Allied Health Professional students in public health settings Toolkit
This Toolkit seeks to offer solutions to some of the barriers through aligning placement opportunities to learning areas that are mapped to the Public Health Skills and Knowledge Framework (PHSKF) and the Standards of Proficiency/Practice Standards, and reducing the administrative burden of organising public health placements. It is intended to support student AHPs at all levels of their study, education institutions and potential placement providers to offer and undertake placements with a public health focus.
- Guide to Practice based learning for Allied Health Professional Students in Leadership
This guide details the possibilities and benefits of offering PBL in leadership for AHP students. It includes key examples that we hope will be helpful in enabling you to host leadership PBL for AHP students, to achieve their learning outcomes and enhance their professional skills and employability.

- Guide for late career AHPs supporting students in practice-based learning

The aim of this guide is to address the challenges identified in growing additional practice-based learning capacity across health and social care systems and private, voluntary and independent organisations by supporting employers to offer flexibility to those staff that are considering retirement or would like a change in career direction before leaving the health service.

- Technology Enabled Care Services practice learning Toolkit

The Technology Enabled Care Services (TECS) Toolkit for students, educators and universities across all Allied Health Professions, has been developed by Health Education England e-Learning for Healthcare (HEE e-LfH) and the University of Winchester. It offers a framework to prepare, supervise and evaluate students' practice learning opportunities in a TECS environment.

The Toolkit has been developed in response to the COVID-19 pandemic with students now undertaking some placements online.
- AHP guide to continuing practice learning while self-isolating
This guide is for educators and students who need to self-isolate and are therefore unable to attend in-person practice learning. It should be used to prepare and support educators, practice learning providers and students to continue their practice learning, to achieve learning outcomes and enhance professional skills and employability. The ideas may form an entire practice learning opportunity or may be used where a period of self-isolation is required during a placement.

- AHP Technology Enabled Care Services (TECS) Practice Based Learning Guide

This guide is for educators and students who already provide TECS or are considering ways of introducing innovative learning experiences to accommodate social distancing or students who are self-isolating.

The guide provides some solutions to information governance challenges to enable AHP students to safely access and effectively utilise TECS practice-based learning.
Resources from the TECS Guide
- A Student Placement Model for Speech and Language Therapy Students in The Rotherham NHS Foundation Trust (PDF)- this is not accessible to all and is for printing purposes only.
- A Student Placement Model for Speech and Language Therapy Students in The Rotherham NHS Foundation Trust (Accessible Word Version)
- SystmOne User Guide (PDF)

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To deliver this practice-based learning capacity Health Education England are working collaboratively across professions, universities, Royal Colleges, professional bodies, with our regulators and other stakeholders to share innovation, learning and build ambition. We are paying particular attention to diversity of settings, opening capacity in the system by introducing opportunities to expand practice learning beyond clinical traditional models to offer new opportunities.

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Are you new to practice education? Are you an old hat and would like a refresher? This is for you!

Just three short modules (approximately 1 hour each) will get you up to speed for taking learners!

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We'd also like to use analytics cookies. These send anonymous information about how our site is used to a service called Google Analytics & Hotjar Analytics. We use this information to improve our site.

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HIOW AHP PEN Network: Quaterly meeting dates

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HIOW AHP PEN Network: Quaterly meeting dates

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Teams links within poster: This space is for any staff who are, or are working with learners including; HCSW's RDA's, Direct entry university Students, Apprentices, Registered AHP's HEI staff et al. This space is used to shine a spotlight on each of our AHP professions to aid interprofessional learning and transparency between professions.

Previous spotlights on:

Radiography: Contextual Weeks

Paramedics:

Upcoming:

Spring - HIOW Race Equality fellows projects and findings

Summer: OT survey results and 'a day in the life'

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Nursing Placement information in Care/Nursing Homes and Domiciliary care: STUDENT info

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Nursing Placement information in Care/Nursing Homes and Domiciliary care: STUDENT info

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Nursing Placements in Private Voluntary and Independent (PVI) Sector: STUDENT info

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Nursing Placements in Private Voluntary and Independent (PVI) Sector: STUDENT info

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Supporting Learners in practice, non-NHS: STAFF info

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Supporting Learners in practice, non-NHS: STAFF info

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There are 9 qualification levels.

Entry level

Each entry level qualification is available at three sub-levels - 1, 2 and 3. Entry level 3 is the most difficult.

Entry level qualifications are:

entry level award

entry level certificate (ELC)

entry level diploma

entry level English for speakers of other languages (ESOL)

entry level essential skills

entry level functional skills

Skills for Life

Level 1

Level 1 qualifications are:

first certificate

GCSE - grades 3, 2, 1 or grades D, E, F, G

level 1 award

level 1 certificate

level 1 diploma

level 1 ESOL

level 1 essential skills

level 1 functional skills

level 1 national vocational qualification (NVQ)

music grades 1, 2 and 3

Level 2

Level 2 qualifications are:

CSE - grade 1

GCSE - grades 9, 8, 7, 6, 5, 4 or grades A*, A, B, C

intermediate apprenticeship

level 2 award

level 2 certificate

level 2 diploma

level 2 ESOL

level 2 essential skills

level 2 functional skills

level 2 national certificate

level 2 national diploma

music grades 4 and 5

O level - grade A, B or C

Level 3

Level 3 qualifications are:

A level

access to higher education diploma

advanced apprenticeship

applied general

international Baccalaureate diploma

level 3 award

level 3 certificate

level 3 diploma

level 3 ESOL

level 3 national certificate

level 3 national diploma

music grades 6, 7 and 8

T Level

tech level

Level 4

Level 4 qualifications are:

certificate of higher education (CertHE)

higher apprenticeship

higher national certificate (HNC)

level 4 award

level 4 certificate

level 4 diploma

Level 5

Level 5 qualifications are:

diploma of higher education (DipHE)

foundation degree

higher national diploma (HND)

level 5 award

level 5 certificate

level 5 diploma

Level 6

Level 6 qualifications are:

degree apprenticeship

degree with honours - for example bachelor of the arts (BA) hons, bachelor of science (BSc) hons

graduate certificate

graduate diploma

level 6 award

level 6 certificate

level 6 diploma

ordinary degree without honours

Level 7

Level 7 qualifications are:

integrated master's degree, for example master of engineering (MEng)

level 7 award

level 7 certificate

level 7 diploma

master's degree, for example master of arts (MA), master of science (MSc)

postgraduate certificate

postgraduate certificate in education (PGCE)

postgraduate diploma

Level 8

Level 8 qualifications are:

doctorate, for example doctor of philosophy (PhD or DPhil)

level 8 award

level 8 certificate

level 8 diploma

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Find the difficulty level of a qualification and compare qualifications across different countries.

