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I have had an enquiry about an apprenticeship?....

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I have had an enquiry about an apprenticeship?....

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Apprentices in your team:
- Increase their knowledge and skill base from day one
- Bring back their learning to share with and enhance the team
- Likely to stay in their role on completion

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Apprentices will be away from your team a minimum 20% of contracted hours or 6 hours per week- this time will be at University or another informal/formal learning

Apprentices will be away from your team attending placements and should be working in a learning environment that provides supervision and reflective practice as a normal part of their work

Apprentices will need support whilst they are learning, the workload within work and within their own time is challenging

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- Organisations are required to allocate a clinician, an experienced Band 6 or above,  to mentor an apprentice.
- Apprentice mentors will be required to complete training in addition to Clinical Educator training. This will be available from the education provider.

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Employing an apprentice is easier than you think and there’s financial support and help available from the government.

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Tell us whether you accept cookies

We use cookies to collect information about how you use this website. We use this information to make the website work as well as possible and improve this website. We also share some of this information with our social media, advertising and analytics partners.

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We use cookies to collect information about how you use this website. We use this information to make the website work as well as possible and improve this website. We also share some of this information with our social media, advertising and analytics partners.

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Valuable insight, with thanks to East Sussex for sharing.

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The HASO website is a dedicated resource for employers, it also contains information for apprentices.

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The HASO website is a dedicated resource for employers, however, we often get enquiries from apprentices who want to start their career in a healthcare setting or who want to gain other skills in their workplace. See the list of common Frequently Asked Questions below.

Please note, you cannot make an application for an apprenticeship via this site.

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The HASO website is a dedicated resource for employers, however, we often get enquiries from apprentices who want to start their career in a healthcare setting or who want to gain other skills in their workplace. See the list of common Frequently Asked Questions below.

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Health Education England- employer webinar

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Health Education England- employer webinar

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Many learners benefit from additional support, below you will find resources for specific functional skills subjects, which supplement and enhance learning

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The Numeracy Champions Network offers a space to explore becoming a numeracy champion, to interact and share best practice for supporting numeracy in the workplace.

You can access materials to help you champion numeracy in your workplace and support colleagues in improving their numeracy. Areas of support include:

Videos on Value, Belief and Persistence as well as the Essentials of Numeracy

Workshop Plans and Learner Session Slides

Facilitation Tips

Top Tips for Learners

Comms in a box such as posters posing questions like: How do you feel about maths?

You can also network with other numeracy champions across the country. The network is maintained by National Numeracy and funded by Health Education England.
NUMERACY CHAMPIONS NETWORK Improve Everyday your everyday maths with the National Numeracy Challenge
The Challenge is a free website to help you check and improve your numeracy - the maths you use in daily life and at work, like managing your money, working out measurements or understanding percentages, rather than algebra or trigonometry.

In March 2020 the Challenge was updated with a whole new look, a new quick check so that it only takes around ten minutes to practise or check your skills, videos to show that however you feel about maths, you're not alone, and increased flexibility, so that you can choose what you want to do.

Quickly check your everyday maths

Improve your skills

Increase your confidence with numbers

Find out the level you're working at, your strengths and weaknesses, and print a certificate

Get the 'Essentials of Numeracy'

Get yourself ready in your own time to take a more formal maths course

NATIONAL NUMERACY CHALLENGE
Open Learn Everyday maths 1

Have you ever noticed how often you need maths skills in everyday life? This free course serves as good preparation for Level 1 Functional Skills in maths, and whilst it does not cover all aspects of the current 2019-20 curriculum, it is designed to inspire you to improve your current maths skills and help you to remember any areas that you may have forgotten.

Working through the examples and interactive activities in this course will help you to, among other things, run a household or make progress in your career. To complete the course you will need access to a calculator and a notepad and pen.
OPEN LEARN
Learn more about maths anxiety

Click here to access the Maths Anxiety Crash Course!

This course is presented by the Mathematics Anxiety Research Group based at the University of Derby led by Dr. Hunt.

Click on the below video to hear Dr. Thomas Hunt speak about maths anxiety.

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The Numeracy Champions Network offers a space to explore becoming a numeracy champion, to interact and share best practice for supporting numeracy in the workplace. You can access materials to help you champion numeracy in your workplace and support colleagues in improving their numeracy.

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bksb has partnered with Health Education England to give access to bksb for free. This is available to all NHS trusts, community, primary and social care employers to

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bksb for NHS and Social Care workers Assess and develop students' skills in English and maths Support functional skills requirements for learners undertaking an apprenticeship Help meet ESFA funding rules by thorough assessment for apprentices How to access bksb for your trust Email

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Explains the different responsibilities of external quality assurance bodies for apprenticeships, such as Ofsted and the Institute for Apprenticeships and Technical Education (IfATE) and provides useful hints and tips of how you can confirm that you are procuring and/or delivering high quality apprenticeships.

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Ofsted inspect the quality of apprenticeship training that is delivered by training providers to ensure it is high-quality and meets the needs of employers and apprentices.

There are two different kinds of Ofsted Inspections:

New training providers should expect a monitoring visit by Ofsted within 24 months of enrolling their first apprentices. Providers are given 2 days' notice of the visit.

During monitoring visits, inspectors make judgments on the progress made by the new provider. The outcomes and the report of these visits are then published on Ofsted's website.

The outcome of the monitoring visit will determine the timing of the first full Ofsted inspection and, where necessary, any intervention action taken by the ESFA according to their policy.

It is important to remember that monitoring visits only indicate progress. Providers that are awarded 'reasonable' or 'significant' progress in their new provider monitoring visits do not always achieve 'good' or 'outstanding' grades at their first full inspection. Progress must continue to be made, particularly on any weaknesses identified by Ofsted inspectors to achieve a 'good' or 'outstanding' grade at full inspection.

Full Ofsted inspections will be scheduled within 24 months of the first monitoring visit. Inspectors grade the:

quality of education and training

leadership and management

behaviour and attitudes

types of provision offered.

Consequences of being graded inadequate

Providers receiving an 'inadequate' grade for overall effectiveness will be removed from the RoATP. Their funding is stopped once any apprentices that remain with the provider complete their training.

For further information see the ESFA's guide on how it removes inadequate training providers from the RoATP.
Education Inspection Framework (EIF)
This framework sets out Ofsted's inspection principles and the main judgements that inspectors make.

Ofsted use a 4-point grading scale in all inspections to make the principal judgements:

grade 1 - outstanding

grade 2 - good

grade 3 - requires improvement

grade 4 - inadequate

Ensure you are familiar with the EIF and have procedures in place to evidence you meet all the criteria.
Safeguarding and Prevent
One of the key remits of Ofsted is to safeguard and promote the welfare of children and vulnerable adults. Ofsted ensure that providers have effective procedures for keeping children and vulnerable adults safe from abuse, neglect and exploitation

The Prevent strategy, published by the Government in 2011, is part of the Governments overall counter-terrorism strategy, CONTEST. The aim of the Prevent strategy is to reduce the threat to the UK from terrorism by stopping people becoming terrorists or supporting terrorism.

