The Newcastle Upon Tyne Hospitals NHS

Further education and skills inspection report

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Inspection of The Newcastle upon Tyne Hospitals NHS Foundation Trust

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

The Newcastle upon Tyne Hospitals NHS Foundation Trust (the trust) is an employer provider that began delivering levy-funded apprenticeship programmes in May 2017. The trust, which employs 18,000 staff, provides an entry into employment in the healthcare sector and wider NHS.

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Information about this provider

At the time of the inspection, there were 22 apprentices on the level 2 healthcare support worker apprenticeship standard, 14 apprentices on the level 3 dental nurse apprenticeship standard and ten apprentices on the level 3 team leading/supervisor apprenticeship standard. Most apprentices are based either at the Royal Victoria Infirmary or the Freeman Hospital in Newcastle. The trust also commissions apprenticeship programmes from other learning providers to meet the development needs of its workforce, but these are not included in the scope of this inspection. The trust has one subcontractor, Newcastle upon Tyne City Council, which provides functional skills courses leading to qualifications in English and mathematics. 9–11 November 2021

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What is it like to be a learner with this provider?

Apprentices demonstrate very positive attitudes to their learning. Most apprentices are enthusiastic and passionate about their roles in the healthcare profession and the training that they receive through their apprenticeship programmes. They understand the need to be able to provide a caring and compassionate service to patients and make positive contributions to the wider healthcare service.

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What is it like to be a learner with this provider?

Apprentices receive the same access to training as other employees in the trust, and they receive the national living wage. This results in apprentices having sustainable employment opportunities and reduces barriers to working in healthcare and the NHS.

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What is it like to be a learner with this provider?

Healthcare support worker and dental nurse apprentices regularly access high- quality resources that help them develop the practical clinical skills required in their workplaces. For example, the trust has invested in simulation suites where apprentices take part in mock ward scenarios that help them to understand how to assess and plan care for patients, record observations and develop their patient-care skills.

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What is it like to be a learner with this provider?

Apprentices feel safe and work safely in their departments. They apply their knowledge of health and safety well to ensure the personal safety of themselves and others. Apprentices understand current COVID-19 guidance and changes in ways of working. They continually strive to keep patients and their colleagues safe.

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better?

Senior leaders and managers are committed to developing a workforce that serves the needs of the NHS and the Newcastle area. Leaders have a clear strategic aim to use the apprenticeship programmes as a key part of their workforce strategy, and have identified apprenticeships which are relevant to job roles across the trust. They engage well with their partners to select apprenticeship curricula that meet the needs of ward managers, clinicians and department managers.

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better?

Leaders and managers have high expectations of their apprentices to contribute positively to the workplace. They select and plan the apprenticeship curriculum to ensure that apprentices are provided with a broad range of practical learning opportunities across clinical and non-clinical departments. As a result, apprentices improve their knowledge of the differing needs of hospital wards, colleagues and their patients.

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better?

Leaders recruit well-qualified and clinically experienced trainers and assessors. Trainers have extensive healthcare, dental, leadership and teaching experience, and they use this very well to teach apprentices the knowledge and skills required for their job roles. They sequence learning carefully so that apprentices learn the basic knowledge and skills that they need to start work in their roles, before moving on to 9–11 November 2021

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more complex topics. For example, dental nurse apprentices are taught infection control before they conduct an oral assessment of a patient. Trainers on healthcare support worker apprenticeships teach apprentices the theory of how to care for patients with additional needs. Apprentices become more confident and able in assisting and supporting patients with dementia and those accessing palliative care.

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Trainers use their teaching skills effectively in order to help apprentices learn and remember more over time. They teach a well-structured curriculum that successfully enables apprentices on healthcare support worker and dental apprenticeships to practise and refine their knowledge and skills using specialist simulation resources. For example, healthcare support worker apprentices attend an intensive learning programme in the simulated ward suite. They learn how to provide care while manoeuvring equipment around manikins. This enables them to understand how they can work safely around patients who are undergoing treatment.

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Most trainers use assessment well to identify gaps in apprentices’ knowledge and skills and to plan learning. Most trainers work productively with workplace mentors to plan and provide additional training for apprentices to practise their skills on wards. A few apprentices on team leading/supervisor apprenticeships do not benefit from this arrangement and, too often, these apprentices rely on their managers to fill gaps in learning.

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Managers provide most apprentices with supportive careers advice and guidance. They effectively use reviews, appraisals, and personal development plans to find out apprentices’ career interests.

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Board members understand their responsibilities and challenge leaders on the strengths and areas for development of the apprenticeship provision. They rightly recognise the need for further investment in additional resources and infrastructure that will support them in expanding the apprenticeship provision and continuing to improve the quality of education and experiences of apprentices.

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Managers and tutors successfully promote the trust-wide hospital values and are considerate of staff and apprentices’ mental health and well-being. They have carefully implemented a well-being strategy that provides employees with helpful support, advice and guidance about how to stay safe and well. As a result, apprentices are integrated into the wider staff team and feel valued.

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Leaders and managers have not adequately reinstated apprenticeship provision for a few team leading/supervisor apprentices following a cessation of the programme due to the COVID-19 pandemic. Too many apprentices on this programme have made slower than expected progress since resuming learning. A small minority of team leading/supervisor apprentices do not enjoy the remote delivery model of training currently provided and are reluctant to attend meetings and reviews. As a result, a few apprentices on this programme have fallen behind with their studies and are unaware of how they will catch up. 9–11 November 2021

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Leaders and managers have sufficient oversight of the subcontracting arrangements for functional skills English and mathematics. The subcontractor manages effectively the provision for the few apprentices working towards English and mathematics qualifications. However, leaders and managers have not ensured that other apprentices benefit from developing their English and mathematics skills further. This results in a few apprentices not being able to identify what they need to learn to improve the English and mathematics skills for their job roles.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers maintain a clear oversight of safeguarding. They have suitable recruitment processes in place to ensure that those working with apprentices are recruited safely.

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Safeguarding

The designated safeguarding leads are well trained and appropriately experienced for their roles. They liaise regularly with external agencies such as the local Prevent coordinator in order to understand local threats, and they share this information with trainers. Staff ensure that apprentices understand potential risks to them and to their patients, including from radicalisation, extremism, self-neglect, and domestic violence.

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Safeguarding

Leaders provide apprentices with helpful information about the arrangements in place throughout the hospital, including in education areas, to maintain apprentices’ health and safety and well-being. Apprentices are confident that inappropriate behaviour is not tolerated and that if they made allegations of bullying, harassment, sexual abuse, or peer-on-peer abuse, staff would take swift actions to address concerns and support them.

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What does the provider need to do to improve?

 Swiftly put in place support for those apprentices on the level 3 team leading/supervisor apprenticeship who have fallen behind on their programme, or who are at risk of doing so, to help them get back on track.  Ensure that mentors of apprentices on level 3 team leading/supervisor apprenticeships are involved on the planning and coordination of on- and off-the- job training with trainers so that gaps in knowledge, skills and behaviours can be identified and actions taken to fill these.  Plan and deliver training activities that support apprentices with the development of their English and mathematics skills to prepare them for work and their next steps. 9–11 November 2021

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Provider details

Address CRB Education Centre Royal Victoria Infirmary Queen Victoria Road Newcastle upon Tyne NE1 4LP

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractor Newcastle upon Tyne City Council 9–11 November 2021

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Information about this inspection

The inspection team was assisted by the deputy head of workforce development, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements, including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Chloe Rendall, lead inspector Her Majesty’s Inspector Maria Rayworth Ofsted Inspector 9–11 November 2021

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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