Off the Job Training Booklet (Condensed) – Healthcare NHS

OFF-THE-JOB TRAINING OVERVIEW HEALTHCARE 1

What is it? Off-the-job training is a statutory requirement for an English apprenticeship. It is training, which is received by the apprentice, during the apprentice’s normal working hours, for the purpose of achieving the knowledge, skills and behaviours of the approved apprenticeship the learner is completing. By normal working hours, we mean paid hours excluding overtime. “It is not on-the-job training which is training received by the apprentice for the sole purpose of enabling the apprentice to perform the work for which they have been employed. By this we mean training that does not specifically link to the knowledge, skills and behaviours set out in the apprenticeship.” Ref: Apprenticeship off-the-job training, Policy background and examples, 2021. 2

Who is responsible for what? Employer: Identify the activities that Learner: Tracking and monitoring are available for learners to take part their own off-the-job training, seeking in during their working hours. Plan in opportunities to learn new skills and advance the employer-led activities such knowledge. Completion of self-study set as shadowing and mentoring. Provide by their Lifetime Learning Coach. time in work for the learner to complete their independent learning and activities Education and Skills Funding Agency with their Lifetime Learning Coach. (ESFA): ESFA auditors check the evidence of off-the-job training through auditing Lifetime Training: Planning and learning reviews and evidence of learning. setting off-the-job hours for the learner. Tracking and monitoring that off-the-job Ofsted: Ofsted inspects the quality training has taken place, working with of apprenticeship training provision. the employer and learner to ensure that They will review the planning and off-the-job training is completed by the delivery of off-the-job training, as well end of the programme of learning and as observing the delivery, to make allowing for progression to the judgements on the quality and its value End-point Assessment. The process can be to the apprentice’s learning experience. re-planned if needed, and agreed with the employer,when the learner falls behind on the planned activities. What are the benefits? A better understanding Opportunity to Promotes a flexible, of overall knowledge, skills gain new and practical, and creative and behaviours required in transferable skills approach to learning the wider industry Provides an environment Working with Lifetime Training where learning can be explored provides access to a wealth of online in various ways through learning material in our online real-life learning learning platform which can support and enhance in house training 3

Off-the-job training summary: Must focus on Must take Must be directly Must be teaching new place outside relevant to the completed knowledge skills of the normal apprenticeship during paid and behaviours working hours rather than day-to-day programme and can be working completed assessing throughout existing skills environment the programme of the job role Generic practical examples of off-the-job training • Learning new skills at work through • Mock assignments to prepare for shadowing other members of End-point Assessment the team • Self-study including reading or • Personal development discussions to watching videos plan new learning • Training on new working practices • In house training programmes or new equipment relevant to the apprenticeship • Role-playing or simulation exercises • Coaching sessions with your Lifetime Learning Coach • Industry visits/conferences relevant to the apprenticeship • Writing reflective journals • Writing assessments, assignments • Attendance at workshops, training and completing projects or activities days and webinars relevant to the apprenticeship • Practical training or training in the workplace relevant to • Completion of online learning the apprenticeship through Lifetime’s online learning platform and/or an in-house system • Preparing for assessments (including professional discussions, • Practice assessments to improve observations, or interviews) knowledge skills and behaviours 4

Standard specific practical examples of off-the-job training Healthcare – Level 2-3 • Completes first aid or basic life support training • Researches different types of Dementia and Mental Health • Researches the physiology, organisation, and function • Learns how to admit patients of the human body to the ward and how to complete assessments • Shadows other Healthcare support workers or mentors • Shadows a competent senior doing rounds • Researches clinical or therapeutic interventions • Shadows a procedure in radiology • Completes a mock-up care plan • Completes in-house training on a within the scope of practice new piece of equipment • Accesses the online learning platform • Researches public health for their independent learning interventions and other services in resources and engages in the the local area and nationally learning activities • Simulates what to do when changes and deterioration is seen in patients 5

Customer Service Practitioner – Level 2-3 • Completes online health • Shadows a colleague providing and safety training customer service before discussing what they have • S hadows a colleague learned with their Manager completing a risk assessment • Attends in-house training around • S pends some time in a advanced Customer Service delivery different department observing their different roles • Completes a reflective discussion with their manager around • Role plays meeting or greeting complaints they have handled customers with a colleague • R esearches’ and maps out typical • Attends in-house training on Customer Journeys through a new in-house system different departments • Visits another branch and then • A ccesses the online learning reflects on the service they provide platform for their independent learning resources and engages • A ttends training on a new in the learning activities service they will be offering from an external agent Business Administration – Level 3 • Shadows a colleague who is managing a project to • Reviews organisational policies learn their processes & procedures and reflects on how they influence their role • Practices counting large sums of cash e.g. manual or technical • Attends an internal quality assurance training programme • Accesses online learning platform for their independent • Work shadows a colleague who is learning resources and engages using an in-house computer system in the learning activities • Practices using in-house computer systems in training mode • C ompletes e-learning around IT, security and GDPR 6

How do you know if an activity is considered as off-the-job training? Did you develop new skills, knowledge or behaviours through the training you received? Yes No Did you complete the No This is not training in your usual off-the-job working hours (paid)?* training Yes Was the training received Yes solely to support English and maths?** No Did the training align No to and support the This is requirements as set out off-the-job in the apprenticeship specification? training Yes * T his is included if the learner received time in lieu **C ontextualised English and maths can support OTJ requirements if still aligned to the standard specification. Training for the sole purpose of passing Functional Skills cannot be counted 7

Please scan the QR code to access our off-the-job training resource site and book on to a workshop www.lifetimetraining.co.uk/campaigns/nhs-otj-resources/ lifetimetraining.co.uk 0333 014 3669 8