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Dr Clare Mander - Chief AHP

Pieter Joubert - Strategic AHP People Lead

Beccy Burgos (secondment) - Community AHP and OT Workforce Lead

Cath Grant (secondment) - Strategic AHP Placement Lead

Suzanni Strickland (secondment) - AHP Support Worker Lead

Elaine Hoysted - AHP Placement Optimisation Lead with Occupational Therapy focus

Sophia Watts - AHP Placement Optimisation Lead (Radiography focus)

George Mathew - Race Equality Fellow (SLT focus)

Gerald Lee - International Recruitment Fellow (Radiography focus)

Sophie Gay - Race Equality Fellow (Paramedic focus)

Karishma Bajaria - Race Equality Fellow (dietetic focus)

Adriana Sabou - International Recruitment Fellow (occupational therapy focus)

To contact the AHP Faculty please email: hiowicb-hsi.hiow.ahp.faculty@nhs.net

Find us on Twitter: @HIOWAHPs

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Allied Health Professionals (AHPs) :: Hampshire and Isle of Wight ICS

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Dr Clare Mander - Chief AHP Pieter Joubert - Strategic AHP People Lead Beccy Burgos (secondment) - Community AHP and OT Workforce Lead Cath Grant (secondment) - Strategic AHP Placement Lead Suzanni Strickland (secondment) - AHP Support Worker Lead Elaine Hoysted - AHP Placement Optimisation Lead with Occupational Therapy focus

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All you need to start your career in Radiography
We are here to help you fulfil your potential and start you on the pathway to your dream career.
Our Access to Higher Education Diploma (Radiography) gives you the opportunity to apply for a degree in Radiography. This can lead to a career working in the NHS or the private sector as a Radiographer.

30 years of experience, and our excellent relationships with many universities, means that the content of this Diploma fits perfectly with their entry requirements.

Not all careers need a degree, and this Diploma is also an excellent way to maximise your job prospects, such as a Radiographer Assistant.

Enrol today for just £10.00. £1214.72 ( £1349.70) if you Pay in Full. or from only £99.98 per month

What are they?

Are they accredited?

How do I study?

After the course

When can I start?

You can start when it suits you: just like studying with us, our enrolments are flexible too.

What are the entry requirements?

There are no set entry requirements for this Access to HE Diploma.

You need to have a UK residential address to study this qualification (you can be posted overseas). If you are currently resident outside the UK you need to be able to provide proof of UK residency before the end of the course. In this case, please advise us of this when you apply.

Does it give me UCAS Tariff Points?

Yes. An Access to HE Diploma carries up to 144 UCAS tariff points depending upon grades achieved.

The Diploma is made up of 45 graded credits and 15 ungraded credits. 144 points equates to 45 Distinctions in the Diploma. At A level, 144 points equals 3 grade A's. You can calculate UCAS Tariff Points for different Grades using the Tariff Calculator.

How do I learn?

For every unit you study you will be given access to its tailored learning materials: because they are written by us, you can be sure that they will teach you what you need to succeed on your assessments. They are more than a textbook - they guide you through your learning and support you so that you're fully prepared for each assessment. You will complete tasks, answer questions (with model answers that you can check), and will be given all the tools needed to achieve the highest grades possible.

How am I assessed?

You are assessed through tutor-assessed coursework throughout your Diploma, there are no exams. Our assessments have been both internally and externally verified, meaning that they have been checked to make sure they are consistent, fair and robust. Importantly, they give everybody the same opportunities to succeed. Our internal verification process is rigorous and thorough, ensuring that every tutor is marking, grading and giving formative and developmental feedback in line with our exacting standards.

How long will it take?

Because our Access to HE Diplomas fit into your life rather than the other way around, you can decide how long you'd like to study your Diploma for. They require an estimated 600 hours of study. On average an Access to HE Diploma takes 9 months, but you can complete in 6 months or study for longer if you wish to.

When can I complete?

Just like starting, when you complete is up to you. The only deadlines that are in place are those set by yourself, and are usually based on when you hope to start university. To start university in September you would aim for June moderation; to start university in February/March you would aim for November moderation.

What are my future prospects?

An Access to HE Diploma opens doors for every student. Whether you decide to use it to gain entry to university or not, it will improve your career prospects. You gain so much by studying an Access to HE Diploma online: it teaches you skills that will make you stand out. From organisational skills and time management, to the ability to self-direct and research independently - you will be capable of things you hadn't previously thought possible.

Access to Higher Education Diploma (Radiography) Option 1

You study 60 credits in total:

The most flexible fees

Pay as you Go, no credit checks. Take payment breaks. If course not for you, pay no further instalments.

Pay in Full, discounts on many courses.

Enrol today for just £10.00. £1214.72 ( £1349.70) if you Pay in Full. or from only £99.98 per month

Optional extra Qualifications

You can study additional qualifications alongside your Access to HE Diploma with substantial discounts.

Funding your course

The majority of our students fund themselves using our easy payment options. Some secure funding through their employers and a few manage to get some help from local charities. We cannot provide advice on funding but we do have a Grants & Funding page which you may find useful.

If you are not funding your course yourself

Please ensure that you make us aware of this when you apply so that we can advise you & make any necessary arrangements with the funder to cover your course costs.

