South Central Ambulance Service NHS Foundation Trust

Further education and skills inspection report

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Inspection of South Central Ambulance Service NHS Foundation Trust

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Inspection dates: 30 November to 2 December 2022

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Overall effectiveness Requires improvement

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

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Information about this provider

South Central Ambulance Service NHS Foundation Trust (SCAS) is part of the National Health Service (NHS). SCAS is one of 10 ambulance services in England and they serve the counties of Berkshire, Buckinghamshire, Hampshire and Oxfordshire, as well as Sussex and Surrey for non-emergency patient transport service. The headquarters are based in Bicester, Oxfordshire and Otterbourne, Hampshire. SCAS began to offer the level 3 standards-based ambulance support worker apprenticeship from November 2019 and since the monitoring visit has introduced the level 4 associate ambulance practitioner. SCAS currently has 36 apprentices studying Level 3 ambulance support worker and 23 apprentices studying Level 4 associate ambulance practitioner. All apprentices are aged over 19 years of age. At the time of inspection, there were nine apprentices studying functional skills. The provider works with one subcontractor, Learn Direct, which provides training for

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Information about this provider

apprentices in English and maths. 30 November to 2 December 2022

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

Apprentices enjoy their programme. They rightly value the skills, knowledge and behaviours they acquire during their apprenticeship. For example, apprentices learn to safely drive 'blue light' vehicles. They become adept at conducting patient assessments and arrange end-to-end care, safely transporting service users to hospital and managing hand overs competently. Apprentices appreciate how this helps them grow in confidence and achieve greater resilience to respond positively to the challenges that they will inevitably face in their job roles. As a result, they are prepared well for the next step in learning or work.

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

Apprentices benefit from training in well-resourced training facilities which enable them to learn and practice the skills they need to operate successfully and safely. For example, they train using the interactive simulation centre, the moving and handling room, and the ‘simbulance’, the simulated ambulance area. As a result, apprentices become proficient ambulance crew quickly.

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

Apprentices who need to achieve maths and English qualifications as part of their programmes do not benefit from well-planned or structured teaching. As a result, most of these learners are making very slow progress. Too few apprentices on the level 3 ambulance support worker programme complete their apprenticeship by the planned end date.

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

Most apprentices do not receive sufficient access to their entitlement to off-the-job training. While this is in part due to the complex and challenging nature of their work, too many apprentices complete assignments in their own time as a result.

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

Apprentices are well informed about their next steps as a result of appropriate information, advice and guidance. They understand the options available, both within the Trust and through alternative career opportunities.

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

Apprentices benefit from a comprehensive induction programme that effectively supports them to develop their understanding of British values and equality and diversity. Subsequently, apprentices have a secure understanding of these concepts and model these values in the classroom and workplace well.

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

Apprentices develop the resilience and character that they need to deal with the often challenging situations that they encounter in their job roles. Apprentices are well supported when they have responded to traumatic situations. Team leaders and colleagues ensure that they are suitably de-briefed and have the time and space to discuss what took place. Apprentices benefit from the support available through the trust's occupational health service and the support through trained colleagues as part of the trauma risk management system.

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

Apprentices benefit from an inclusive and caring culture. Leaders and managers are acutely aware of the intense pressures of working in the ambulance service. They acknowledge the importance for leaders and staff to focus on compassion, for self and for others. Leaders have developed a training package known as 'a kind life' 30 November to 2 December 2022

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with the aim of ensuring all staff put kindness into action. For example, senior leaders attend emergency departments with a 'welfare vehicle' to provide warm drinks to waiting ambulances and to check on staff’s and apprentices’ well-being.

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Apprentices feel safe in the classroom and in the workplace. They understand clearly how to raise concerns and are confident these would be listened to and acted upon. Apprentices benefit from a highly supportive environment created by staff in the education centres and ambulance stations.

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better?

Leaders and managers have not made sufficient progress to resolve areas of concern that they have identified through their quality assurance processes. While they have taken steps to fix issues in functional skills qualifications, they have been too slow in ensuring that apprentices achieve their English and mathematics functional skills. As a result, too many apprentices are unable to complete their courses on time, and so are unable to progress in their careers or further training.

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better?

Leaders and managers do not ensure that enough apprentices understand or are supported to achieve the high grades of which they are capable. In a small number of instances, tutors do not set sufficiently detailed or clear targets, or identify improvements in apprentices work, which hinders apprentices’ ability to make progress and achieve well.