Your Organisation should ensure that those responsible for governance ensure that you fulfil your legal duties and responsibilities in relation to the 'Prevent' strategy and safeguarding.
Self-Assessment and Quality Improvement Plans
Ofsted will periodically write to all providers to request that they provide a copy of their self-assessment. Providers can send their latest self-assessment to fes.sar@ofsted.gov.uk at any time.

You should ensure that you have a current self-assessment report or equivalent. This should include an evaluation of the impact of actions taken to date.
Ofsted Inspections - Top Tips

1. Ensure you know how Ofsted will contact you to inform you about an inspection. Notification normally takes place up to 2 working days before the inspection unless the inspection is unannounced.

2. Make sure you have an Ofsted Nominee. Each provider is invited to nominate a senior member of staff to act as the provider's main link with the inspection team.

3. Make sure you understand and work to the EIF. Make sure you have read and embedded the EIF across your training and education.

4. Keep your self-assessment report up to date. Have a Self-Assessment Report and Improvement Plan and make sure they are current.

5. Undertake mock inspections. Arrange regular reviews of your Ofsted processes to ensure you are prepared and can access information quickly and easily.

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Delivering Quality Apprenticeships - HASO

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Ofsted inspect the quality of apprenticeship training that is delivered by training providers to ensure it is high-quality and meets the needs of employers and apprentices. There are two different kinds of Ofsted Inspections: New training providers should expect a monitoring visit by Ofsted within 24 months of enrolling their first apprentices.

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I am thinking about becoming an apprentice?...

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I am thinking about becoming an apprentice?...

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A job with training working towards a nationally recognised qualification

- Off-the-job training:  a minimum of 6 hours per week or 20% of contracted hours
- Duration of training: 2-4 years
- Minimum employed hours:  30 hours per week plus self directed study

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Huge thanks to Natasha for providing an insight in to being a Podiatry apprentice

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- Provides an alternative to a traditional linear university pathway
- Helps to widen participation and improve access to education
- End result of a nationally recognised qualification
- Earn while you learn... debt free study
- Gain the skills employers want throughout your apprenticeship

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Tuition fees will be paid for by the Government and your employer.

An apprenticeship is a real job- you will need to cover your day-to-day expenses, living costs, rent and travel.

N.B. Some organisations support with costs, you will need to check with the Apprenticeship team/lead

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NAW apprenticeship options series - AHP v5 LB 2022.01.14

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Explore the different pathways that could be available for you- make sure you speak with your organisation and line manager

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Health Education England Apprenticeship landing page

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Health Education England Apprenticeship landing page

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Contains a wealth of information to get you started and support your journey

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Apprenticeships are also a key Government and HEE priority. With the introduction of the Apprenticeship Levy and Reforms in 2017, HEE has continued to work with employers, government bodies and trade unions to continue the progression of the apprenticeship agenda in the NHS.

Specifically, HEE has been mandated to contribute to the development of apprenticeship standards in health, and is currently working with colleagues at the Institute for Apprenticeships and Skills for Health, as well as Trailblazer Chairs to make sure there are a wide range of standards from levels 2-7 available for employers and students to use.

Healthcare Apprenticeship Standards Online

Commissioned by HEE, Skills for Health has developed Healthcare Apprenticeship Standards Online (HASO), a tool to help health sector managers in England find a wide range of apprenticeships to train staff in clinical and non-clinical roles. For all the latest news on apprenticeship standards that are available to deliver, those in development, expressions of interest and to comment on consultations please visit HASO.

HASO Toolkit - support for 25% transfers

Transferring Apprenticeship Funds

If organisations pay the apprenticeship levy they can transfer apprenticeship funds to other organisations to pay for their apprenticeship training and assessment.

Skills for Health has published information on how the transfer process works as well as expressions of interest forms for receiving and transferring organisations and a frequently asked questions document. Information and resources can be found on the Skills for Health Levy Transfer Resources page.

Quality Principles

Working with the National Skills Academy for Health , we have developed a set of principles to ensure excellent practice in apprenticeship provision across UK health care organisations, to read more and to access resources to enable organisations to deliver quality apprenticeships visit our Skills for Health website.

Integrated apprenticeships

Some research has been completed to identify best practice in delivering integrated health and social care apprenticeships. You can find out more about the research here.

A range of case studies are available from Skills for Health. Further examples of best practice are available on our best practice and case studies page.

Related Documents

Related Content

Care Certificate

Health Education England, Skills for Care and Skills for Health have worked together to develop the Care Certificate. The Certificate has been designed to meet the requirements set out in the Cavendish Review.

Best practice and case studies

The national Talent for Care team at HEE is keen to share extensive best practice and case studies to help inform development of programmes and work across the country. If you have something you would like to contribute, please get in touch via talentfor

Health Careers

Make a difference with a career in health. Get all the information you need to take the next step in your career with the Health Careers service.

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Apprenticeships are also a key Government and HEE priority. With the introduction of the Apprenticeship Levy and Reforms in 2017, HEE has continued to work with employers, government bodies and trade unions to continue the progression of the apprenticeship agenda in the NHS.

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Do I need qualifications for an apprenticeship?

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Do I need qualifications for an apprenticeship?

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Yes!
Entry requirements will depend on the university, the type and level of the apprenticeship.

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

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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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NHS apprenticeships are available at four levels:

Level 2: equivalent to GCSEs
Level 3: equivalent to A-levels
Levels 4 and 5: equivalent to a foundation degree and above
Level 6: equivalent to full bachelor’s degree
Level 7: equivalent to full Master’s degree

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Entry requirements may include things like:
- Work experience to date
- Acedemic qualifications you have or are working towards
- International qualifications you have taken
- Functional level English and Maths

Each course and apprenticeship will have different requirements

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And if I don't have the qualifications I need...?

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And if I don't have the qualifications I need...?

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- Discuss with your supervisor or Apprenticeship Lead how to gain the qualifications you need
- Functional Skills, also known as Skills for Life, include Maths, English and Digital Skills
- Having your functional skills at Level 2, equivalent to GSCE grade 4-9 (or A*-C), is a completion
requirement of apprenticeships at Levels 3 and above

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Pre-apprenticeships and pre-employment are programmes or a set of services designed to prepare individuals to enter and succeed in an apprenticeship or employment.

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Pre-apprenticeships and pre-employment are programmes or a set of services designed to prepare individuals to enter and succeed in an apprenticeship or employment. These programmes can assist in improving literacy and numeracy skills as well as focusing on developing some essential work-related skills.