If you have already purchased your course elsewhere

The fees and details on this page apply only if you purchase your Course directly from DistanceLearningCentre.com.

If you have purchased your course from another web site, they will have already informed you about their Terms & Conditions and payments.

They will also have informed us that you will be signing up for a course with us so we will be able to adjust the finances on your account accordingly once you have set up your course.

You will not need to pay the Enrolment Fee.

Payment methods

The normal method of payment is online with a Credit or Debit Card. We accept all major cards.

If there are genuine reasons why you cannot pay online, you will need to contact us to discuss whether there are other feasible options available such as bank transfer or Standing Order.
The support that our students receive is central to who we are and the service that we deliver.
Your tutor

Your tutor is both your personal support and your subject specialist teacher. They were chosen for their expert subject knowledge and qualifications, and for their skills in supporting and motivating adults who may have been out of education for some time. They are there to support you and guide your studies, and you will be in regular contact over email, WhatsApp and virtual meetings. Because they mark your assessments, they know how to help you to improve, develop and advance as you progress through the course.

Their role evolves over the course of your studies as your needs change. Initially you will speak to your tutor every week so you can get to know each other and settle into studying. As you progress through the course the support that you want from your tutor may change: one week you may want to talk about study skills, and the next about the ethics of research. Your tutor is there to make sure that your time with us is as successful and enjoyable as possible.

The most flexible study and active tutor support

You can find out more details about support on the course and our flexible study options on our Studying with Us Page. You can also see what our students have to say about the support they received in our reviews.

Student Services

Our Student Services team are here for you from your first enquiry and throughout your course. From clarifying university entry requirements to finding the course that is right for you, Student Services are here for everybody - past, present and prospective students alike.

UCAS Application

UCAS is the application system used for applying to university in the UK. They have lots of guidance for students and we are also here to support you throughout the application process.

For many, making the UCAS application is one of the most important moments arising from the course, and we support you throughout the process. Our strong relationships with universities mean that we liaise with them to ensure that you are always given the most relevant and up-to-date advice, and we keep you abreast of relevant information from UCAS.

From the first stage of your application, to any interviews you may have, and accepting a place - we are there with you every step of the way. We will work with you to plan and draft your personal statement, will guide you through every step of applying through UCAS, and will check every single application, personal statement and reference before they are submitted. We work to ensure that every application is the best it can be.

Additional Support

Learning Support - support if you have declared a disability. They provide advice and guidance and signpost you to help and resources which can help with your studies.

Student Support - supporting you if you are having problems with your studies. This may be due to a wide range of factors, personal, financial, confidence, changed circumstances etc. Generally, tutors will refer you to this section if they feel that you will benefit from some extra help or advice.

Peer Support

We have a dynamic private Facebook community over 2000 students for you to join and if you want to raise points with staff this can be done via the Student Action Group.

Flexibility

We make our courses suit you and your life: if your circumstances or priorities change then your course can too. We are here to help you achieve, and so taking a study break, changing your payment date, extending or shortening your study period (target completion date) is always possible.

Technical Support

From accessing learning materials to uploading documents, if you need any technical support during your studies our Technical Department is there for you.

Finance Department

Should you need any help or advice about fees, payment options, or there are changes to your circumstances the Finance Department is are happy to help.

How are Access to HE courses structured?

Every Access to HE Diploma is 60 credits: 15 are ungraded and 45 are graded. The grades available are Pass, Merit and Distinction.

The structure of each Diploma is designed to provide you with subject knowledge which we know is most relevant to the degree you are aiming for and chosen through experience and consultation to find out what the universities most want to see.

Each Diploma is split into:

A developmental section (which is not subject specific) generally studied at Level 3 although some courses include Level 2 Maths.

Two or more subject-specialist Subject Sets.

The Course Learning Materials include Self-Assessment Questions (SAQ's) and activities. You will need to upload your SAQ's, to demonstrate your learning, before you can start the formal assessment for the Unit.

In courses which include this Unit, the Level 2 Maths Unit is assessed at the same level as a grade C at GCSE but they is not equivalent to a GCSE. Therefore, if your university requires you to achieve GCSE's you will need to study separate GCSEs, which you can study with us.

Subject sets, Credits & Units

To achieve an Access to HE Diploma you complete 60 credits, of which at least 45 must be at Level 3 (A-Level standard) and are graded Pass, Merit or Distinction. The other 15 credits can be either at Level 2 or 3 and are ungraded.

Developmental and Subject Sets are made up of Units; each unit is made up of three or six credits.

Learning Materials examples

How are Access to HE courses assessed?

There are no exams but as you complete each Unit, you will be given Assessments to complete. These often take the form of a practical report, tutor-assessed questions or an essay. These are used by your tutor to assess your learning and recommend you for an Award of Credit for the Unit. You will receive the confirmation of recommended credit(s) for each Unit when the written work has met the predefined criteria which are found within the Assessments.

Once you have completed an Assessment, you upload the Assessment to your Student Account. Some Assessments may need to be submitted by post. Your tutor will provide you with feedback on your work, by completing and uploading a Mark Sheet to your Student Account.

Moderation

Because the Access to HE Diplomas are part of the National Qualification Framework, they are moderated externally by the Awarding Body to ensure consistent quality nationwide. Moderation takes place twice a year so when you complete the course, you will have to wait until the next moderation before the request for certification can be sent to the Awarding Body. However, should you have concerns that your Diploma may not be certificated in time for entry onto your selected course in Higher Education, we can provide evidence for you to give to the admissions tutor.

Grading

Level 2 Units, Developmental and Introductory Level 3 Units are not Graded, they are simply awarded 'achieved' or 'not achieved'. The 45 graded Level 3 Credits are awarded grades of Pass, Merit, Distinction (or resubmission) according to a set of Grade Descriptors utilised nationally and set by the QAA.

It is expected that you will make every effort to meet the criteria for a Unit and you are required to complete and return a 'tick sheet' which helps you to check you have completed everything you need to. However, if you fail to meet the criteria for a Pass, you are encouraged to resubmit your work and it is not graded at that point.

