West Midlands Ambulance Service University NHS Foundation Trust

Further education and skills inspection report

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Inspection of West Midlands Ambulance Service University NHS Foundation Trust

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Inspection dates: 20 to 23 February 2024

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Good

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Information about this provider

West Midlands Ambulance Service University NHS Foundation Trust (WMAS) is an independent learning provider based in Oldbury, West Midlands. WMAS trains apprentices for the ambulance service across the West Midlands, including those based in Stoke on Trent, Shrewsbury and Birmingham. At the time of the visit, there were 517 apprentices. Of these, 491 were on the level 4 ambulance practitioner. The remaining 26 apprentices were studying a range of technical and professional apprenticeships with one of nine subcontractors.

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

Apprentices' behaviour and attitudes to their work are exceptional. They play a positive role in creating an environment that values and recognises inclusivity. When faced with the demanding environment of their on-the-job training, apprentices utilise their training well to maintain professional behaviours and standards in often difficult circumstances. They use the skills they gain when attending road traffic accidents to treat and triage casualties with care and compassion.

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

Apprentices demonstrate a consistently high commitment to their training and profession. Apprentices support the community and wider emergency services, including attending community events and contributing to regional simulation training exercises.

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

Leaders and education and training officers set clear expectations of professional behaviour and attitudes to learning. In the very few cases where apprentices do not meet these high expectations, managers quickly put action plans and support in place to help apprentices get back on track.

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

Apprentices are aware of the importance of attendance at work and training. Attendance is high, and, in some cases, attend additional teaching sessions. For example, apprentices voluntarily attend training opportunities and informal learning review sessions after their training or shift.

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

Apprentices feel safe. Education and training officers and mentors frequently revisit day-to-day health and safety assessment skills to ensure apprentices demonstrate the skills they need to keep themselves and those they work with safe.

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better?

Since the previous inspection, leaders, managers, and governors have reviewed the apprenticeships they offer and the processes they use to monitor the quality of training. Leaders have improved their use of information to inform decision-making. Leaders identified that the pressures on apprentices when completing their portfolio were impacting their ability to meet their apprenticeship. Leaders used this information to extend the duration of training, which has led to a reduction in the number of apprentices not achieving within their planned time significantly.

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better?

Leaders have invested heavily in resources to help teach apprentices the theoretical, technical, and practical skills they need to work successfully within the service. Teaching has recently moved to a new purpose-built training facility. Education and training officers teach apprentices in well-thought-through simulated facilities, such as maternity and trauma simulation rooms. As a result, trainee paramedics experience and train in ‘real-life’ situations, encountering clinical incidents they may face at work. Trust 20 to 23 February 2024

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Leaders and managers rightly recognise that their self-assessment process does not yet sufficiently evaluate the quality of teaching to inform improvements. The current self-assessment is overly descriptive and does not adequately identify the strengths and weaknesses of the apprenticeships taught. During the inspection, leaders and managers took steps to rectify this. However, it is too early to see the impact of these changes.

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Leaders ensure that subcontracting oversight is appropriate and complete due diligence as part of the procurement process. Managers meet with subcontractors frequently to review the progress of apprentices. Teachers on subcontracted courses are well-qualified with appropriate vocational and teaching qualifications.

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The board of governors are qualified and experienced in the ambulance service and associated educational organisations, including higher education. Governors use their experiences in working within the service to support the education and training team effectively. Through their expertise, governors ensure that education and training officers and apprentices receive the most up-to-date subject skills and knowledge of working as a paramedic. For example, governors emphasise learning from serious case reviews and coroners’ reports to inform future teaching practices.

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Leaders ensure that the curriculum is sequenced well to prepare apprentices for the role of an ambulance associate. Apprentices undertake off-the-job training to develop the underpinning skills that will enable them to contribute to the workplace when they move into an ambulance station quickly, for example, by learning clinical theory and advanced driving.

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Education and training officers and workplace mentors have expert knowledge of the industry and the training needs of apprentices. They are qualified, serving, and experienced paramedics. As a result, they have an in-depth grasp of the skills, expertise and knowledge needed for the role. They apply their knowledge and experience in delivery to bring theory into context, citing examples they have dealt with or encountered when working in the ambulance service.

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On a few occasions, education and training officers do not use the starting points of apprentices, particularly those with prior clinical experience, well enough to plan learning. As a result, apprentices with previous experience do not always progress as quickly as they can and repeat prior learning.

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In teaching sessions, education and training officers rely on slide-based teaching too frequently. During the inspection, a few apprentices said they often found this information difficult to digest. Where education and training officers use a mixture of their own experiences and case studies, making links between prior learning and technical knowledge, apprentices better understand the subject matter. Subsequently, apprentices can apply their theoretical learning in their daily roles.

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Education and training officers and mentors link theory and practice together skilfully. They use practical simulations to check for gaps before apprentices work with patients. For example, when they should use a tourniquet to stop bleeding and Trust 20 to 23 February 2024

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when they should not. As a result, apprentices rapidly develop their confidence in their skills and can apply them in the workplace.

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Apprentices with learning difficulties or disabilities receive the support they need to participate in their training and quickly progress with their learning. However, in very few cases where apprentices have been slow to receive support, they found assessment challenging or late going into the workplace.

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Apprentices rapidly develop skills that benefit their workplace. Managers deploy them to areas of high population with close access to supporting specialist health services. This enables the deployment of more experienced paramedics to rural areas to address the needs of the local population and prevent disruptive hospital care for older residents. However, in a few circumstances, apprentices are not quickly paired with their crews and find this skill development slower. Consequently, these apprentices find the completion of their portfolio work more challenging.

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Apprentices are well-prepared for the next stage of their training. Associate ambulance practitioner apprentices participate in various situations; through discussions with experienced paramedics, they understand the careers available to them in the ambulance service and the training this will involve.

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A high proportion of apprentices achieve their apprenticeship, and the majority achieve with merits and distinctions.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that the education and training officers use the starting points of apprentices when planning learning so that all apprentices make the progress for which they are capable.  Extend the range of teaching strategies that education and training officers use when teaching theory to ensure apprentices understand the theoretical parts of the course quickly.  Ensure apprentices secure placements with a permanent crew quickly enough to allow them to apply their theoretical learning in the workplace quickly.  Ensure that all apprentices with learning difficulties and disabilities have access to the relevant support from the start of their apprenticeship. Trust 20 to 23 February 2024

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Provider details

Address Sandwell Ambulance Station Shidas Lane Oldbury B69 2GR

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Provider details

Principal, CEO or equivalent Anthony Marsh

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Provider details

Provider type Independent training provider

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Provider details

Date of previous inspection 25 to 28 September 2018

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Main subcontractors

PTP Training Limited Dudley College JGA Limited Manchester Metropolitan University Marr Corporation Limited Solihull College and University Centre Staffordshire University The University of Birmingham Walsall College Trust 20 to 23 February 2024

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Information about this inspection

The inspection team was assisted by the head of education and training, 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

Sharon Dowling, lead inspector His Majesty's Inspector Andrea Dill-Russell His Majesty's Inspector Susan Gay Ofsted Inspector Ben Crook Ofsted Inspector Matthew Newbould Ofsted Inspector Helen Morgan His Majesty's Inspector Clare Hood Ofsted Inspector Jo Brodrick Ofsted Inspector Trust 20 to 23 February 2024

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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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