Pre-apprenticeships help individuals meet the entry requirements for apprenticeship programmes and ensure they are prepared to be successful in their apprenticeship.

In this section you will find information about the types of pre-apprenticeship and pre-employment programmes you could undertake and tools to support individuals to reach their potential and successfully gain access to future apprenticeship and job opportunities. Additionally, Apprenticeships.gov.uk's guide might be useful as it gives an overview of various schemes: What if I'm not ready for an apprenticeship?

Click on each section to find out more: (1) Higher Development Award (2) Traineeships (3) T-Levels (4) Functional Skills (5) Pre-Employment Programmes (6) College Partnerships (7) Work Experience (8) Supported Internships (9) Volunteering

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Pre-apprenticeships and pre-employment are programmes or a set of services designed to prepare individuals to enter and succeed in an apprenticeship or employment. These programmes can assist in improving literacy and numeracy skills as well as focusing on developing some essential work-related skills.

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bksb has partnered with Health Education England to give access to bksb for free. This is available to all NHS trusts, community, primary and social care employers to

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bksb for NHS and Social Care workers Assess and develop students' skills in English and maths Support functional skills requirements for learners undertaking an apprenticeship Help meet ESFA funding rules by thorough assessment for apprentices How to access bksb for your trust Email

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Helping you to get your functional skills and develop your educational needs

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Literacy English for Speakers of Other Languages Numeracy Digital Skills bksb International Qualifications

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Many learners benefit from additional support, below you will find resources for specific functional skills subjects, which supplement and enhance learning

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The Numeracy Champions Network offers a space to explore becoming a numeracy champion, to interact and share best practice for supporting numeracy in the workplace.

You can access materials to help you champion numeracy in your workplace and support colleagues in improving their numeracy. Areas of support include:

Videos on Value, Belief and Persistence as well as the Essentials of Numeracy

Workshop Plans and Learner Session Slides

Facilitation Tips

Top Tips for Learners

Comms in a box such as posters posing questions like: How do you feel about maths?

You can also network with other numeracy champions across the country. The network is maintained by National Numeracy and funded by Health Education England.
NUMERACY CHAMPIONS NETWORK Improve Everyday your everyday maths with the National Numeracy Challenge
The Challenge is a free website to help you check and improve your numeracy - the maths you use in daily life and at work, like managing your money, working out measurements or understanding percentages, rather than algebra or trigonometry.

In March 2020 the Challenge was updated with a whole new look, a new quick check so that it only takes around ten minutes to practise or check your skills, videos to show that however you feel about maths, you're not alone, and increased flexibility, so that you can choose what you want to do.

Quickly check your everyday maths

Improve your skills

Increase your confidence with numbers

Find out the level you're working at, your strengths and weaknesses, and print a certificate

Get the 'Essentials of Numeracy'

Get yourself ready in your own time to take a more formal maths course

NATIONAL NUMERACY CHALLENGE
Open Learn Everyday maths 1

Have you ever noticed how often you need maths skills in everyday life? This free course serves as good preparation for Level 1 Functional Skills in maths, and whilst it does not cover all aspects of the current 2019-20 curriculum, it is designed to inspire you to improve your current maths skills and help you to remember any areas that you may have forgotten.

Working through the examples and interactive activities in this course will help you to, among other things, run a household or make progress in your career. To complete the course you will need access to a calculator and a notepad and pen.
OPEN LEARN
Learn more about maths anxiety

Click here to access the Maths Anxiety Crash Course!

This course is presented by the Mathematics Anxiety Research Group based at the University of Derby led by Dr. Hunt.

Click on the below video to hear Dr. Thomas Hunt speak about maths anxiety.

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The Numeracy Champions Network offers a space to explore becoming a numeracy champion, to interact and share best practice for supporting numeracy in the workplace. You can access materials to help you champion numeracy in your workplace and support colleagues in improving their numeracy.

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Senior Healthcare Support Workers help registered practitioners deliver healthcare services to people.

As an experienced support worker, you carry out a range of clinical and non-clinical healthcare or therapeutic tasks, under the direct or indirect supervision of the registered healthcare practitioner.

You provide high quality, compassionate healthcare, following standards, policies or protocols and always acting within the limits of your competence.

You may work in a range of services e.g. acute/mental health/community hospitals, community, health or day case unit, birth centre or midwifery led unit, someone’s home, operating theatre, nursing or care home, assessment centre, hospice, school, prison, GP surgery, charity, working in partnership with individuals, families, carers and other service providers.

Options: adult nursing support, mental health support, maternity support, theatre support, children and young people support and allied health profession therapy support.

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113 results

Apprenticeship location

Only show providers who offer this training for the apprenticeship location.

Enter location

Can't find a training provider?
Share your interest in Senior healthcare support worker (level 3) with other potential training providers.

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Training providers for Senior healthcare support worker (level 3)

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Skip to main content We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service. This is a new service - your beta feedback will help us to improve it.

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Assistant Practitioners work as part of the wider health and social care team and have direct contact with patients, service users or clients providing high quality and compassionate care.

Assistant Practitioners work at a level above that of Healthcare Support Workers and have a more in-depth understanding about factors that influence health and ill-health (e.g. anatomy and physiology).

Assistant Practitioner is a job title applied to a very wide variety of roles that have been developed locally by employers to meet individual service need.

Upon successful completion of this standard, individuals will have obtained the core skills, knowledge and values/behaviours to become an Assistant Practitioner.

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Training providers for Assistant practitioner (health) (level 5)

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Compare training providers who offer apprenticeship training for Assistant practitioner (health) (level 5). You can check their available training options, employer reviews and pass rates.

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Arts Therapies is an umbrella term for:
- Art Therapy
- Drama Therapy
- Music Therapy

The occupations work in a range of settings such as the NHS, local authorities, voluntary, private sector, hospitals, clinics, education, shelters, hospices, or prisons.

The broad purpose of the Arts Therapies is to use art, drama or music as a therapeutic intervention to improve a person’s mental, physical health and wellbeing.

Arts Therapists are both artists in their chosen field (art, music or drama) and psychological therapists. They use art, drama or music as their primary mode of communication.

Arts therapies can help to enhance general development, autonomy, social interaction and communication skills and can support both mental and physical rehabilitation.

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Art therapist/art psychotherapist | Health Careers

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Art therapy is a form of psychotherapy that uses art media as its main mode of expression and communication. Art therapists/art psychotherapists use art as a medium to address emotional issues which may be confusing and distressing.

Working life

You'll use art to help people deal with complex and confusing emotional issues. There may be things which clients cannot say in words. This could be because the emotions are too distressing or because the client has difficulties with communication.

You'll create a secure environment which helps people build their self awareness and self confidence.