Your tutor will give you guidance about any improvements that are necessary and when you resubmit your work it will be graded. If you still fail to achieve the criteria, you will have to complete another piece of work on a different topic within the Unit.

Assessment examples

Assessments - give you all the information you need to complete and pass your assessment. Further Podcasts and Videos are included in the Assessments.

Student Answer Sheets the documents you complete with your answers for the Assessments.

Laptop or Computer

Due to the academic nature and depth of this course you will not be able to study it entirely on a Mobile Phone or Tablet.

Check university entry requirements

It is important to check the entry requirements for your chosen universities as these will help you decide if you need any of the qualifications below. We are also very happy to advise you to ensure that you have what you need.

GCSEs

You may need GCSEs to gain entry to university. If you do not have these already, you can study them with us. You will have the option to add these to your Diploma when you enrol.

Functional Skills

You may need Functional Skills Qualifications to gain entry to university. Many universities will accept these in place of a GCSE. If you do not have these already, you can study them with us. Please contact us if you would like to study Functional Skills as well as a Diploma.

Progression Awards

You may need further Level 2 credits in English, Maths and Science (known as Progression Awards) to gain entry to university. If you do not have these already, you can study them with us. You will have the option to add these to your Diploma when you enrol.

UK ENIC (formerly UK NARIC) Statement of Comparability

If you already hold qualifications that were studied outside the UK, your university may wish to see a Statement of Comparability to exempt you from GCSE or Level 2 credits entry requirements. You can get a statement from UK ENIC, who can be contacted through enic.org.uk.

Work experience, specific skills and specialist knowledge

You should always check university's entry requirements, both compulsory and preferred, as they will often say what they expect from a candidate. This may include a work placement, specific interpersonal skills, or evidence of wide reading and existing knowledge about the degree, the career, or the industry.

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Online Access to Higher Education Diploma for Radiography

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Gain knowledge & skills for a career in Radiography now with our Online Access to HE Diploma. Flexible study from home

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Key facts you should know about the apprenticeship levy

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The apprenticeship levy is celebrating its two year anniversary. Here’s what you should know.

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Institute for Apprenticeships and Technical Education

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One of 15 technical routes to skilled employment, defined by the Sainsbury Review using labour market information regarding the size and nature of occupations grouped to reflect shared requirements for occupationally related skills and knowledge.

They form the structure through which all technical education will now be delivered.

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One of 15 technical routes to skilled employment, defined by the Sainsbury Review using labour market information regarding the size and nature of occupations grouped to reflect shared requirements for occupationally related skills and knowledge. They form the structure through which all technical education will now be delivered.

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The National Education and Training Survey (NETS) provides us with a unique, multi-professional insight into the experience of the current and future healthcare workforce working and learning in services across the country. The NETS has been running annually since 2019 and remains the only national survey of healthcare trainees’ and students’ experiences of their education and training environments, gathering the views of c.40,000 respondents in 2023. It has evolved with each iteration. In response to stakeholder feedback, we have made a number of improvements to the survey for 2023, including the introduction of sexual safety questions aligned to measure the impact of the recently launched Sexual Safety Charter. In addition, we have updated options for protected characteristics, which help us to explore and improve quality through the lens of equality, diversity, and inclusion (EDI) contributing to our annual Deans’ EDI Report.

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This site uses cookies. By continuing to use this site you agree to our use of cookies.

Creating a new NHS England: Health Education England, NHS Digital and NHS England have merged. Learn more

You are here

The NETS 2023 is now open and closes on 28 November.

You can complete the survey by clicking here.

About the NETS

The NETS is the only national survey open to all undergraduate and postgraduate students and trainees undertaking a practice placement or training post in healthcare as part of their education and training programme.

The survey gathers opinions from students and trainees about their time working and training in practice placements and training posts, asking them to provide feedback on what worked well and what they think could be improved.

Every survey response, across every profession and location, counts and helps to improve the experience of current and future students and trainees.

Why is the NETS important?

The NETS is the voice of the current and future healthcare workforce. By understanding their experience, we can work together to ensure that all individuals are supported to learn and train in safe and inclusive learning environments.

* NHS England Education Quality teams triangulate NETS results with multiple education quality indicators, including other sources of learner feedback and soft intelligence, to form a comprehensive picture of the multi-professional practice learning environment. Together, this information is used to identify areas of good practice in addition to emerging and escalating concerns at a national, regional, organisation and professional level.

* The NETS helps provides to measure the standards through which their delivery of education and training is assessed as part of the NHS Education Contract. It provides insights to enable a targeted approach to quality improvement, with the benefits to recruitment, retention and workforce satisfaction that this will bring.

* Recent NETS results have helped to inform our work to eliminate inequalities in education and training and how we will work with providers to mitigate emerging and escalating concerns and promote the spread and adoption of good practice. You can view the Deans' Equality, Diversity and Inclusion Annual Report 2023 by clicking here.

* The NETS results support the delivery of significant and sustainable improvements in education and training, student attrition reduction and improve the overall learner experience.
Click here for a selection of marketing materials to help promote the NETS 2023.

NETS Reporting

The National Education and Training Survey (NETS) is the voice of the healthcare workforce

You said, we listened

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The National Education and Training Survey (NETS)

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The NETS 2023 is now open and closes on 28 November. You can complete the survey by clicking here. About the NETS The NETS is the only national survey open to all undergraduate and postgraduate students and trainees undertaking a practice placement or training post in healthcare as part of their education and training programme.

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Informal meeting QUARTERLY to provide sharing of experiences and to provide feedback and peer support to staff with protected time dedicated to supporting pre and post-registration learners/staff

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To apply for support, you need to be:

studying on an eligible programme at a university in England

eligible for tuition fees and maintenance support from the Student Loans Company, either through:

actively in study, whether academic or practice learning

Other arrangements are in place for those who may not apply for a loan due to personal reasons.

