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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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 Requires improvement

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Information about this provider

South Central Ambulance Service NHS Foundation Trust is an employer provider and part of the National Health Service. It specialises in training individuals to develop the skills needed to work in ambulance response. The trust successfully registered in 2019 to provide apprenticeships as an employer provider. At the time of the inspection, there were 57 apprentices in learning. Of these, 49 were studying the level 4 associate ambulance practitioner and eight were studying level 3 ambulance support worker. All apprentices are over 19 years of age. 21 to 23 May 2025

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

Apprentices demonstrate exceptional commitment and enthusiasm towards their learning. They attend very well as they value the skills that they develop and recognise how these skills will support them in achieving their career ambitions. Apprentices are proud of their achievements, not only towards their qualifications but in the help that they are able to provide to the patients in their care.

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

Apprentices develop the discipline and professionalism required to be successful in their highly pressured roles. They have high levels of self-control, demonstrating professionalism and calm and appropriate conduct when faced, at times, with difficult and aggressive patients or members of the public.

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

Apprentices become highly resilient. They adapt quickly to unpredictable circumstances and perform exceptionally well when entering complex and high- pressure situations at the emergencies that they attend. Apprentices are well prepared for the high demands of frontline healthcare roles.

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

Apprentices successfully acquire the behaviours that they require for working in the ambulance services. They navigate challenging incidents and respond to individual patient needs sensitively and effectively, demonstrating empathy and compassion when, for example, managing a cardiac arrest or supporting the birth of a baby. Managers highly value the knowledge and skills that apprentices develop and the positive contribution that they make to the workplace.

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

Apprentices learn early how to work safely in often difficult circumstances. They are equipped with the knowledge that they need to protect themselves and to reduce the risks to themselves and their patients. Apprentices understand the processes to follow and report any concerns if they arise.

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better?

Leaders have designed a highly relevant curriculum to train new recruits to work in the ambulance service and meet the recruitment demands within the NHS trust.

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better?

Managers and trainers have planned the curriculum coherently so that apprentices build their expertise securely. For example, associate ambulance practitioner apprentices first learn the laws around patient consent before moving on to learn about cardiac, respiratory and endocrine systems. This prepares them well to then learn about how to administer appropriate treatment for patients. Apprentices develop the essential capabilities they require to carry out their roles effectively.

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better?

Educators are highly qualified and experienced paramedics. They use their expertise well in sophisticated and realistic learning environments to bring their teaching to life. Apprentices benefit from being able to practise their learning in excellent facilities, such as a fully functioning ambulance with realistic manikins. Educators teach apprentices effectively to provide care in simulated scenarios such as 21 to 23 May 2025

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nightclubs, which helps apprentices to make decisions under pressure and when in complex scenarios. Educators prepare apprentices effectively to respond to patients’ needs under a range of conditions found in the workplace.

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Most educators use questioning effectively in the classroom to check and correct any misconceptions. For example, educators check that apprentices know the difference between automated and manual defibrillators and how these are used in clinical practice. Educators are quick to provide useful feedback on any misconceptions so that apprentices are aware of what they need to do to improve. Apprentices improve their work as a result of the feedback they receive.

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Educators do not routinely use assessment outcomes to provide apprentices with meaningful targets at progress reviews. Trainers do not delve deeply enough into what apprentices know and can do to set focused and individualised objectives based on apprentices’ current knowledge and progress. This impedes the progress of a few apprentices.

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Apprentices apply their learning competently and fluently in their jobs. They use technical language correctly and accurately. They use what they have learned about intramuscular injections to undertake this skill competently and confidently. Apprentices quickly become highly valued members of the teams in which they work.

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Apprentices achieve their apprenticeship well, with many achieving a distinction at their final assessment. Those with additional support needs receive effective support throughout the apprenticeship, achieving as well as and often better than their peers. A very high proportion of apprentices progress to higher learning and training.

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Educators promote the positive values that apprentices need when working in frontline health care effectively. Apprentices demonstrate exceptional standards of respect and professionalism. They consistently demonstrate courtesy and integrity in their interactions with colleagues and patients. Apprentices understand the importance of adhering to workplace behaviours that are expected in their highly demanding roles.

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Staff teach apprentices about the importance of staying healthy. Apprentices actively engage in self-reflection and debriefs, and they proactively seek strategies to manage stress and mentally prepare themselves for responding to emergencies. Leaders make sure that apprentices benefit from access to a comprehensive and wide range of mental health support and welfare tools. Apprentices’ health and well- being are at the forefront of staff’s consideration when planning apprentices’ training.

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Apprentices are prepared to take the next steps in their training and paramedic career. They are equipped with the knowledge, skills and behaviours essential for success and progression into further and higher education. Apprentices are clear about the paramedic degree apprenticeship, and most progress on to this. However, 21 to 23 May 2025

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they are not as secure in their understanding of the wider range of roles within the NHS trust open to them on completion of the apprenticeship.

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Leaders have developed a range of quality assurance processes to enable them to understand the expertise of their staff, the quality of teaching and the apprentice experience. They successfully use this information to make sure that staff maintain their specialist skills through technical and clinical updating. However, leaders do not use this information to help staff develop their teaching practice.

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Leaders have implemented substantial improvements since the previous inspection. Leaders make sure apprentices receive the support they need to overcome any barriers to learning and to achieve their literacy and numeracy qualifications.

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Governors provide appropriate challenge and support to enable leaders to bring about positive improvements in apprentices’ experiences. They support leaders to meet their statutory responsibilities effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Provide apprentices with meaningful targets that closely align to what they need to do to improve.  Mare sure that apprentices are aware of the wider opportunities open to them in the NHS trust.  Provide educators with training to develop their teaching skills. 21 to 23 May 2025

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Address

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

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Address

Website www.southcentralambulance.nhs.uk

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Address

Principal, CEO or equivalent David Eltringham

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Address

Dates of previous inspection 30 November to 2 December 2022

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Address

Main subcontractors None 21 to 23 May 2025

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Information about this inspection

The inspection team was assisted by the senior education manager, 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

Richard Kirkham, lead inspector His Majesty’s Inspector Mark Hillman His Majesty’s Inspector Rochelle Saneria His Majesty’s Inspector 21 to 23 May 2025

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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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