You'll work with people of all ages - children, young people adults and the elderly. Your clients may have a range of difficulties such as emotional, behavioural or mental health problems, learning disabilities, life-limiting conditions, neurological conditions or physical illnesses. They also work in a variety of settings such as:

NHS

social services

education (primary, secondary, further and special education)

prisons

private practice.

You'll work one-to-one or in groups, depending on the needs of the client. In a group, you'll encourage members to relate to each other through their art and help the group work through the images and their meanings.

You may work with other professionals including medical and health care staff, teachers or prison and probation staff.

How to become an art therapist

You need to do an approved full or part time Masters degree in art therapy or art psychotherapy and then register with the Health and Care Professions Council ( HCPC).

Entry requirements

You'll usually need a first degree in art or a relevant subject. You may be accepted onto a course without an art degree, if you have a strong art background. Those accepted onto the courses are usually mature, flexible people who have had experience of working in mental health, education, special needs or social services before applying. You will need to show a portfolio of your art work. They cover the psychology of image making, therapeutic relationships, the importance of boundaries and psychological and psychotherapeutic practice.

Degree apprenticeship

A level 7 apprenticeship for arts therapists, including art therapists/art psychotherapists, dramatherapists and music therapists is available but opportunities are currently limited. You'll need to apply for an apprentice position with a health care provider. You can search for vacancies on the NHS Jobs website and Find an Apprenticeship website.

Skills and personal qualities needed

You'll need to be:

creative, flexible and resourceful

resilient in dealing with other people's strong emotions

sensitive and mature

artistic with excellent communication skills

able to work with people from all walks of life

able to reflect on your own emotions

Where the role can lead

You could specialise in a particular type of client such as children, the elderly or offenders. Or you could become a specialist in a particular issue such as dementia, mental health or palliative care. You could decide to become self-employed and build up a private practice. You could do this alongside employed work.

You could become a senior or consultant art therapist, managing the work of a team of therapists. Or you could become the head of an arts therapy department, coordinating the work of therapists from other disciplines such as music or dramatherapists. You also train other art therapists. Some art therapists complete further training and specialise in areas such as working with families or people with a diagnosis of personality disorders. There are also opportunities for further training in psychotherapy or in evidence-based interventions such as Cognitive Behavioural Therapy (CBT).

You can join the British Association of Art Therapists (BAAT) where you can keep your skills and knowledge up to date with annual CPD (continuing professional development). BAAT runs courses, conferences and seminars where therapists can exchange ideas and update their skills.

Pay and benefits

Most art therapists in the NHS work part-time hours and posts typically start at band 6 of the Agenda for Change pay rates. 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 art therapist/art psychotherapist

Other roles that may interest you

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How to become an art therapist You need to do an approved full or part time Masters degree in art therapy or art psychotherapy and then register with the Health and Care Professions Council (HCPC). Entry requirements You'll usually need a first degree in art or a relevant subject.

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Training to be any of the Arts Therapies is at masters level (level 7), therefore you will need to have completed a degree previously.

You may be accepted onto a course without a specific arts degree, if you have a strong art background.

Those accepted onto the courses are usually mature, flexible people who have had experience of working in mental health, education, special needs or social services before applying

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Pathway demonstrating a potential career pathway from Level 3-7

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This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

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Using art, drama or music to carry out therapy interventions to improve a person's mental, physical health and wellbeing.

Apprenticeship category

Health and science

Maximum funding

£17,000 Maximum amount government will fund

for apprenticeship training.

Skills

Skills an apprentice will learn

Manage a caseload in line with legal and ethical responsibilities and professional registration.

Establish and maintain a safe practice environment.

Maintain confidentiality in all areas of your practice in a manner appropriate to the clinical context and setting and legal requirements.

Practise as an autonomous Arts Therapist.

Exercise professional judgement, taking personal responsibility for the decisions made.

To proactively seek and find creative, realistic solutions to problems.

Plan and manage Arts Therapy sessions according to evidence-based practice.

Provide client-centred therapy, working in partnership with clients, their family and others involved in their care or support, building rapport, encouraging communication and supporting clients' autonomy.

Make psychological assessments and judgements by gathering an understanding of the client's current problems, what causes, exacerbates or perpetuates them and how therapy may help or harm.

Undertake and record a thorough, sensitive and detailed assessment using your specialised skills to conceptualise and address problematic situations that involve many interacting factors

Enable clients to make an informed choice, about which intervention, if any, may be most appropriate.

Work with and respond appropriately to complex physical and mental health needs relevant to the client and the therapy.

Engage with clients with co-existing and complex problems to deliver a coherent approach to their therapeutic experience.

Employ your expertise in art, drama or music in conjunction with your psychological and therapeutic skills to develop and regularly review a formulation of the client's problems in collaboration with them.

Use therapeutic skills and technical expertise in art, drama or music to enable the client to engage in the art form.

Select appropriate methods, equipment or techniques from within a medium (of art, drama or music) in the therapy session that is delivered.

Use arts and psychological understanding and interpersonal skills to help support the client's awareness of their thoughts and feelings and to reflect on these and on their relationships and behaviour.

Use arts and psychological understanding and interpersonal skills to help the client to overcome any barriers wherever possible.

Read clients explicit and implicit emotional communication and use these to inform therapeutic action.

Elicit, receive and make appropriate referrals, promoting awareness of the arts therapies contribution throughout the organisation.

Communicate appropriately with others involved in the client's care and involve them in decision making where appropriate.

Communicate effectively using verbal and non-verbal skills.

Engage the client in mutual assessment of their progress.

Make responsive and appropriate adjustments to therapeutic approach when required.

Review the effectiveness of practice through evaluation, audit and record keeping.

Apply current relevant safeguarding and risk management processes and procedures.

Work as part of a multi-disciplinary team within your own organisation and across the wider health and social care team outside of your own organisation as required.

Support, train, supervise and consult with colleagues.

Build and sustain professional relationships as an independent practitioner and a member of a team.

Be able to engage effectively in research activity and evaluation as required by the role in the context of the employing organisation's priorities.

Reflect on, review and continuously improve and develop your own psychological and arts-based practice, supporting others to do the same.

Full information on Arts therapist (degree) (level 7) is available from the Institute for Apprenticeships and Technical Education.

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Arts therapist (degree) (level 7) - apprenticeship training course

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Employers can view details of the Arts therapist (degree) (level 7) apprenticeship training course, including its qualification level, typical duration and the maximum funding available.

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Dietitians are predominantly employed by the NHS, working in hospitals, seeing patients both on wards and in out-patient clinics. They also work in the community seeing patients in GP practices, care homes, schools, health centres or seeing people in their own home.

The broad purpose of the occupation is to use advanced communication and behaviour-change skills to enable people to make lifestyle and food choices to improve their health. Dietitians work in partnership with individual to assess, diagnose and monitor the impact of jointly agreed treatment plans.

