Hampshire Hospitals NHS Foundation Trust

Hampshire Hospitals NHS Foundation Trust

Address: Apprenticeship Team, Education Centre, Royal Hampshire County Hospital, Romsey Road, Winchester, SO22 5DG Unique reference number (URN): 2539243

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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 an inclusive culture where apprentices feel well cared for and supported to achieve their goals and aspirations. They use their data about apprentices to identify trends in achievement for those with and without additional learning needs. They are in the process of developing a system to collect information in relation to other barriers to learning, but it is too early to see any impact.

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Inclusion Expected standard

Leaders and tutors identify apprentices' support needs well through the use of an online cognitive assessment tool and an assessment at the start of the apprenticeship. Staff swiftly identify temporary barriers, such as health concerns or in relation to apprentices working in departments that are short of staff. They put appropriate support in place for the period of need, such as additional pastoral support to help apprentices to continue to participate and achieve.

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Inclusion Expected standard

Leaders have appropriately trained staff in place to advise and support apprentices with strategies to help them learn. Staff benefit from training to help them support apprentices. For example they complete training on how to support apprentices with autism and neurodiversity.

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Inclusion Expected standard

Leaders work with internal trust departments and external agencies to get appropriate support for apprentices. For example, leaders applied for the access to work scheme for job coaching, and they work with the occupational health department for apprentices with visual or hearing impairment needs and support. This means that apprentices receive the support they need to be successful.

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Leadership and governance Expected standard

Leaders know and accurately self-assess the strengths and areas for improvement of their provision. Well-qualified and experienced members of the board of governors use their knowledge and expertise to support and challenge leaders to continue to improve the apprenticeship provision. They take appropriate action swiftly where any concerns arise.

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Leadership and governance Expected standard

Leaders' actions to improve outcomes are effective. For example, the improvement trend in achievement rates is a result of rigorous monitoring and tracking along with support to ensure that apprentices remain on track to complete their apprenticeships.

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Leadership and governance Expected standard

Leaders have established a culture where staff support each other, challenge sensitively and are accountable for their apprentices through the use of a coaching model that reflects the model used for training apprentices. Staff are proud to work at the trust and in the apprenticeship team. They feel valued by their managers who they feel hold wellbeing as a high priority. Managers check staff workloads frequently, and staff benefit from helpful support when needed.

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Leadership and governance Expected standard

Leaders ensure that staff benefit from generally well-planned professional development to help them in their roles. For example, staff have recently had training to develop their coaching skills and in how to provide constructive feedback.

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Leadership and governance Expected standard

Leaders have appropriate procedures in place to monitor the quality of the subcontracted provision, including monthly progress monitoring and lesson observations.

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Leadership and governance Expected standard

Leaders work well with stakeholders to provide relevant curriculums to meet local and regional needs, such as the recently introduced level 2 pharmacy services assistant apprenticeship. The apprenticeships that they offer align closely to the staffing needs of the trust, help to retain staff and provide opportunities for staff to become qualified to a higher level.

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Achievement Expected standard

Apprentices, including those who are disadvantaged, achieve their qualifications well and in line with national rates. The proportion of apprentices achieving distinction grades is high.

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Achievement Expected standard

Apprentices develop the knowledge, skills and behaviours that they need to be successful and apply these fluently at work. For example, level 2 pharmacy services assistant apprentices learn about and are confident in assembling and dispensing medicines. Employers value the skills and knowledge that apprentices bring to their roles. Apprentices’ work meets the standard expected for their point of learning and, in some cases, is better.

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Achievement Expected standard

Apprentices develop the English, mathematical and digital skills that they need for their jobs. In healthcare, apprentices learn to take and interpret vital signs, such as blood pressure, accurately. They develop their communication skills well so they can explain to patients the care that they are providing.

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Achievement Expected standard

Apprentices, including those who are disadvantaged, move onto positive destinations. These include taking on further responsibility, promotions or further training at a higher level.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and training. This is because they gather feedback from managers and apprentices on what works well and what needs to be improved. They carry out standardisation activities to assure themselves of the quality of tripartite reviews, clinical competency and standards of work.

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Curriculum and teaching Expected standard

Leaders sequence their curriculums logically. This means that apprentices build their knowledge securely and are able to apply what they have learned at work. For example, on the level 5 operations manager apprenticeship, apprentices learn about leadership styles before moving on to conflict management, which they apply at work.

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Curriculum and teaching Expected standard

Leaders design curriculums carefully around clear standards and outcomes. In addition to the apprenticeship standards, apprentices work to the six core values of the NHS and the “I Care” values of the trust, which include empowerment, compassion and accountability.

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Curriculum and teaching Expected standard

Generally, tutors teach well. They check apprentices’ understanding with thoughtful questioning, which helps apprentices to remember what they have learned. Apprentices receive feedback from tutors that is helpful and explains clearly how to improve their work.

