The Newcastle Upon Tyne Hospitals NHS

Foundation Trust

Address: Newcastle Hospitals, Percy Street, Level 1, Eldon Court, Newcastle Upon Tyne, NE1 7RZ Unique reference number (URN): 1276266

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

As part of the trust workforce development and recruitment strategy, leaders recruit apprentices who face barriers to accessing apprenticeships due to their circumstances or needs. They target areas with a high level of deprivation, such as the west end of Newcastle. Leaders work closely with organisations that support disadvantaged young people and adults, such as The King's Trust, to create opportunities for apprentices.

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Inclusion Expected standard

Managers and tutors conduct a range of activities to collect useful information about apprentices as part of a tailored induction. They use this information to develop individual support arrangements to enable apprentices to access the curriculums. Tutors review these arrangements at appropriate intervals and adjust them where required, including reducing or increasing the level of support. Apprentices with additional needs and/or barriers to learning make progress in line with their peers.

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Inclusion Expected standard

Leaders provide training and guidance for staff and workplace mentors about how to use specialised support to help apprentices. Experts in the trust provide helpful guidance to staff on strategies to support apprentices with special educational needs and/or disabilities. However, managers do not review the impact of the support apprentices receive and so do not have enough oversight of the effectiveness of their approach to inclusion.

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Leadership and governance Expected standard

Leaders, managers and senior leaders responsible for governance have a clear understanding of the strengths and weaknesses of the apprenticeships they provide. They conduct useful activities to assure the quality of teaching and assessment and gather helpful feedback from apprentices and their supervisors on how well staff provide support. They use the results of these quality assurance activities to inform improvements in apprenticeships. For example, they have changed the timing of training sessions to avoid critical times in the Trust, such as winter and mid-summer, when apprentices are very busy on the wards.

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Leadership and governance Expected standard

Leaders in the Trust have a clear purpose for the apprenticeship provision. They aim to fill gaps in the workforce, and develop existing staff to fill vacancies and enhance their careers. Leaders provide high-quality learning environments in the workplace, where apprentices can develop, practise and improve their skills and apply these at work. Senior leaders provide helpful advice on clinical skills and take responsibility for the safeguarding of apprentices.

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Leadership and governance Expected standard

Leaders and managers are supportive of staff regarding their workload and wellbeing. They provide a range of support mechanisms through the Trust occupational health and staff wellbeing services. Leaders and managers provide helpful training for tutors, particularly in keeping up to date with the clinical skills they need for their role. Tutors are appropriately qualified in teaching and assessing. However, leaders do not plan ongoing training in teaching and assessment consistently to enable tutors to develop these skills further.

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Achievement Expected standard

Apprentices achieve very well. Most level 2 healthcare support worker apprentices achieve a distinction grade. Most apprentices go on to further employment in the trust.

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Achievement Expected standard

Apprentices make considerable progress from their starting points. Most apprentices start with very limited experience in healthcare and quickly develop clinical skills. Dental nurse apprentices quickly learn how to use specialist equipment, such as suctioning devices, and confidently assist dentists in clinics.

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Achievement Expected standard

Apprentices mostly produce work of an appropriate standard. However, tutors do not provide consistent support to apprentices to develop their academic skills, such as note taking and referencing. Consequently, apprentices who want to progress to a higher level of study do not develop the skills they will need for their next steps.

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Achievement Expected standard

Apprentices generally improve their English and digital skills. They use medical terminology fluently and build their confidence in using digital machinery in the hospital, such as taking electrocardiograms and correctly recording the results.

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Curriculum and teaching Expected standard

Leaders and managers have developed apprenticeship curriculums that closely meet skills needs in the healthcare sector. Leaders ensure that the curriculums are well designed and sequenced appropriately. They are very accessible for apprentices with special educational needs and/or disabilities and other learning barriers.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of their curriculums, teaching and training. Experienced and professionally qualified tutors mostly teach the development of clinical skills to a high standard. They use their experience well to link what the topics they teach to relevant real-world examples. At the start of the healthcare support worker apprenticeship, apprentices attend the healthcare academy, where they use a range of high- quality equipment in simulated activities, such as taking observations on a training manikin. Dental nurse apprentices skilfully assist in a range of clinics.