Dietitians are also employed in the food industry (including clinical nutrition companies) and there maybe opportunity for employment in higher education, sport, media, and national and local government.

Some dietitians will be freelance and self-employed.

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Pathway demonstrating a potential career pathway from Level 2-7

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This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events.

Everybody's journey is different due to the different qualifications and experience they hold. This may mean that they can skip a level or that they need to achieve additional academic qualifications prior to applying. Always check the employer and university entry requirements.

Disclaimer: This tool is constantly evolving as new apprenticeship standards are developed or added. It includes standards that are at varying stages of development and may not yet be approved for delivery. The routes the tool displays are for illustration only and ultimately is up to the employer which apprenticeships they offer.

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This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

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Training providers for Dietitian (level 6)

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Working as an Occupational Therapist (OT) in the NHS

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Working as an Occupational Therapist (OT) in the NHS

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Occupational therapy is a rewarding career which requires a highly developed knowledge and professional skill-set to enable you to work across a range of settings and environments.

Your primary goal as an occupational therapist is to enable people to participate in meaningful occupations and activities of everyday life. Occupations include things people need to, want to and are expected to do such as self-care, leisure or work.

Occupational therapists work with individuals from birth to end of life including those with physical and mental health conditions, injury, learning disabilities, long-term conditions, palliative care needs and with those who find themselves displaced from their societies.

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Pathway demonstrating a potential career pathway from Level 2-7

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Training providers for Occupational therapist (level 6)

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Compare training providers who offer apprenticeship training for Occupational therapist (level 6). You can check their available training options, employer reviews and pass rates.

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Working as an operating department practitioner

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Operating Department Practitioners (ODPs) are registered healthcare professionals specialising in caring for people of all ages before, during & after surgery. ODPs therefore mainly work in operating departments/theatres.

They work alongside other professionals (such as doctors and nurses) and take a lead role in ensuring a patient is safe during each stage of a patient’s journey through the operating theatre.

ODPs must continually make clinical decisions to ensure the patient receives the best care before, during and after their surgery.

They also ensure that the operating theatre environment is safe and effective and therefore have expertise in the management of specialist equipment & materials in a highly technical environment, for example handling surgical instruments, checking anaesthetic equipment, moving patients and giving medication ODPs must demonstrate confidence, compassion, competence & effective judgement; being responsible for their decisions.

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Pathway demonstrating a potential career pathway from Level 2-7

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This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events.

Everybody's journey is different due to the different qualifications and experience they hold. This may mean that they can skip a level or that they need to achieve additional academic qualifications prior to applying. Always check the employer and university entry requirements.

Disclaimer: This tool is constantly evolving as new apprenticeship standards are developed or added. It includes standards that are at varying stages of development and may not yet be approved for delivery. The routes the tool displays are for illustration only and ultimately is up to the employer which apprenticeships they offer.

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This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

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As an orthoptist, you’ll diagnose and treat eye movement disorders, as well as visual impairments related to the way the eyes interact with the brain. This means you’ll also spot serious neurological conditions, such as multiple sclerosis and Parkinson’s disease.

Collaborating with a team of eye specialists, you’ll be with patients every day, directly seeing the change in their quality of life when you treat their double vision or manage their squint. Your role could involve assessing the vision of babies or helping patients who have suffered a stroke. You’ll also have the opportunity to work in a variety of places, from hospitals to schools.

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The standards of proficiency for orthoptists

Expectations of you

You must meet all the standards of proficiency to register with us and meet the standards relevant to your scope of practice to stay registered with us. It is important that you read and understand this document.

If your practice is called into question we will consider these standards (and our standards of conduct, performance and ethics) in deciding what action, if any, we need to take.

The standards set out in this document complement information and guidance issued by other organisations, such as your professional body or your employer.

We recognise the valuable role played by professional bodies in providing guidance and advice about good practice which can help you to meet the standards in this document

Your scope of practice

Your scope of practice is the area or areas of your profession in which you have the knowledge, skills and experience to practise lawfully, safely and effectively, in a way that meets our standards and does not pose any danger to the public or to yourself.

We recognise that a registrant's scope of practice will change over time and that the practice of experienced registrants often becomes more focused and specialised than that of newly registered colleagues. This might be because of specialisation in a certain area or with a particular client group, or a movement into roles in management, education or research.

Every time you renew your registration, you will be asked to sign a declaration that you continue to meet the standards of proficiency that apply to your scope of practice.

Your particular scope of practice may mean that you are unable to continue to demonstrate that you meet all of the standards that apply for the whole of your profession.

As long as you make sure that you are practising safely and effectively within your given scope of practice and do not practise in the areas where you are not proficient to do so, this will not be a problem. If you want to move outside of your scope of practice, you should be certain that you are capable of working lawfully, safely and effectively. This means that you need to exercise personal judgement by undertaking any necessary training or gaining experience, before moving into a new area of practice.

Meeting the standards

It is important that you meet our standards and are able to practise lawfully, safely and effectively. However, we do not dictate how you should meet our standards. There is normally more than one way in which each standard can be met and the way in which you meet our standards might change over time because of improvements in technology or changes in your practice.

We often receive questions from registrants who are concerned that something they have been asked to do, a policy, or the way in which they work might mean they cannot meet our standards. They are often worried that this might have an effect on their registration.

As an autonomous professional, you need to make informed, reasoned decisions about your practice to ensure that you meet the standards that apply to you. This includes seeking advice and support from education providers, employers, colleagues, professional bodies, unions and others to ensure that the wellbeing of service users is safeguarded at all times. So long as you do this and can justify your decisions if asked to, it is very unlikely that you will not meet our standards.

We recognise that our registrants work in a range of different settings, which include direct practice, management, education, research and roles in industry. We also recognise that the use of terminology can be an emotive issue.

Our registrants work with very different people and use different terms to describe the groups that use, or are affected by, their services. Some of our registrants work with patients, others with clients and others with service users. The terms that you use will depend on how and where you work. We have used terms in these standards which we believe best reflect the groups that you work with.

In the standards of proficiency, we use phrases such as 'understand', 'know', and 'be able to'. This is so the standards remain applicable to current registrants in maintaining their fitness
to practise, as well as prospective registrants who have not yet started practising and are applying for registration for the first time.

These standards may change in the future We have produced these standards after speaking to our stakeholders and holding a formal public consultation. We will continue to listen to our stakeholders and will keep our standards under continual review. Therefore, we may make further changes in the future to take into account changes in practice.

We will always publicise any changes to the standards that we make by, for instance, publishing notices on our website and informing professional bodies.

We also expect you to keep to our standards of conduct, performance and ethics and standards for continuing professional development. We publish these in separate documents, which you can find on our website.