Those students must still show that they meet the eligibility criteria as defined by SFE, SFW, SFNI or SAAS, as applicable.

If you started or continued your course between January and August 2020, you will be able to apply for additional funding from the start of your next academic year.

For example, if you started your course in January 2021, you'll be able to apply for extra funding when you start your second year in January 2022.

Part-time students will receive pro-rata payments of the Training Grant and Parental Support.

If you're in receipt of an NHS Bursary, visit our NHS Bursary students section. NHS Bursary students are not eligible for NHS Learning Support Fund. ​

How and when to apply

New students

When you will receive your payments for 2024 to 2025

Funding will be scheduled over the academic year and will be paid in 3 instalments.

Payment will be made once we've received confirmation of your attendance from your university. If you start or continue between September and October 2024, you must be in attendance on 1 November to receive your first instalment. This process is the same for those who start after September 2024.

For example, a student who starts or continues studying in:

January or February 2025 needs to be in attendance on 1 March 2025

March or April 2025 needs to be in attendance on 1 May 2025

Payment dates for the 2024 to 2025 academic year

Full details will be availible soon. The following is a list of main payment months. Depending on when your university confirms your attendance, you may receive payment earlier or later than the dates stated. This should be used as a guide only, your NHS LSF account will always set out your actual payment dates.

Academic year starting September or October 2024

Term 1 - 19 November 2024

Term 2 - 18 March 2025

Term 3 - 22 July 2025

Academic year starting January or February 2025

Term 1 - 18 March 2025

Term 2 - 22 July 2025

Term 3 - November 2025 (date to be confirmed)

Academic year starting March or April 2025 (all dates to be confirmed)

Term 1 - May 2025

Term 2 - September 2025

Term 3 - January 2026

Academic year starting July or August 2025 (all dates to be confirmed)

Term 1 - September 2025

Term 2 - January 2026

Term 3 - May 2026

Your term 1 payments will be made once we have received confirmation of your attendance from your university. If you start or continue between September and October 2024, your attendance cannot be confirmed until 1 November. Your university will have until mid-November to guarantee you receive your first payment on 19 November 2024.

need to confirm your attendance for term 2 and term 3. You'll be prompted to do this via email, using the email address on your Learning Support Fund account. Once you have confirmed your attendance status, your university will be able to match you in attendance as they do for term 1.

You can download an Excel file of COSA dates which shows you the student and university windows for each term and cohort, as well as the payment dates.

2024 to 2025 information coming soon.
COSA termly windows and payments (Excel: 11.4KB)
The first time you apply for any element of NHS LSF in each year of study, you'll need to upload a copy of your student finance letter to your online account.

Uploading a document to your NHS LSF account

The selected file must be:

a JPG, BMP, PNG, TIF or PDF

an original copy ​​​​that displays the document in full

clear and in focus

in colour

unaltered by computer software

at least 50KB and no more than 5MB

If the document does not meet these criteria, your application will be rejected.

Your NHS LSF account

Once you've registered for an NHS LSF account, you'll be able to:

apply for funding elements of NHS LSF

update your personal details including your bank account

check your scheduled payments

Once you've registered for an account, you'll keep itthroughout your studies and will not need to create a new one.

If you're in receipt of LSF and are in training before September 2020, you'll continue to use your current online account until you start your next academic year.

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Information on funding support for nursing, midwifery and AHP students

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(Nursing focus) Padlet: Supporting Learners in non-NHS settings

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(Nursing focus) Padlet: Supporting Learners in non-NHS settings

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Workplace integration for radiographers | SoR

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IntroductionWelcome to Workplace Integration for Radiographers - a short training course delivered in partnership between NHS England, NHS…

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(Nursing Focus) Padlet: Placements in care/nursing homes and domiciliary care

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(Nursing Focus) Padlet: Placements in care/nursing homes and domiciliary care

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Please check the HIOW AHP faculty website:

AHP Faculty :: NHS Hampshire and Isle of Wight (icb.nhs.uk)

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The AHP Faculty works collaboratively to ensure the pipeline of AHP professionals continues to thrive and grow. We do this by focusing on our AHP workforce through partnerships and projects.

To find out more about AHP Faculty, watch this short animation:

Our AHP Faculty workstreams are summarised in the chart below:
HIOW AHP Faculty March 2023
Support Workers

Your AHP Support Workforce Lead for HIOW: Suzanni Strickland

My Role has been created to:

Implement the HIOW AHP support worker strategy

Establish a community of practice across the system that represents AHP support workers

Ensure that the work of AHP support workers is recognised and celebrated

As a support worker myself, I am really keen to understand the challenges that support workers across the system are facing and be a voice in order to address these themes. I also want to utilise the existing skills and passion of support workers keen to be part of AHP support worker development - please get in touch at suzanni.strickland1@nhs.net

Please visit the Health Education England website for information on Developing the Role of AHP Support Workers

You can also read our AHPs Support Worker Development Strategy here.

FInd out more about AHP Support Worker resources here and check out AHP Support Worker: Training Resources HIOW.

For information on apprenticeships please visit AHP Apprenticeships - HIOW.

Placements across 4 Pillars of Practice

Practice Based Learning involves a range of learning opportunities to support the student's development where students apply and consolidate their learning. Such opportunities bring together academic theory, workplace practices and knowledge around culture of an organisation that accelerates their skills and development towards competences required for professional registration (HEE 2020).
HIoW AHP Faculty - Supporting learners in practice - LibGuides at Health Education England-South
Click on the link to see a summary infographic of our Clinical Placement Expansion Programme.

Click on the link to read our SOP on Placement Capacity Calculation.

Preceptorship

Preceptorship is a period of structured transition for the newly registered practitioner during which he or she will be supported by a preceptor, to develop their confidence as an autonomous professional, refine skills, values and behaviours and to continue on their lifelong learning.

Evidence has shown that a period of preceptorship is a positive experience for practitioners facilitating socialisation, confidence and competence of newly registered healthcare staff as well as having a positive impact on the patient experience and patient outcomes as well as on staff retention.

