Essex Partnership University NHS Foundation Trust

Inspection of Essex Partnership University 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

Essex Partnership University NHS Foundation Trust (EPUT) received a direct contract to provide apprenticeships in April 2018. It offers apprenticeships to healthcare settings across Essex, Bedfordshire, Hertfordshire and Suffolk. At the time of the inspection, EPUT had 105 apprentices in learning. Just under half of the apprentices study level 7 clinical associate in psychology (CAP) (integrated degree), 27 apprentices study level 5 healthcare assistant practitioner and 12 apprentices study level 3 senior healthcare support workers.

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Information about this provider

EPUT works with one subcontractor. At the time of inspection, no apprentices were in receipt of high-needs funding. 27 to 29 July 2022

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

Healthcare apprentices develop good professional behaviours, which are highly valued in their sector. Senior healthcare assistants are commended by their line managers for demonstrating values, such as kindness, dignity and respect toward their patients. Assistant healthcare practitioners effectively deal with end-of-life care. Apprentices quickly become confident and competent in their roles.

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

Apprentices have positive learning experiences with EPUT that add value to their job roles. Clinical associate in psychology apprentices are proud of the service improvements they make which improve patient care.

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

Apprentices benefit from taking part in activities that help develop their skills beyond their qualifications. Senior healthcare support apprentices actively participate in events, such as ‘meet the service user’. Patients share their experiences to help apprentices to be more empathetic and considerate of patients’ needs. Senior healthcare practitioners who work in hospitals benefit significantly from their placements in adult care homes.

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

Apprentices feel valued in their workplace. They have regular opportunities to attend forums where they can openly discuss subjects that concern them. They are confident that senior leaders hear their views and take appropriate actions where necessary.

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

Apprentices feel safe and they know who to report any concerns to. They complete in-depth training on how to safeguard themselves and their patients. Furthermore, apprentices are highly knowledgeable about online safety.

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better?

Leaders have developed a challenging and ambitious curriculum for apprentices. This curriculum meets the local, regional and national priority need to recruit and train qualified healthcare professionals. Apprentices who study healthcare assistant practitioner qualifications can progress to become qualified nurses. As a result, those who do not have prior qualifications can become healthcare professionals.

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better?

Leaders, tutors and employers carefully plan the content and order of the curriculum. Apprentices studying clinical associate in psychology learn how to be ethical and reflective practitioners before studying psychological interventions in workplace settings. As a result, apprentices can seamlessly apply the theory they learn in their lessons at their workplace.

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better?

Apprentices value learning from tutors who have highly relevant and up-to-date clinical and vocational expertise. Tutors regularly undertake clinical placements. Tutors who teach clinical associate in psychology publish articles in healthcare journals. Furthermore, they encourage feedback from apprentices on the effectiveness of their teaching strategies. 27 to 29 July 2022

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Apprentices consistently produce high-quality work for assessment. They make good links between theory and workplace practice. Senior healthcare support workers skilfully use wider research in their written work. Tutors provide meaningful and developmental feedback to apprentices. As a result, apprentices know what they need to further improve to achieve high grades.

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Apprentices develop good work-related mathematics skills. Healthcare assistant practitioners quickly learn how to measure, calculate and record accurate data. Clinical associate in psychology apprentices learn to analyse complex data and advise appropriate treatments for their patients. Apprentices become confident in recording, interpreting and presenting information accurately.

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Apprentices develop substantial new knowledge and skills through the training they receive. Healthcare assistant practitioner apprentices learn human rights and equality regulations. They are confident in challenging inappropriate patient care practices. Senior healthcare support apprentices learn how to support patients with multiple conditions, such as dementia and physical health issues, effectively.

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Apprentices have good knowledge of the requirements of the end-of-course assessments. Tutors prepare apprentices thoroughly for these. As a result, most apprentices who complete their qualifications achieve high grades.

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Too few apprentices on level 5 healthcare assistant practioner remain in learning. Almost a quarter of apprentices left their programme early. Managers identified that the information apprentices received when starting their apprenticeship was insufficient to enable them to understand the level of study required of them. Leaders have taken appropriate actions to remedy the weakness identified. However, it is too early to judge its impact.

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Apprentices with additional learning needs receive effective support from their tutors and line managers. Apprentices who are dyslexic have access to specialist learning technology. Tutors proofread their work prior to submission. This helps apprentices to make good progress and achieve as well as their peers.

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Apprentices receive good impartial careers advice and guidance. Apprentices are aware of the different healthcare roles available to them upon successful completion of their qualifications. Apprentices make informed choices about their future careers.

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Governance arrangements are good. Board members are experienced in education and the healthcare sector. Governors receive detailed and timely performance reports from senior leaders. The board collect valuable feedback from apprentices and line managers to assure themselves of the quality of education. As a result, governors have a good understanding of the strengths and areas for improvement.

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Leaders and managers have effective operational oversight of the quality of education and training. Leaders carefully scrutinise detailed updates on the progress that apprentices make. They follow up with appropriate interventions where 27 to 29 July 2022

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necessary. As a result, apprentices receive targeted support that helps them progress through their qualifications quickly.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Apprentices recognise and value a culture of care that tutors and managers create through education and work. Apprentices consistently work to meet the high standards of workplace safety set by managers. They use appropriate protective clothing every time they meet patients. They are highly aware of local risks, such as knife crime and anti-demonstration activities, and know how to keep themselves safe. Tutors and managers take effective steps to prioritise the well-being of apprentices. Managers keep effective oversight of apprentices’ workloads. As a result, apprentices are resilient and well prepared for the challenges of the healthcare sector.

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What does the provider need to do to improve?

 Leaders and managers need to ensure that the actions they have taken to improve the retention of apprentices on level 5 assistant healthcare practitioner apprentices, result in apprentices remaining in learning and making good progress. 27 to 29 July 2022

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Provider details

Address The Lodge Lodge Approach Runwell Wickford Essex SS11 7XX

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Provider details

Website http://www.southessex-trust.nhs.uk

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors ACL Essex County Council 27 to 29 July 2022

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Information about this inspection

The inspection team was assisted by the education facilitator lead, 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

Sambit Sen, lead inspector Her Majesty's Inspector Fern Jest Ofsted Inspector Michael Worgs Her Majesty's Inspector Claire Griffin Ofsted Inspector 27 to 29 July 2022

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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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