Registrant orthoptists must:

3.1 understand the need to maintain high standards of personal and professional conduct

3.2 understand the importance of maintaining their own health

3.3 understand both the need to keep skills and knowledge up to date and the importance of career-long learning

4.1 be able to assess a professional situation, determine the nature and severity of the problem and call upon the required knowledge and experience to deal with the problem

4.2 be able to make reasoned decisions to initiate, continue, modify, or cease treatment or the use of techniques or procedures, and record the decisions and reasoning appropriately

4.3 be able to initiate resolution of problems and be able to exercise personal initiative

4.4 recognise that they are personally responsible for and must be able to justify their decisions

4.5 be able to make and receive appropriate referrals

7.1 be aware of the limits of the concept of confidentiality

7.2 understand the principles of information governance and be aware of the safe and effective use of health and social care information

7.3 be able to recognise and respond appropriately to situations where it is necessary to share information to safeguard service users or the wider public

9.1 be able to work, where appropriate, in partnership with service users, other professionals, support staff and others

9.2 understand the need to build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a team

9.3 understand the need to engage service users and carers in planning and evaluating diagnostics, treatments and interventions to meet their needs and goals

9.4 be able to contribute effectively to work undertaken as part of a multi-disciplinary team

9.5 recognise the need to participate effectively in the planning, implementation and evaluation of multi-professional approaches to healthcare delivery by liaising with other health or social care professionals

9.6 be aware of the orthoptist's role in the promotion of visual health
by other health professionals

15.1 understand the need to maintain the safety of both service users and those involved in their care

15.2 be aware of applicable health and safety legislation, and any relevant safety policies and procedures in force at the workplace, such as incident reporting, and be able to act in accordance with these

15.3 be able to work safely, including being able to select appropriate hazard control and risk management, reduction or elimination techniques in a safe manner and in accordance with health and safety legislation

15.4 be able to select appropriate personal protective equipment and use it correctly

15.5 be able to establish safe environments for practice, which minimise risks to service users, those treating them and others, including the use of hazard control and particularly infection control

15.6 know how to position or immobilise service users correctly for safe and effective interventions

Download the standards of proficiency document

These standards are effective from 1 March 2013.

Reviewing the standards of proficiency

We keep our standards under continual review, to look at how they are working and check whether they continue to reflect current practice. We also conduct a periodic review of the standards every five years.

In August 2022, we updated our standards of proficiency for the first time since 2015. The changes, which will come into effect on 1 September 2023, have been made following an extensive period of engagement with a wide range of stakeholders.

We will provide a host of resources and activities which will assist different stakeholder groups prepare ahead of the implementation date.

The revised standards set clear expectations of registrants' knowledge and ability in a healthcare landscape which has changed and evolved in the wake of the COVID-19 pandemic. Updating them is a crucial component in fulfilling our purpose to promote excellence in the professions we regulate, and championing high quality care that the public can access safely and with confidence.

See the updates and download the standards

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Expectations of you You must meet all the standards of proficiency to register with us and meet the standards relevant to your scope of practice to stay registered with us. It is important that you read and understand this document.

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Osteopaths move, stretch and massage their clients' muscles and joints with the aim of improving their health and wellbeing.

They work in an NHS or private hospital, in a therapy clinic, at a client's home or from home.

Day-to day tasks include helping your patient/client develop muscles, bones, ligaments, nerves and joints that work well together.

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The title 'osteopath' is protected by law (Protection of title) and you have to be registered with the General Osteopathic Council (GOsC) to practise in the UK, Isle of Man and Gibraltar.

It is a criminal offence, liable to prosecution, for anyone to claim explicitly or by implication to be any kind of osteopath unless they are on the GOsC Register. In order to be registered, you must have completed a course of training that is recognised by the GOsC.

Training courses

Training courses generally lead to a bachelor's degree in osteopathy (a BSc Hons, BOst or BOstMed) or a masters degree (MOst). Courses usually consist of four years of full-time training, five years part-time or a mixture of full or part-time. There are also courses with accelerated pathways for doctors and physiotherapists.

A degree course includes anatomy, physiology, pathology, pharmacology, nutrition and biomechanics, plus at least 1,000 hours of clinical training. Read more here about the 9 UK institutions currently accredited to provide osteopathic training.

Funding for course fees and maintenance

The Osteopathic Foundation and individual training institutions may be able to provide information about sources of funding for course fees and maintenance.

Feedback or concerns

If you have any feedback or concerns in relation to osteopathic education or the courses we recognise please contact the Professional Standards Department on standards@osteopathy.org.uk or 020 7357 6655 x240. We will treat all contacts with the strictest confidence.

Professional indemnity insurance

A practising osteopath must be covered by professional indemnity insurance for a minimum of £5 million, to ensure that a patient harmed by treatment can be adequately compensated.

Disclosure and Barring Service

As an osteopath you may work with children and/or vulnerable adults so, as part of your registration, you are required to have an enhanced check for regulated activity which is performed by the Government agency the Disclosure and Barring Service (DBS).

Students' fitness to practise

There may be occasions when a UK osteopath graduate could have their registration application reconsidered on the grounds of conduct or health. Our statement on the relationship between recognised qualifications and registration outlines the limited circumstances in which this might happen.

Guidance on student fitness to practise

We set up a Student Fitness to Practise Working Group to look at related issues, including the need for further guidance to students on professionalism, fitness to practise and their obligation to ensure patient and public protection.

As a result, draft guidance was drawn up and consulted on. In 2012 we published the final guidance for osteopathic students and osteopathic educational institutions about student fitness to practise and students with a disability or health impairment.

Feedback

Did you find the information you were looking for? Let us know at webfeedback@osteopathy.org.uk. Your feedback will help us to improve this website.

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The title 'osteopath' is protected by law (Protection of title) and you have to be registered with the General Osteopathic Council (GOsC) to practise in the UK, Isle of Man and Gibraltar. It is a criminal offence, liable to prosecution, for anyone to claim explicitly or by implication to be any kind of osteopath unless they are on the GOsC Register.

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How to become an osteopath

You can get into this job through a university course or professional development training.

University

To become an osteopath, you'll need to complete a degree or postgraduate master's degree approved by the General Osteopathic Council.

Courses usually take 4 years full time, or you might be able to study part time over 5 years.

Entry requirements

You'll usually need:

5 GCSEs at grades 9 to 4 (A* to C), or equivalent, including English, maths and science

2 or 3 A levels, or equivalent, including a science, for a degree

a degree in a relevant subject for postgraduate study

More Information

Volunteering

You'll find it helpful to get some paid or voluntary work experience in healthcare with an osteopath before you apply for a course.

You could contact the voluntary services co-ordinator at your local NHS trust for further advice.

Other Routes

If you're already medically qualified, for example as a doctor or physiotherapist, you might be able to do a shorter postgraduate training programme.

More Information

Registration

Career tips

When applying for courses and jobs, you'll be expected to have an understanding of how the NHS values apply in your work.