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Curriculum and teaching Expected standard

Tutors build sufficient time into the curriculum for apprentices to practise their skills. At work, apprentices practise procedures such as canulisation, and only when they are competent and safe to perform these tasks, do they do so independently.

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Curriculum and teaching Expected standard

Tutors teach the technical vocabulary that apprentices need for their roles. They use medical terms related to respiratory conditions, medical departments such as urology, and broader care terms that reflect the core values of care. In their assignments and at work, apprentices confidently use the technical language that they have learned, such as when detailing the stock in pharmacies and when explaining the checks that they make when taking blood samples.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum is accessible to all apprentices. The availability of digital resources enables apprentices to fit learning into their busy lives. Staff make sure that observations, progress reviews and assessments fit around the changing shift patterns of apprentices.

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Participation and development Expected standard

Leaders and staff set high expectations for apprentices. These include professional behaviours and high attendance at work and at learning and review sessions. Apprentices fulfil these expectations.

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Participation and development Expected standard

Leaders provide apprentices with a relevant curriculum related to mental and physical health and healthy relationships. In their personal development plans, apprentices set targets for healthy eating, exercise and sleep to help them stay fit and healthy.

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Participation and development Expected standard

Apprentices benefit from safeguarding training and helpful newsletters which help them to stay safe online and from the risks of radicalisation and extremism. Apprentices understand British values and those of the NHS and the trust and how these apply in their jobs. They understand how legislation such as the Mental Capacity Act influences the decisions that they make about patient care.

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Participation and development Expected standard

Apprentices generally receive helpful careers advice and guidance so they can make informed decisions about their next steps. They know the pathways into nursing and the modes of study and training available to them.

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Participation and development Expected standard

Leaders do not tolerate bullying. They keep apprentices safe with appropriate policies, processes and actions. When apprentices are subject to poor patient behaviours, they know to escalate this. There is zero tolerance of bullying across the hospital for all staff.

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

Apprentices at Hampshire Hospital Foundation Trust are confident, articulate and highly professional. They have a clear passion for person-centred care and they embody well the values of the NHS and the trust.

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

Apprentices enjoy their learning and value the opportunities to develop their professional curiosity and grow personally and professionally. They benefit from a tailored, individualised curriculum through which they learn new knowledge, skills and behaviours relevant to healthcare and are supported well to make good progress. Tutors work flexibly with apprentices and managers to maximise opportunities to achieve.

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

Apprentices value the friendly, respectful and safe workplace and learning environments. They appreciate how staff prioritise their well-being, with regular tutor contact and communication between line managers and tutors that provides a holistic approach to ensuring that they are supported to achieve.

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

Apprentices understand and adhere to the professional relationships and boundaries that they need to maintain when working with patients and clinical professionals. They work to the values of the trust through putting patients first. For example, they act respectfully when washing patients to maintain the patient's dignity. Apprentices know how diversity relates to their jobs and the actions that they should take to maintain equality, such as organising appropriate meals for patients with different cultural backgrounds.

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

Apprentices benefit from individualised personal development plans to support both their professional and personal development. They work collaboratively with tutors to set realistic targets. These include maintaining healthy lifestyles and relationships and developing skills in public speaking. which build apprentices' confidence and resilience.

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

Apprentices benefit from wider development opportunities such as involvement in quality improvement planning to promote new ideas and embrace opportunities to support the trust. Level 5 operations manager apprentices recently completed projects which involved cost analysis to introduce more efficient lighting in an area of the hospital.

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Lead inspector:

Jo-Ann Henderson, His Majesty's Inspector

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Team inspectors:

Mark Hillman, His Majesty's Inspector Anne Moynihan, Ofsted Inspector Charlotte Corfield, Ofsted Inspector

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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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Next steps

Leaders should continue to use their data to identify trends in achievement for all apprentices. Leaders should ensure that staff benefit from highly tailored and focused programmes of professional learning to help them to improve their practice continuously. Leaders should further embed high-quality careers advice and guidance throughout the apprenticeship.

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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 governors, leaders, staff, apprentices and employers during the inspection.

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About this inspection

Hampshire Hospitals NHS Foundation Trust is an independent learning provider based in the Royal Hampshire County Hospital, Winchester. At the time of inspection, it had 109 apprentices, all of whom were over 19 years of age. Apprentices study a range of subjects, including level 2 pharmacy services assistant, level 3 senior healthcare worker and level 5 operations manager. Fewer than 5 apprentices are working towards achieving mathematics and/or English qualifications. There are 53 apprentices who have declared a learning disability or difficulty.

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About this inspection

Associate Director of Apprenticeships and Widening Participation: Helen Howe This data is from 14 July 2026

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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

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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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