In January 2022, Hart Ridge Consulting Limited (HRCL) were commissioned to undertake an independent evaluation to establish the current offer and experience of Allied Health Professionals (AHP) across Hampshire and Isle of Wight (HIOW), identify what good looks like, and make recommendations to develop the programme further to ensure all newly qualified AHPs have a supported integration into the workplace. Please find the Evaluation Report here.

The Hampshire and Isle of Wight AHP Community is committed to promote the importance and relevance of effective and inclusive preceptorship to all newly registered AHP across our system. To this end we have published our Preceptorship Charter.

We invite our newly registered staff to join us for PPI training, please see our PPI Training poster for more information.

Multi-professional preceptor training launches - The first sessions of a pioneering e-Compendium are now available to support preceptors across nursing, midwifery and the allied health professions (AHP). You can find more information here.

NHS England have a selection of Preparing for your future guides for Occupational Therapist, Physiotherapist, Diagnostic Radioagrapher and Midwife.

International Recruitment

We are excited to welcome 112 AHPs from abroad since July last year, with some still arriving. This is the result of a massive effort from all our organisations working in collaboration.

These fantastic staff are making a great contribution to filling our vacancies where we are unable to recruit locally, despite increasing our supply routes. We admire the courage of our internationally educated staff to leave behind what they know to come to work and live in a new country. We call on all our staff to be allies, to reach out and support your colleagues in this transition so that they can be the best they can be.

We are developing resources to give people easy access to information and resources to help them settle into new roles. Please get in touch through the faculty email hiowicb-hsi.hiow.ahp.faculty@nhs.net if you would like to contribute.

Please see our AHP International Recruitment Collaborative infographic for a great summary of our activity.
Resources:
Profession Specific Focus
Radiography
Please click on the link to view the Radiography Workforce Project Closure Report

Careers

AHP Career Ambassadors

The Hampshire and Isle of Wight AHP Faculty works in collaboration with 350+ NHS Careers, an education outreach programme across Hampshire and the Isle of Wight aimed at students aged 5-18 years. The programme gives young people the opportunity to gain insight to the wealth of opportunities that a career in our NHS can offer.
Children's perceptions about career journeys are created and influenced at a much younger age then previous thought.
We aim to raise awareness of the AHP professions as a career, to increase applicants entering the AHP community.

25 People have already signed up through 350+ to suppot this work as careers ambassadors, including: Physiotherapists, Occupational Therapists, Speech & Language Therapists, Orthoptist, Operating Department Practitioners and Radiographers.
We want to expand this to include all our AHP professions.

AHP Career Ambassadors can be anyone in an AHP role (registered or unregistered) who choose to volunteer and engage in career promotion activities at a local, regional and/or national level.
We understand you are busy! Working with 350+ ensures a co-ordinated approach and minimise the time needed for preparation with a range of resources available for you to use.
Please complete our AHP Career Ambassador Registration to join the rest of our career ambassadors.

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AHP Faculty :: NHS Hampshire and Isle of Wight

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The AHP Faculty works collaboratively to ensure the pipeline of AHP professionals continues to thrive and grow. We do this by focusing on our AHP workforce through partnerships and projects.

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To find out more contact: r.burgos@nhs.net

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For more information about the Student Councils run by HIOW ICS please email:

hiowicb-hsi.hiow.ahp.faculty@nhs.net

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Please contact:

hiowicb-hsi.hiow.ahp.faculty@nhs.net

If you are interested in becoming a student council member

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Compassionate, inclusive, and collaborative leadership is essential to deliver the highest quality care for local citizens and to create cultures in which staff can thrive in the health and care system. The King's Fund has a history of providing leadership and organisational development expertise to support people, leaders and teams in the health and care system. Our work is underpinned by thought leadership, research and extensive practice work.

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The website comprises 3 elearning programmes that have the combined aim to support allied health professionals, nurses and midwives in educating, supervising and assessing students and learners.

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This programme is in partnership with...

This programme is in partnership with...

About the programmes

The website comprises 3 elearning programmes that have the combined aim to support allied health professionals, nurses and midwives in educating, supervising and assessing students and learners.

About the Practice Educator and Assessor Preparation (PEAP) programme

Click here to access the Practice Educator and Assessor Preparation (PEAP) programme.

The Practice Educator and Assessor (PEAP) course has been designed to prepare you to become a practice educator, practice assessor or a practice supervisor - dependant on your profession.

The course has been designed by a multi-professional academic team in collaboration with a wide range of clinicians and is aimed at a multi-professional audience. It aligns to both the Nursing and Midwifery Council (NMC) Standards for Student Supervision and Assessment (SSSA) (NMC 2018) and the Health and Care Professions Council HCPC Standards of Education and Training (2017).

NMC registrants should complete units 1 to 6 in order to meet the requirements to be a practice supervisor (NMC 2018). Units 7 and 8 should be completed in order to meet practice assessor requirements (NMC 2018).
HCPC registrants should complete all 8 units in order to become a practice educator.

The programme consists of 8 modules each taking approximately 1 hour to complete. A Practice Assessor certificate or a Practice Educator Certificate will be awarded after completing unit 8:

Unit 1 - Introduction to PEAP
Introducing the course and requirements.
By the end of this unit you will be able to understand your professional body requirements for supervising and assessing learners in clinical practice.

Unit 2 - Creating an environment conducive to learning
By the end of this unit you will be able to consider ways in which you can facilitate learning and resilience in your students by concentrating on environmental factors you can control.

Unit 3 - Learning Theories
By the end of this unit you will be able to demonstrate an understanding of some of the main theorists that have informed our understanding of learning and you will be able to draw on some appropriate strategies to support learners.

Unit 4 - Learning Contracts
By the end of this unit you will be able to support students to identify their priority learning needs and write a learning contract that incorporates SMART objectives.

Unit 5 - Coaching Students
By the end of this unit you will be able to support students to identify their priority learning needs and how you can support the student to meet these needs as a practice educator.

