London Ambulance Service NHS Trust

Further education and skills inspection report

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Inspection of London Ambulance Service NHS 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 London Ambulance Service NHS Trust recruits and trains apprentices to become crew members on ambulances throughout the capital. Apprenticeships are funded through the apprenticeship levy. The first cohort of apprentices began their training in March 2018. There are currently 43 apprentices on the standards-based level 4 associate ambulance practitioner apprenticeship. Functional skills qualifications in English and mathematics are taught by one subcontracted provider. On the completion of their training, apprentices become emergency ambulance crew members. 15 to 18 March 2022

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

Apprentices enjoy their training, which they find challenging. They receive effective support to balance a demanding job with their learning and their personal life. For example, if apprentices need additional help to catch up on their studies, or with personal matters, staff are quick to provide it. This motivates apprentices to achieve well.

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

Apprentices have access to a good range of well-being services. Through the well- being hub, apprentices can seek independent support all year round. Talking therapies, counselling and supervision are also available. As a result, apprentices have good access to services to help maintain positive mental health.

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

Apprentices feel safe because leaders and managers create a positive culture with clear expectations of behaviour for everyone who works in the service. Apprentices understand what a healthy and professional relationship is. They understand the vulnerabilities of the patients they deal with, and the need for clear boundaries.

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

Apprentices develop a positive attitude to learning. They understand the importance of the role they are training for and the responsibilities it carries. As a result, they demonstrate a confident, professional attitude to their work.

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

Apprentices enjoy learning and working with people from different cultures and backgrounds. They learn the importance of treating each other and patients with respect and dignity.

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

Apprentices are well prepared for their next steps, both in further study and in career opportunities within the ambulance service and NHS. However, apprentices do not receive consistently good advice and guidance on opportunities outside the trust. As a result, a few apprentices have a limited understanding of their wider career options.

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better?

Leaders and managers have a clear rationale for delivering the apprenticeship. The training helps meet the skills shortages within the ambulance service. It forms part of a coherent training pathway within the trust. Many apprentices begin their career with no clinical background and move on to train as paramedics on the degree route.

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better?

Leaders and managers sequence the curriculum well so that apprentices gain the knowledge, skills and behaviours needed to become effective practitioners. Tutors teach the theoretical knowledge first, so that apprentices have the underpinning medical knowledge they need for their jobs before learning to drive ambulances. Apprentices receive close supervision when they first join an ambulance crew. 15 to 18 March 2022 Tutors teach the curriculum in a logical sequence. They teach topics on the key systems of the body before teaching about the key conditions associated with these systems. For example, apprentices learn about the respiratory system, then the key illnesses associated with this, such as asthma. As a result, apprentices develop their knowledge in a logical way.

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better?

Tutors are knowledgeable, experienced and skilled practitioners. They are good role models for apprentices. For example, they are professional, caring and supportive of each other. They work closely together to achieve good outcomes for apprentices. As a result, apprentices readily adopt these behaviours at work.

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better?

Leaders and managers ensure that continuous professional development helps tutors keep abreast of new developments and maintain their professional registration. Tutors use a range of simulations to help apprentices develop their skills and knowledge, including how to respond when they encounter rare events such as when babies need life support.

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better?

When apprentices are deployed to ambulance crews, mentors work closely with them to ensure they apply their knowledge correctly at work. For example, apprentices complete resuscitation procedures and receive helpful feedback on their technique. As a result, they improve their practices and gain a greater understanding of life-saving procedures.

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better?

Leaders and managers create a positive learning culture that supports apprentices to make good progress. For example, apprentices who have had long-term absence from work complete a two-week return to practice course. This helps refresh their knowledge and skills. It increases their confidence in their clinical practice and working in a team. As a result, apprentices return ready for work and learning.

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better?

Apprentices achieve well. A high proportion successfully complete their apprenticeship and gain a distinction. Most apprentices with additional learning needs receive the support they need to progress. Those who need to develop their English and mathematical skills do so effectively. Apprentices develop their skills well in managing complex clinical situations. For example, they learn the theory behind topics such as heart attacks, how to conduct clinical assessments and the treatment options. As a result, apprentices can successfully apply their knowledge in frontline clinical situations.

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better?

Leaders and managers ensure that apprentices benefit from frequent reviews of their progress. However, the review process is too fragmented. Information on apprentices is not shared effectively among the different staff who carry out reviews at different stages. As a result, tutors do not always have sufficient information to provide timely support to apprentices.

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better?

Senior leaders have a sound oversight of the quality of education that apprentices receive. They understand the key strengths and weaknesses of the provision. However, the information they receive does not always provide sufficient detail to enable them to fully scrutinise the provision. Leaders and managers have recognised 15 to 18 March 2022 this and are setting up an apprenticeship oversight board to focus solely on the apprenticeship provision.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers ensure there is a prominent safeguarding culture within the trust. Safeguarding practice is supported by a robust safeguarding infrastructure led by the head of safeguarding. A comprehensive set of policies and procedures underpin safeguarding practice. Leaders and managers follow safe recruitment and selection procedures that ensure that new staff are suitable for their role.

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Safeguarding

Tutors and apprentices have good knowledge of safeguarding policies and practice. For example, they have a clear understanding of how to keep themselves safe in their job roles and of the professional boundaries that need to be in place when working with patients. Apprentices can identify the signs of radicalisation and know how to make referrals to other agencies where appropriate. As a result, safeguarding practice is well established and widely understood.

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What does the provider need to do to improve?

Leaders and managers should ensure that:

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What does the provider need to do to improve?

 apprentices are made aware of the full range of career options open to them once they complete their training  information on apprentices’ progress is shared effectively among staff so that they are well placed at all stages of the training to give apprentices the support they need. 15 to 18 March 2022

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Provider details

Address 220 Waterloo Road London SE1 8SD

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Skills Team 15 to 18 March 2022

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Information about this inspection

The inspection team was assisted by the strategic workforce development manager of apprenticeships, 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

Jon Bowman, lead inspector Her Majesty’s Inspector Steve Lambert Her Majesty’s Inspector Rosy Belton Ofsted Inspector 15 to 18 March 2022 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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