Further information

You can find out more about becoming an osteopath from the General Osteopathic Council and Health Careers.

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You can get into this job through a university course or professional development training. To become an osteopath, you'll need to complete a degree or postgraduate master's degree approved by the General Osteopathic Council. Courses usually take 4 years full time, or you might be able to study part time over 5 years.

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Physiotherapists work with individuals, and their families and carers, from birth to end of life and in a wide range of health and social care settings.

They lead and deliver programmes and interventions to help people affected by injury, ageing, illness or disability.

Physiotherapists use a range of physical and psychological treatment approaches, including movement, exercise and manual therapy, to optimise an individual’s mobility, function and quality of life. They also provide education about health and wellbeing and provide specific advice that can be applied to everyday activities to manage and reduce the risk of pain or injury.

The profession helps to encourage development and facilitate recovery, enabling people to remain independent for as long as possible.

As a physiotherapist there are opportunities to work privately or in other sectors such as sport.

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Pathway demonstrating a potential career pathway from Level 2-7

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This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events.

Everybody's journey is different due to the different qualifications and experience they hold. This may mean that they can skip a level or that they need to achieve additional academic qualifications prior to applying. Always check the employer and university entry requirements.

Disclaimer: This tool is constantly evolving as new apprenticeship standards are developed or added. It includes standards that are at varying stages of development and may not yet be approved for delivery. The routes the tool displays are for illustration only and ultimately is up to the employer which apprenticeships they offer.

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This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

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Skip to main content

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Training providers for Physiotherapist (level 6)

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Compare training providers who offer apprenticeship training for Physiotherapist (level 6). You can check their available training options, employer reviews and pass rates.

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Podiatrists are registered healthcare professionals specialising in the lower limb (feet, ankles, legs), providing high-quality clinical care to people of all ages.

A Podiatrist’s job is to work to protect people’s feet, providing preventative advice, care, assessment, diagnosis and treatment of a range of problems affecting the lower limb.

Keeping mobile and retaining independence affects the quality of people’s lives. Podiatrists aim to reduce the impact of disability and dysfunction and have a role in rehabilitation. They play a pivotal part in reducing the risk of amputation, infection, pain, deformity and hospital admissions.

They will undertake a range of podiatry interventions including wound care, routine skin and nail care, nail surgery, scalpel work or care for long term conditions. They provide musculoskeletal assessment and then instigate a treatment plan to improve or enhance movement or reduce pain. They prescribe functional insoles for the management of foot / lower limb conditions.

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Pathway demonstrating a potential career pathway from Level 2-6

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This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events.

Everybody's journey is different due to the different qualifications and experience they hold. This may mean that they can skip a level or that they need to achieve additional academic qualifications prior to applying. Always check the employer and university entry requirements.

Disclaimer: This tool is constantly evolving as new apprenticeship standards are developed or added. It includes standards that are at varying stages of development and may not yet be approved for delivery. The routes the tool displays are for illustration only and ultimately is up to the employer which apprenticeships they offer.

# data[].attributes.attachment_link.description
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

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Training providers for Podiatrist (integrated degree) (level 6)

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This website is designed to help you navigate all the steps to start an apprenticeship in Podiatry.

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This unique occupation provides the opportunity to practice in two areas of healthcare. Most will specialise in Prosthetics or Orthotics; a small number continue in both.

Prosthetists / Orthotists manage their own patient caseloads, work across all age ranges & with a wide variety of conditions, often providing lifetime care.

Whilst working as an autonomous practitioner with leadership and management responsibilities they work as a key part of a Multi-Disciplinary Team (MDT) to provide holistic care to patients and work collaboratively with members of the MDT through the provision of rehabilitation and long-term care.

Prosthetists & Orthotists work for both the NHS and independent companies.

Prosthetists/Orthotists demonstrate confidence, compassion, competency & effective judgement about risk & be responsible & accountable for their decisions.  They also instruct and guide their technicians in the specification and manufacture of prostheses and orthoses.

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Pathway demonstrating a potential career pathway from Level 2-7

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This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

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Training providers for Prosthetist and orthotist (integrated degree) (level 6)

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A career in paramedicine is a dynamic and exciting career with opportunities to work in a range of different roles as a Registered Paramedic.

You will be a first-contact Allied Health Professional who works within the wider Urgent & Emergency Care setting and will provide high quality and compassionate care, responding to the needs of service users and carers across the lifespan.

You will work in a wide variety of settings, which may include a front-line ambulance, a GP surgery, a minor injury/illness centre, in remote medicine or a varied range of other environments.

Responsibilities and duty of the role: At the point of registration, a paramedic is an autonomous practitioner who has the knowledge, skills and clinical expertise to assess, treat, diagnose, supply and administer medicines, manage, discharge and refer patients in a range of urgent, emergency, critical or out of hospital settings.

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Pathway demonstrating a potential career pathway from Level 3-7

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This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

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Training providers for Paramedic (integrated degree) (level 6)

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Working as a Diagnostic Radiographer in the NHS

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Working as a Diagnostic Radiographer in the NHS

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The broad purpose of the occupation is to provide excellent patient care by obtaining images of a high diagnostic quality using a range of high cost and complex imaging equipment.

This will include imaging using x-rays and cross-sectional imaging methods (Computed Tomography or CT), fluoroscopy and Interventional Radiology and will be able to assist in other imaging modalities such as Ultrasound, Magnetic Resonance Imaging (MRI), Breast Imaging and Nuclear Medicine.

Diagnostic Radiographers work with a broad range of patients, e.g. patients who may have mental and/or physical disabilities or be distressed, children and the terminally ill.

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Pathway demonstrating a potential career pathway from Level 2-7

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This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events.

Everybody's journey is different due to the different qualifications and experience they hold. This may mean that they can skip a level or that they need to achieve additional academic qualifications prior to applying. Always check the employer and university entry requirements.

Disclaimer: This tool is constantly evolving as new apprenticeship standards are developed or added. It includes standards that are at varying stages of development and may not yet be approved for delivery. The routes the tool displays are for illustration only and ultimately is up to the employer which apprenticeships they offer.

# data[].attributes.attachment_link.description
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

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Training providers for Diagnostic radiographer (integrated degree) (level 6)

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Life as a Therapeutic Radiographer in the NHS

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Life as a Therapeutic Radiographer in the NHS

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The broad purpose of the occupation is to provide excellent care to patients diagnosed with cancer by delivering high quality and accurate radiotherapy, taking into consideration patients’ emotional, psychological, and physical needs through the stages of their cancer treatment when at times they may be extremely vulnerable.

You will be responsible for the patient from the time of referral for radiotherapy by a cancer specialist and will undertake pre-treatment preparation of radiotherapy patients, such as scanning and planning the patients’ radiotherapy.

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Pathway demonstrating a potential career pathway from Level 2-7

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This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events.