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Curriculum and teaching Expected standard

Tutors mostly use assessment effectively. They provide apprentices with generally helpful feedback on their work. However, on the level 2 healthcare worker apprenticeship tutors use a limited range of assessment techniques. They mainly rely on workbooks with basic questions that do not give apprentices the opportunity to develop their responses in depth.

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Curriculum and teaching Expected standard

Tutors work well with work-based mentors to ensure on-and off-the-job training is carefully linked. Apprentices quickly apply what they have learned to their practice in wards and clinics.

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Participation and development Expected standard

Leaders provide apprentices with plentiful opportunities beyond their courses to develop their personal interests. These include enrichment activities on topics, such as money management, and physical and mental health. However, tutors do not include these when they plan apprentices’ individual programmes or check whether apprentices have completed activities relevant to their development needs.

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Participation and development Expected standard

Apprentices feel safe and know how to report any concerns. They are confident that if they report any concerns these will be dealt with swiftly.

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Participation and development Expected standard

Apprentices develop a useful understanding of radicalisation and extremism and the relevance of these topics to a hospital setting. They recognise that their identity card gives them access to different parts of the hospital and, therefore, they may be at risk if they wear their identity card off the hospital sites.

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Participation and development Expected standard

Tutors provide apprentices with helpful careers education and guidance. Apprentices are aware of the broad spectrum of roles they can go on to in the future, including job roles in hospital and community settings, such as doctors' surgeries and dental practices.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices develop substantial new clinical knowledge and skills through their training. They learn to take observations, such as blood pressure, oxygen saturations and heart rates. Apprentices also develop their people skills, such as learning how to defuse situations when people with dementia and delirium become distressed and confused.

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What it's like to be a learner and/or an apprentice at this provider

Leaders ensure that the curriculums are fully accessible to apprentices, particularly those with special educational needs and/or disabilities and those who face other barriers to learning. Tutors work hard to ensure that apprentices’ needs are met.

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What it's like to be a learner and/or an apprentice at this provider

Leaders provide apprentices with highly effective training resources in the academy building and in the 2 hospitals served by the trust. These include state of the art training facilities, such as immersive learning rooms that simulate ward and operating theatre conditions. Apprentices practise what they learn and receive instant feedback on their skills. This enables them to take what they learn back to the wards and clinics they work in swiftly.

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What it's like to be a learner and/or an apprentice at this provider

Young apprentices have a thorough understanding of what constitutes harmful sexual behaviour and what is unacceptable from their peers. They know about healthy relationships and the risks of toxic masculinity, coercive control and domestic violence.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices treat people with respect and recognise the importance of non-discriminatory practice. Tutors build the NHS values of compassion, respect and dignity into the curriculums well.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices develop their confidence and resilience in dealing with demanding situations, such as working with patients who are in distress. They make positive contributions to the areas they work in and become valued members of staff.

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Next steps

• Leaders should plan ongoing training for tutors so that apprentices benefit consistently from high-quality teaching and assessing . • Leaders should monitor and review the support that they put in place for apprentices so that they can assess the effectiveness of their approach to inclusion. • Leaders should ensure tutors provide support for apprentices to develop their academic writing skills. • Leaders should ensure that tutors plan personal development activities that meet apprentices' individual needs and track the completion and impact of these.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: Inspectors spoke with trust senior leaders, directors, programme leaders, ward managers, line managers, apprentices and a range of staff, including tutors, during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider: The Newcastle Upon Tyne Hospitals NHS Foundation Trust is an employer learning provider based in Newcastle. Leaders provide the level 2 healthcare support worker and the level 3 dental nurse (integrated) apprenticeships for current and new employees in the trust. At the time of the inspection, there were 61 apprentices, with most studying the level 3 dental nurse (integrated) apprenticeship.

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About this inspection

Acting Chief Executive Officer: Robert Harrison

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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