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better?

Leaders and managers have not ensured that information about learners with identified learning difficulties and disabilities have been passed on to staff in the education centres quickly enough. As a result, some apprentices are not receiving the support or additional resource they require in assessments, and so make slower progress in their studies.

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better?

Leaders have a clear vision to provide high-quality specialist training to meet the skills gap and staff shortage in the ambulance service. The well-planned and carefully structured programme prepares apprentices well to progress on to employment or further study.

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better?

Leaders and managers have designed the apprenticeship programmes logically so they build knowledge, skills and behaviours based on what learners know and can do. For example, level 4 associate ambulance practitioner apprentices learn about manual handling, conflict resolution and the importance of consent, before they go out on their first operational placement. Level 3 ambulance support worker apprentices learn the theory of how and why electrocardiogram (ECG) tests work using simulators, before progressing to work with patients.

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better?

Leaders have designed a course that enables most apprentices to swiftly gain the practical skills they need to become responsible ambulance service professionals who play an active role in the care and protection of the public. Most apprentices can easily put into practice the learning that they acquire in training. For example, 30 November to 2 December 2022

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they learn how to adapt communication when dealing with patients with dementia or Alzheimer's. As a result, apprentices develop into well-rounded, respectful and confident professionals who make a positive contribution to society.

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Well-qualified and specialist training staff use their experience to help apprentices learn. For example, apprentices on the level 3 ambulance support worker programme reflect on how they communicate with patients receiving end of life care, and use this effectively to enhance how they communicate with patients in the future.

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Tutors skilfully explain concepts clearly and use resources effectively to support and consolidate apprentices’ learning and understanding. For example, tutors model and supervise airway management techniques so that apprentices successfully achieve fluency in these techniques.

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Tutors use a range of appropriate methods to help apprentices learn and remember key concepts expertly. This helps apprentices to apply classroom learning in the workplace. For example, tutors use helpful acronyms so that apprentices remember which leads are placed where when carrying out an ECG.

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Leaders ensure staff have access to a wide range of development activities to maintain the currency of their skills and knowledge. They request funding to support specific training activities, as well as taking part in regular training events organised by the trust. As a result, apprentices benefit greatly from the teaching of the most recent developments in the health sector and from staff specialisms.

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Members of the executive and governance board understand the strengths and weaknesses of the education provision. They challenge leaders to take the steps they need to improve the experience of learners, such as changes to rostering to ensure apprentices can successfully balance work and family needs. However, they have not sufficiently challenged leaders to take the actions required to improve apprentices’ achievement within the planned study time quickly enough.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Appropriately trained safeguarding staff understand current and emerging s/g trends well. They ensure staff complete mandatory safeguarding training and are kept up to date about safeguarding concerns.

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Safeguarding

Staff teach apprentices about how to keep safe, including from extremism and radicalisation, and know how to raise concerns. However, apprentices do not know about local threats where they work or study, to help keep them safe.

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Safeguarding

Apprentices feel safe while in education and at work. They rightly appreciate the steps that leaders have taken to keep them safe while at work, such as the provision of body cameras and protocols to keep them safe while lone working. 30 November to 2 December 2022

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What does the provider need to do to improve?

 Leaders and managers should ensure apprentices are appropriately informed and supported to complete their programmes within their planned end date and to achieve well, including those requiring qualifications in English and mathematics.  Leaders and managers should ensure that training staff are quickly informed about learners with identified learning difficulties and disabilities, to ensure they receive the support they need.  Leaders and managers should ensure that apprentices receive sufficient time to complete their written work within their planned study time. 30 November to 2 December 2022

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Provider details

Address South Central Ambulance Service NHS Foundation Trust Bone Lane Newbury RG14 5UE

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Website

Principal, CEO or equivalent Will Hancock

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Website

Date of previous inspection Not previously inspected

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Website

Main subcontractors Learn Direct 30 November to 2 December 2022

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Information about this inspection

The inspection team was assisted by the Head of Educational Development and Quality Assurance, as nominee. Inspectors took account of the provider's most recent self-assessment report and development plans, and the previous new provider monitoring 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

Jo-Ann Henderson, lead inspector His Majesty's Inspector Viki Faulkner His Majesty's Inspector Roland White His Majesty's Inspector 30 November to 2 December 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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