Leeds Teaching Hospitals NHS Trust

Leeds Teaching Hospitals NHS Trust

Address: Leeds Dental Institute, Clarendon Way, Leeds, LS2 9LU Unique reference number (URN): 52988

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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

Leaders have established a positive culture of inclusion. They work with various agencies, such as charities and careers organisations, to promote the dental nurse opportunities available at the hospital trust to some of the more vulnerable and disadvantaged groups in the Leeds City Region.

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Inclusion Expected standard

Managers and tutors conduct a range of appropriate activities to collect useful information about apprentices as part of a tailored induction. They use this information to identify and put in place individual support to enable apprentices to access the curriculums. Tutors review their support arrangements at appropriate intervals and adjust them where required, including reducing or increasing the level of support. As a result of the support they receive, apprentices with additional needs or other 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. For example, they engaged the services of a local dyslexia charity to provide training that helped staff to identify the support that apprentices with dyslexia need, such as help to develop organisational skills.

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Inclusion Expected standard

Apprentices feel supported and cared for. They fully appreciate the support and knowledge of the staff.

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Leadership and governance Expected standard

Leaders' vision is to be the leading NHS provider of dental care professional education and upskilling, supporting career progression and reducing oral health inequalities across their communities. The rationale for the delivery of the dental nurse and oral health practitioner apprenticeships is to enable leaders to recruit and train local people and to retain them as employees in the trust.

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Leadership and governance Expected standard

Tutors are appropriately qualified in teaching and assessing and have a comprehensive knowledge of the subjects that they teach. They ensure that current dental practices are aligned with the NHS and General Dental Council professional standards and expectations.

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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's occupational health and staff wellbeing services. Many of the staff have trained at the hospital and progressed their careers in the trust. They are proud to be members of the dentistry training team.

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Leadership and governance Expected standard

Leaders provide apprentices with opportunities to deepen their knowledge and practise their skills in relation to a wide range of dental treatments, such as sedation and restorative and preventative work. Apprentices get the opportunity to rotate around different departments such as paediatrics, acute dental and outreach in the community.

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Leadership and governance Expected standard

Leaders benefit from the support of members of the trust's senior executive team, who have an accurate oversight and understanding of the work of the dental school. Executive team members are supportive and act as critical friends. They ensure that leaders celebrate apprentices' achievements while providing the resources needed to ensure that leaders are able to continue to develop the dental school.

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Achievement Expected standard

Apprentices make significant progress from their starting points, including those with additional support needs and barriers to learning. Almost all achieve their apprenticeship.

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Achievement Expected standard

Apprentices develop significant new knowledge and skills, which prepare them well for their next step in the dental industry. For example, oral health practitioner apprentices confidently carry out a range of dental procedures, such as taking dental impressions. Apprentices confidently use terms, such as palatine tori, retromolar pad and maxillary tuberosity. Dental nurse apprentices develop their knowledge and skills in using dental instruments for cavity preparation.

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Achievement Expected standard

Apprentices produce work of the appropriate standard. However, dental nurse apprentices do not develop their academic skills beyond the requirements of the qualification. For example, they do not develop their understanding of how to reference their written work appropriately.

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Achievement Expected standard

Apprentices move on to positive destinations once they achieve their apprenticeships. Most stay in the dental industry in permanent roles or go on to further learning.

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Curriculum and teaching Expected standard

Leaders have developed curriculums in dental nursing and oral health practitioner (OHP) that clearly meet skills needs in dentistry due to national shortages of dental nurses and oral health practitioners. They have effectively built a clear career pathway from dental nursing to more advanced and specialist roles.

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Curriculum and teaching Expected standard

Leaders ensure that curriculums are well planned and appropriately sequenced. For example, on the level 3 dental nurse apprenticeship tutors initially build apprentices’ foundation knowledge, such as the basic knowledge and skills to be safe in the clinical environment. Tutors then explore the role of the dental nurse before moving on to complex oral procedures, such as oral surgery. The level 4 OHP practitioner apprenticeship builds on the knowledge and skills developed at level 3.

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Curriculum and teaching Expected standard

Apprentices benefit from a range of professional development opportunities beyond the requirements of their apprenticeships. OHP apprentices complete the Royal Society for Public Health oral practitioner diploma as a stepping stone to higher-level qualifications.