Everybody's journey is different due to the different qualifications and experience they hold. This may mean that they can skip a level or that they need to achieve additional academic qualifications prior to applying. Always check the employer and university entry requirements.

Disclaimer: This tool is constantly evolving as new apprenticeship standards are developed or added. It includes standards that are at varying stages of development and may not yet be approved for delivery. The routes the tool displays are for illustration only and ultimately is up to the employer which apprenticeships they offer.

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This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

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Training providers for Therapeutic radiographer (integrated degree) (level 6)

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Skip to main content We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service. This is a new service - your beta feedback will help us to improve it.

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Working as a Speech and Language Therapist in the NHS

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Working as a Speech and Language Therapist in the NHS

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Speech and language therapists provide life-changing treatment, support and care for children and adults who have difficulties with communication, eating, drinking and swallowing. You'll help people who, for physical or psychological reasons, have problems speaking and communicating.

Patients range from children whose speech is slow to develop, to older people whose ability to speak has been impaired by illness or injury. It also includes treatment for those who have difficulty with eating or swallowing.

They work in many settings, including hospitals, nursing homes, in the community, within charities, schools, and peoples’ homes. There are opportunities throughout your career to specialise and move into leadership, training and research roles.

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Speech and Language Therapy apprenticeship pathway

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Speech and Language Therapy apprenticeship pathway

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Pathway demonstrating a potential career pathway from Level 2-7

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This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events.

Everybody's journey is different due to the different qualifications and experience they hold. This may mean that they can skip a level or that they need to achieve additional academic qualifications prior to applying. Always check the employer and university entry requirements.

Disclaimer: This tool is constantly evolving as new apprenticeship standards are developed or added. It includes standards that are at varying stages of development and may not yet be approved for delivery. The routes the tool displays are for illustration only and ultimately is up to the employer which apprenticeships they offer.

# data[].attributes.attachment_link.description
This tool is ideal to use with staff or for career development. There are a number of ways to use this tool, such as in an appraisal, for career and CPD planning or to download and provide at career events. Everybody's journey is different due to the different qualifications and experience they hold.

# data[].attributes.attachment_link.readable_text
Skip to main content

We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service.

This is a new service - your beta feedback will help us to improve it.

Improving quality of life, health and well-being for people with communication difficulties and/or dysphagia (eating, drinking and swallowing difficulties).

Apprenticeship category

Health and science

Maximum funding

£25,000 Maximum amount government will fund

for apprenticeship training.

Skills

Skills an apprentice will learn

Communicate with all people in a manner which is consistent with their cognitive ability and level of understanding, culture, gender, ethnicity, background and preferred ways of communicating.

Monitor and adapt verbal and non-verbal communication to accommodate individual needs, taking account of a range of factors such as language and linguistic skills, attention and listening skills, mental capacity, learning, physical and sensory abilities. Adapt own communication for effective case history taking, assessment, differential diagnosis and collaborative goal-setting.

Use evidence-based speech and language therapy practice to design, implement and evaluate clinical management that will unlock an individual's potential and enable the best possible communication, eating and drinking.

Use effective interpersonal skills to support and motivate individuals to actively participate in assessment and interventions.

Communicate complex information and concepts to diverse audiences, including individuals, groups and communities with a range of communication needs, including through the use of interpreters, bilingual co-workers, translation/culturally appropriate materials, and other accessible materials.

Use basic counselling strategies with people who are distressed.

Use behaviour change and behaviour modification techniques, to promote self-management of speech, language, communication and swallowing difficulties.

Plan, implement and evaluate holistic speech and language therapy interventions and provide accessible information that works towards achievement of participation-based goals, and to support health and wellbeing.

Collaborate with the multi-disciplinary team to provide accessible information in relation to speech, language, communication and eating, drinking and swallowing difficulties to a multi-disciplinary team to enhance its effectiveness.

Agree goals and co-produce plans for speech and language therapy intervention with service users, their families/carers and the multi-disciplinary team.

Develop practice, seek feedback from others, engage in reflection, self-directed learning and professional development, addressing gaps in skills and knowledge for self-benefit and that of the profession.

Recognise the value of change and implement agreed plans on, development, innovation and transformation, reflect on the process, and use this information to appraise the outcome and inform future practice.

Facilitate learning and coach others, providing timely and constructive feedback and contributing to development and evaluation of intervention programmes.

Synthesise theories of typical and atypical speech, language, communication and eating, drinking and swallowing with relevant knowledge from linguistics, phonetics, psychology, social and biomedical sciences to form the foundation of reasoned professional practice.

Use professional and ethical reasoning effectively, integrating knowledge and theory with clinical expertise and service user rights and preferences.

Select, use and interpret appropriate and effective information-gathering and assessment methods to identify the speech, language, communication and eating, drinking and swallowing difficulties and the needs of individuals, groups and communities to develop a reasoned speech and language therapy diagnosis.

Review, monitor and evaluate the ongoing effectiveness of speech and language therapy interventions.

Independently source, critically evaluate, interpret, analyse, synthesise and disseminate research findings relevant to speech and language therapy and individuals' needs.

Formulate relevant research questions about issues related to speech, language, communication, swallowing and SLT practice. Select designs and methods appropriate to research and present data and information to facilitate appropriate analysis.

Contribute to quality improvement and innovation, recognising and implementing the principles of clinical governance.

Recognise own wellbeing indicators and work within the limits of practice and experience, knowing when and from whom to seek advice or help. Delegate appropriately or refer to another professional and recognise when to raise concerns about quality of practice.

Assess the clinical risk associated with any speech and language therapy intervention and take appropriate action to mitigate against potential risks to self, patients, colleagues and the public.

Appropriately use available information and communication technologies for the organisation and evaluation of data and to communicate with colleagues and patients.

Adjust speech and language therapy role within the political, social and cultural context in which they are working and able to show the value of their service and commitment to their profession.

Full information on Speech and language therapist (integrated degree) (level 6) is available from the Institute for Apprenticeships and Technical Education.

Find training providers for this course

Regulated occupation

Speech and language therapist (integrated degree) (level 6) needs a training provider who is approved by Health and Care Professions Council.

Apprenticeship location

Check if a provider can offer this training for the apprenticeship location.

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Speech and language therapist (integrated degree) (level 6)

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Skip to main content We use cookies to collect information about how you use this service. We use this information to make the service work as well as possible and improve this service. This is a new service - your beta feedback will help us to improve it.

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For any queries or to recommend courses to be added:

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For any queries or to recommend courses to be added:

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Please contact us by email: Sajida.hanif@nhs.net

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AHP Support Workers - Training Resources Available (padlet.com)

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If you are having an apprentice in your department on placement their needs will be different to those of a working apprentice.
All universities have practise educator training and you don't need to have done a separate course for each HEI's.