Birmingham Community Healthcare NHS Foundation Trust

Further education and skills inspection report

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Inspection of Birmingham Community Healthcare 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

Birmingham Community Healthcare NHS Foundation Trust (BCHC) was formed on 1 November 2010. BCHC offers a wide range of healthcare services across Birmingham and the West Midlands. BCHC started to provide apprenticeship training in October 2019. At the time of the inspection, 28 apprentices were in learning. Most apprentices study dental nursing (integrated) at level 3, and a few study customer services at level 2. Nearly all apprentices are aged 19 or above. 10 to 12 May 2023

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

Apprentices benefit from working in environments that have exceptional facilities. They work in state-of-the-art dental clinics. Apprentices study and learn in calm, orderly classrooms and enjoy spaces in which they can socialise and relax.

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

Apprentices demonstrate highly positive attitudes towards learning. They show excellent behaviour and good levels of motivation. Apprentices speak of the exceptional levels of support provided by staff at all levels of the trust. As a result, apprentices are enthusiastic in their approach to learning.

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

Apprentices’ attendance is high both at work and to theory sessions. This is because leaders and managers set high expectations for apprentices. They have created clear procedures that they follow in order to intervene when apprentices deviate from the expectations for attendance.

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

Apprentices who study customer service learn in an inclusive environment that meets their needs. They are of different ages, genders, abilities and backgrounds and thrive in their learning environments. Tutors motivate them to achieve distinction grades. They enjoy learning, which broadens their confidence, and they feel respected by their peers.

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

Apprentices have a deep understanding of fundamental British values, which they successfully relate to the workplace. For example, apprentices clearly articulate that, in medical emergencies, individual liberty is linked to patient choice about treatments.

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

Apprentices receive appropriate careers advice and guidance. Tutors support apprentices with their next steps. They discuss the options and opportunities that are available to them beyond BCHC. As a result, apprentices can articulate clearly what opportunities are available to them following the completion of their apprenticeship.

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

Apprentices feel safe studying at BCHC. They know whom to approach when they have issues or concerns. They have access to and use appropriate personal protective equipment. When minor issues arise, these are dealt with quickly.

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better?

Leaders and managers have a strategy to provide high-quality apprenticeships that support the needs of BCHC. They understand the difficulties in recruiting dental nurses. As a result, many of BCHC’s current staff have been able to upskill and achieve qualifications. Newly recruited apprentices develop the skills they need in order to work in the BCHC clinics.

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better?

Leaders have created an effective curriculum that prepares apprentices for a career in dental nursing. The curriculum goes above the requirements of the 10 to 12 May 2023

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apprenticeship. For example, apprentices undertake clinical rotations and external work placements. They attend undergraduate teaching sessions in subjects such as endodontics. This allows them to get exposure to various clinical and specialised settings and treatments that broaden their understanding of dentistry. As a result, apprentices develop an in-depth knowledge of the dental industry.

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Tutors, assessors and clinical staff link on- and off-the-job learning effectively. Dental nurse apprentices can quickly apply their newly learned knowledge in clinical settings. For example, while working in a clinic, an apprentice was able to identify an oral disease in a patient and flag it up to the treating clinician. As a result, apprentices swiftly make an effective contribution at work.

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Tutors and assessors do not routinely provide developmental feedback to support apprentices to improve. In a few cases, feedback links too closely to the completion of criteria rather than the development of knowledge. As a result, apprentices do not always make the improvements of which they are capable.

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Tutors use techniques effectively to support apprentices to retain the knowledge they have learned in their long-term memory. Tutors successfully question apprentices to recall previously taught information. In other sessions, tutors use problem-solving and role-play to replicate the practical skills needed when working in clinics. This results in apprentices knowing more and remembering more.

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Tutors successfully teach apprentices to understand and use technical and subject- specific vocabulary. They explain technical terminology as well as abbreviated terms to apprentices. For example, apprentices recognise the term ‘the supine position’ when asking a client to lie back with their face upwards in clinics. They can explain what a periodontal probe is and its use. As a result, apprentices use technical vocabulary with ease when in clinics.

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Tutors do not use assessments effectively to inform teaching. Tutors use skills scans to identify apprentices’ starting points. However, these are not used successfully to build on what apprentices know and can do. As a result, a few apprentices repeat content that they already know and do not progress as swiftly as they could.

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Leaders monitor apprentices’ progress effectively. They meet monthly to review the progress that apprentices make. When needed, they put in place suitable support and action plans to help apprentices to progress. Consequently, most apprentices are on target to achieve their qualification.

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Leaders have not put enough emphasis on developing the teaching skills of tutors. All tutors are highly experienced dental practitioners. They all hold general teaching certificates. A few are studying for a higher level teaching qualification. They have access to regular clinical and continuing professional development. However, tutors do not regularly update their teaching skills to ensure that they continue to develop their teaching practice. 10 to 12 May 2023

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Leaders have been slow to put in place robust processes that evaluate the quality of education. They undertake classroom observations and hold standardisation meetings to review the curriculum. However, they have only recently put in place further activities that will provide them with a more holistic overview. It is too early to see the impact of these changes.

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Governors use their expertise and knowledge to champion apprentices in the BCHC. They use their understanding of current employment concerns in the NHS to identify future workforce requirements. They can explain concerns in the curriculum and say how they hold leaders to account for their actions. As a result, governors have a good understanding of the provision.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers are suitably trained to carry out their safeguarding roles. All staff, including apprentices and governors, undergo mandatory safeguarding and ‘Prevent’ duty training at induction and receive updates annually.

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Safeguarding

Leaders have put in place an effective safer recruitment strategy. They vet staff to ensure that staff can work with children and have the right to work in the UK. The single central record is appropriate, accurate and up to date.

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Safeguarding

Leaders thoroughly review safeguarding cases to identify themes and trends. They diligently monitor referrals through to resolution. When needed, managers refer apprentices to local multi-agency support hubs to ensure that apprentices receive the support they need.

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What does the provider need to do to improve?

 Leaders should make sure that apprentices receive feedback that helps them to develop and make improvements. This will help apprentices to reach their potential.  Leaders should ensure that tutors continue to develop their teaching skills. This is to make sure that apprentices routinely receive high-quality education and training.  Leaders should ensure that tutors use the results of assessments to inform teaching. This is to make sure that apprentices progress at the rate at which they are capable.  Leaders should make sure that the quality assurance process robustly evaluates the quality of education that apprentices receive. This is to make sure that any weaknesses are identified and quickly resolved. 10 to 12 May 2023

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Provider details

Address Birmingham Dental Hospital 5 Mill Pool Way Birmingham B5 7EG

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Provider details

Principal, CEO or equivalent Richard Kirby

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 10 to 12 May 2023

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Information about this inspection

The inspection team was assisted by the associate director of culture and staff engagement and head of learning and 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

Bev Ramsell, lead inspector His Majesty’s Inspector Clare Hood Ofsted Inspector 10 to 12 May 2023

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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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