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Curriculum and teaching Expected standard

Tutors provide skilled demonstrations in practical training sessions. For example, on the OHP apprenticeship, tutors demonstrate how to insert an impression tray into the mouth. They then give OHP apprentices sufficient time to practise this essential skill, first using modelling compounds before progressing to using alginate correctly.

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Curriculum and teaching Expected standard

Tutors mostly teach interesting classroom sessions that enable apprentices to apply their learning in their workplaces. Dental nurse apprentices share their research on the respiratory system with their peers and link this to their practice, such as exploring the impact that bronchitis may have on a patient. In a few sessions, apprentices do not get to share their experiences from the workplace as readily.

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Curriculum and teaching Expected standard

Tutors provide apprentices with helpful feedback on how they can improve their work. Tutors check that apprentices make amendments and corrections to their work when required. Apprentices are aware of their strengths and what they need to do to improve their work. This enables them to improve the quality of their work during their programme.

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Participation and development Expected standard

Leaders ensure that apprentices learn and work in safe and welcoming environments. They ensure that apprentices are safe when they attend both the dental school in the centre of Leeds and when they travel to outreach centres.

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Participation and development Expected standard

Apprentices attend very well. They develop their professionalism and work ethic in line with the values of the trust. They are respectful of each other and the patients who they encounter during their work. They learn to work positively with patients from different cultures and socio-economic backgrounds, always recognising patients’ right to refuse treatment.

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Participation and development Expected standard

Apprentices benefit from attending annual dental school away days, which include discussions about a range of topics such as psychological safety, inclusion and belonging. They benefit from working in local communities through their outreach and community placements.

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Participation and development Expected standard

Apprentices develop their understanding of how someone may become radicalised. However, a few apprentices are less familiar with the different types of extremism, such as the risks from the far right and religiously motivated extremism.

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Participation and development Expected standard

Tutors provide apprentices with helpful career guidance. Dental nurse apprentices are taught how to register with the professional body. Tutors provide apprentices with helpful support for interview preparation. A range of practitioners, such as dentists and hygiene therapists, talk to apprentices about different job roles.

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

Apprentices enjoy their programmes and are motivated to achieve and enter the dental profession. Staff support apprentices to be successful in their careers as dental nurses and oral health practitioners. Apprentices are taught about the careers available in dentistry and the NHS. All apprentices who achieve their apprenticeship either gain permanent employment or progress to higher-level study.

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

Apprentices become confident and skilled in their decision-making and communication. They learn how to work successfully with senior dental professionals and while working with members of the public.

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

Tutors use a range of methods to teach apprentices, successfully blending classroom-based theoretical and practical training with on-the-job training in the teaching hospital clinics. They provide apprentices with exposure to a range of patient needs and conditions, which enables apprentices to develop their skills successfully. Tutors support apprentices well in identifying and selecting the areas of dental practice in which apprentices are most interested.

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

Apprentices benefit from practical exposure to dental procedures that are used in a variety of dental settings. They observe sedation practice and learn about oral health and disease prevention. They gain the experience that they need to work at the trust, in dental practices and for community dental services once they have achieved their apprenticeship.

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

Apprentices receive high levels of care and support from the staff at the trust. Tutors respond well to the needs of individual apprentices and provide support when apprentices experience difficulties. This helps apprentices feel valued and supported. The vast majority complete their programme and achieve their apprenticeship.

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

Apprentices understand the need for safety in dental practices. They become fluent in the use of safe working practices and know how to keep themselves and their patients safe during treatments.

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Next steps

Leaders should provide support for apprentices to develop their academic writing skills. Leaders should plan training for tutors that focuses on ensuring that all apprentices consistently benefit from high-quality teaching and assessment. Leaders should ensure that apprentices understand the relevance of personal development topics that they study, particularly radicalisation and extremism, and how these impact their personal and working lives.

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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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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

Inspectors spoke with leaders, managers, staff, apprentices, employers, and relevant stakeholders during the inspection.

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About this inspection

Leeds Teaching Hospitals NHS Trust is an employer provider of apprenticeships. At the time of the inspection, 40 apprentices were studying the level 3 dental nurse apprenticeship and 22 apprentices were on the oral health practitioner apprenticeship. There were 8 apprentices aged under 19. Apprentices receive their training at the trust and complete placements in dental centres located in Bradford, Hull and Leeds.

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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

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Urgent improvement

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Urgent improvement

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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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