Unit 6 - Principles of Giving Feedback the Associated Challenges
The purpose of this unit is to build your skills and confidence in giving feedback to those people you supervise, and to give you some practical tips that you can apply to make your feedback useful and effective.

Unit 7 - Assessment module
The aim of this unit is to develop your knowledge and understanding of the purpose of using assessments within student learning during clinical practice.

Unit 8 - Failing Student
By the end of this unit, you will be able to support failing students to identify their learning needs and develop an action plan for working in your area of practice.

Meet the team

We would like to thank clinical and academic colleagues across the wide range of professional groups across the North East who contributed to the development of this course.

About the Standards for Student Supervision and Assessment (SSSA) update programme

Click here to access the Standards for Student Supervision and Assessment (SSSA) update programme.

The SSSA programme provides a refresher of the knowledge, skills and behaviours needed to support and assess learners to become outstanding nurses and midwives.

The NMC standards set out what we require from staff who are supervising and assessing students' practice and academic achievement. The session is aimed at practice assessors to enable and support students Nurses, Midwives and Nursing Associates students and implement the standards of assessment and student supervision.

On completion of this 30 to 45 minutes module, learners will have the confidence and skills to:

* employ strong interpersonal skills to have productive and inclusive conversations with learners and colleagues
* create a safe, engaging, and inclusive learning environment for your learners
effectively manage learner performance by setting clear objectives, providing feedback, supporting struggling learners, and escalating where appropriate.
* Set SMART objectives
* provide high quality feedback using the Ask Tell Ask model
* use the Growth, Reality, Options, Will (GROW) coaching technique to develop performance
* support underachieving learners
* where appropriate, escalate the support required by struggling students.

There are interactive activities and reflection activities throughout this module to check learners' understanding.

Meet the team

We would like to thank all the nurses and midwives across Guy's and St Thomas' NHS Trust who contributed to the development of this resource.

About the Practice supervisor preparation and practice supervisor and practice assessor update programme

Click here to access the Practice supervisor preparation and practice supervisor and practice assessor update programme.

This content was originally designed as face-to-face training run by the Learning Environment Team at Hampshire Hospitals Trust in collaboration with NHS service providers and higher education institutes across Hampshire and the Isle of Wight alongside SimComm Academy.

It has now been adapted for the online learning environment in conjunction with Switched-on Multimedia to provide an accessible, interactive and thought-provoking learning resource. The online programme was commissioned by the Hampshire and Isle of Wight Sustainability and Transformation Partnership.

The programme consists of 2 courses:

Practice Supervisor Preparation - explores the role and responsibilities of the practice supervisor as described in the Nursing and Midwifery Council (NMC) Standards for student supervision and assessment (2018). The course also looks at coaching models and how they can enhance student learning, and the importance and value of feedback in the assessment process.

The module, which includes an assessment quiz and takes approximately 3 hours to complete, covers the following topics:

Our students

The learning environment

The NMC standards

Coaching and collaborative learning in practice (CLiP)

Coaching and assessment

Learner outcomes
It is recommended that learners contact their practice education or learning environment team for support in applying their learning in practice.

Practice Supervisor and Practice Assessor Update - provides practice supervisors and practice assessors with an opportunity to update and refresh their knowledge and could be used as part of an annual update.

This module also includes an assessment quiz and takes approximately 3 hours to complete.

The following topics are covered in this module:

Getting started

Your responsibilities

The future nurse

Giving feedback

Coaching and assessment

Learner outcomes
The modules are aimed at nurses, nursing associates, midwives, and other registered healthcare professionals who support students on NMC approved programmes during their practice placements. This includes nursing, nursing associate and midwifery programmes.

How to access

In order to access any elfh programme, you will need an elfh account. If you do not have one, then you can register by selecting the Register button below.
Register >
To view the Practice Educator and Assessor Preparation (PEAP) programme, select the View button below. If you already have an account with elfh, you will also be able to login and enrol on the programme from the View button.
View >
Not an NHS organisation?

If you are not an NHS health or care organisation and therefore do not qualify for free access elfh Hub, you may be able to access the service by creating an OpenAthens account.

To check whether or not you qualify for free access via OpenAthens, you can view the eligibility criteria and register on the ' OpenAthens ' portal.

Registering large numbers of users

If you are a HR, IT or Practice Manager and would like to register and enrol large numbers of staff within your organisation for access onto the Practice Educator and Assessor Preparation (PEAP) programme, please contact elfh directly.

More information

Please select the following link for more information on how to use the elfh Hub.

elfh is a NHS England programme in partnership with the NHS and professional bodies

© elearning for healthcare 2024

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Practice Educator and Assessor Preparation (PEAP) - elearning for healthcare

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This programme is in partnership with... The website comprises 3 elearning programmes that have the combined aim to support allied health professionals, nurses and midwives in educating, supervising and assessing students and learners. Click here to access the Practice Educator and Assessor Preparation (PEAP) programme.

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Ideas and approaches for expanding placement capacity for students and learners.

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Ideas and approaches for expanding placement capacity for students and learners.

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Published 17/04/2024

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This toolkit has been designed using objective criteria to calculate standardised numbers of student capacity possible. Sites can then work towards achieving these numbers over time. This calculator is optimised for use in the following professions:

Dietetics

Occupational Therapy

Physiotherapy

Podiatry

Speech & Language Therapy

Further calculators are in progress to support:

Radiography

Operating Department Practitioners

Art, Drama and Music Therapists

Orthoptists

Osteopaths

Prosthetic and Orthotics

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SLEC: Safe Learning Environment Charter Priorities

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SLEC: Safe Learning Environment Charter Priorities

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SLEC is written for the use of education and placement providers, assessors, supervisors and learners, however it must be actioned by everyone, everywhere, every day and the behaviours and principles embedded into our culture.

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NHS England » Safe learning environment charter: priorities

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NHS England Safe Learning Environment Charter (SLEC) has 10 priorities, they are:

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The Charter was created in response to healthcare learners’ feedback on their clinical experiences in maternity services, set out in the Kirkup (2015 and 2022) and Ockenden (2020 and 2022) reports.

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The Charter was created in response to healthcare learners' feedback on their clinical experiences in maternity services, set out in the Kirkup (2015 and 2022) and Ockenden (2020 and 2022) reports.

The Safe Learning Environment Charter supports the development of positive safety cultures and continuous learning across all learning environments in the NHS. It is underpinned by principles of equality, diversity, and inclusion. It has been developed by over 2482 learners, educators, and key stakeholders in health education.

The Charter is designed for learners and those responsible for supporting placement learning across all learning environments and all professions within them. It is aligned to the NHS People Promise in recognition that learners are vital to the workforce and are included in the promises we must all make to each other, to improve everyone's experience of working in the NHS. The Charter sets out the supportive learning environment required to allow learners to become well-rounded professionals with the right skills and knowledge to provide safe and compassionate care of the highest quality.

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NHS England » Safe Learning Environment Charter

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The Charter was created in response to healthcare learners’ feedback on their clinical experiences in maternity services, set out in the Kirkup (2015 and 2022) and Ockenden (2020 and 2022) reports.

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1. Student Placement Profile - coming soon!

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1. Student Placement Profile - coming soon!

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Operating department practitioners play a major role in each phase of a person’s operation.

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Working life

You'll provide high standards of skilled care and support during each phase of a patient's perioperative care - anaesthetic, surgery and recovery.

You'll work in the surgery team and manage the preparation of the operating theatres. You'll also be the the link between the surgical team and other parts of the operating theatre and hospital.

Entry requirements

You'll need to study for a two year diploma or three year degree in operating department practice at university. You will usually need a minimum of five GCSEs at grades 4-9/A-C or equivalent plus A-level or equivalent qualifications. These will vary depending on the university so check with the universities you are considering applying to. Once you've completed your degree, you need to register with the Health and Care Professions Council ( HCPC) before you can start practising. The other option is to apply for an apprenticeship degree.

Annual payments

If you're eligible, you'll receive at least £5,000 a year to help fund your studies while at university. Your personal circumstances may mean you could receive more. And the good news? You'll never have to pay it back. Find out more.

Degree apprenticeship

A degree apprenticeship is another way to become an ODP. Apprenticeships give you the chance to earn a living while gaining your qualification. Your employer and the government will pay the tuition fees, so apprenticeships aren't eligible for student grants.

Must-have skills

Don't forget - academic qualifications aren't everything. You'll need to have strong communication skills and be as comfortable discussing treatment plans with patients as you are with your professional peers. You'll also need to be safety-conscious and have excellent observational skills.

Training and career development

Once you've qualified, you'll have annual Continuing Professional Development (CPD) check-ins, where we'll discuss your career aspirations and plan how we can help you to achieve them, so you're always moving forward.

There are several routes you could take to further your career including management, education and clinical research. You could also undertake further training to become a surgical care practitioner, anaesthesia associate or advanced critical care practitioner.

Pay and benefits

Your standard working week will be around 37.5 hours with the need to work flexibly over a seven day period. As an ODP, you'll be paid on the Agenda for Change (AFC) pay system, typically starting on band 5.

You'll also have access to our generous pension scheme and health service discounts, as well as 27 days of annual leave plus bank holidays.

Find your course to become an operating department practitioner

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Entry requirements You'll need to study for a two year diploma or three year degree in operating department practice at university. You will usually need a minimum of five GCSEs at grades 4-9/A-C or equivalent plus A-level or equivalent qualifications. These will vary depending on the university so check with the universities you are considering applying to.

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Schwartz Rounds provide a structured forum where all staff, clinical and non-clinical, come together regularly to discuss the emotional and social aspects of working in healthcare.

The purpose of Rounds is to explore the challenges and rewards that are intrinsic to providing care, not to solve problems or to focus on the clinical aspects of patient care.

Rounds can help staff feel more supported in their jobs, allowing them the time and space to reflect on their roles. Evidence shows that staff who attend Rounds feel less stressed and isolated, with increased insight and appreciation for each other’s roles. They also help to reduce hierarchies between staff and to focus attention on relational aspects of care.

The underlying premise for Rounds is that the compassion shown by staff can make all the difference to a patient’s experience of care, but that in order to provide compassionate care staff must, in turn, feel supported in their work.

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[These stories] ... tell us about the pressures of working in healthcare and the importance of sharing stories and emotions

Peter Wilkinson, Schwartz Round clinical lead
This film shows an edited version of a Schwartz Round taking place at Ashford and St Peter's Hospitals NHS Foundation Trust
Find out more

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Staff Experience programme - Point of Care Foundation

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These stories] ... tell us about the pressures of working in healthcare and the importance of sharing stories and emotions Peter Wilkinson, Schwartz Round clinical lead This film shows an edited version of a Schwartz Round taking place at Ashford and St Peter's Hospitals NHS Foundation Trust Find out more

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The demand for health and care services in the UK continues to increase. Although we now have the highest staffing levels in the history of the National Health Service (NHS), as well as more staff in training, demands for and expectations of this workforce have never been greater. A growing ageing population that has an increasing prevalence of chronic health problems, continuous improvements in our ability to diagnose and treat ill health and changing societal expectations, means that there are increasing workforce shortages, both in the UK and globally, despite associated staffing increases.

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The Allied Health Professions (AHPs) Educator Career Framework is an outcome-based framework that describes the knowledge, skills and behaviours required to be an effective teacher, learning facilitator, supervisor and role model in AHP education settings in England. This interactive guide brings together a description of the framework, a set of useful tools and links to additional supporting materials. This E-resource aims to give the uses the tools to navigate themselves through the framework and identity through self-reflection how they can demonstrate and develop on each domain. This resource is for the whole AHP community, including the support workforce, learners, clinicians and senior leaders. This resource has been co-produced by NHS England, University of Winchester, University of Southampton and Canterbury Christchurch University.

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