Senior Lecturer, Adult Nursing

Registered Nurse (Degree Apprenticeship) (Blended Learning) Learning Disability - UH-000699

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities. We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University.
As this is an apprenticeship course, applicants will be considered, if they are selected by their employer and will be interviewed by managers (or delegated staff) at their employer and nursing academic staff at the university.
If you were educated outside the UK, you are required to have International English Language Testing System (IELTS) at a score of 6.5 with a minimum score of 6.5 in writing and a minimum of 6.0 in any single component. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of <a href="https://eur02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.hud.ac.uk%2Finternational%2Fpre-sessionalenglishprogramme%2F&amp;data=05%7C02%7CHHSSAVP%40hud.ac.uk%7C795c056439834f34059f08dc3451c57e%7Cb52e9fda06914585bdfc5ccae1ce1890%7C0%7C0%7C638442773030096914%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&amp;sdata=1GtmtMmHPrG3%2BVhfN%2BZwj32MV%2B1OIE%2FOM6dr3rynf%2Fg%3D&amp;reserved=0">Pre-Sessional English Programmes.</a>
The NMC requirements also apply to this course:
<a href="https://www.nmc.org.uk/registration/joining-the-register/english-language-requirements/">https://www.nmc.org.uk/registration/joining-the-register/english-language-requirements/</a>
The University provides opportunities for the accreditation of prior learning (APL) as stated in <a href="https://eur02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.hud.ac.uk%2Fpolicies%2Fregistry%2Fawards-taught%2Fsection-c%2F&amp;data=05%7C02%7CHHSSAVP%40hud.ac.uk%7C795c056439834f34059f08dc3451c57e%7Cb52e9fda06914585bdfc5ccae1ce1890%7C0%7C0%7C638442773030102942%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&amp;sdata=Lahokvmau9wuzPA4BIxT7zHcCQRZ7G%2FN7oplA7%2BxKRQ%3D&amp;reserved=0">Section 3 of the Regulations for Awards</a>. Learners will be assessed on an individual basis through the Initial Needs Assessment and any applicable prior learning will be accounted for, evidenced and deducted from cost as funding cannot be used to pay for training for skills, knowledge and behaviours already attained by the apprentice.
The NMC regulations on APL will apply as follows: a maximum of 50% of the course may be accredited, provided all elements are met in full. Learners transferring from one institution to another must ensure their previous learning is mapped against the new course. Additionally, adult learners must still be able to meet the general care requirements of Directive 2005/36.EC. We require learners from all fields to achieve this for parity.
The University’s general minimum entry requirements are specified in Section 1.5 of the <a href="https://eur02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.hud.ac.uk%2Fpolicies%2Fregistry%2Fawards-taught%2Fsection-1%2F&amp;data=05%7C02%7CHHSSAVP%40hud.ac.uk%7C795c056439834f34059f08dc3451c57e%7Cb52e9fda06914585bdfc5ccae1ce1890%7C0%7C0%7C638442773030108761%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&amp;sdata=UPLVj9s5nfoh3kQkEuktsNBBBEFcBPfA7SUnco6sKLY%3D&amp;reserved=0">Regulations for Awards</a>.
Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process. All shortlisted applicants are selected through interview undertaken by field-specific admissions teams. Learners are usually selected through field-specific group interviews. Applicants must demonstrate the qualities required for the field of nursing through a values-based recruitment approach. Academics, employers and service-users and carers are involved in the selection process. General advice and information regarding disability and the support the University can give can be found by contacting Student Services as follows:
Telephone: 01484 472675
Email: <a href="mailto:disability@hud.ac.uk">disability@hud.ac.uk</a>
Further information is available on the <a href="https://eur02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fstudents.hud.ac.uk%2Fwellbeing-disability-services%2Fdisabilityservices&amp;data=05%7C02%7CHHSSAVP%40hud.ac.uk%7C795c056439834f34059f08dc3451c57e%7Cb52e9fda06914585bdfc5ccae1ce1890%7C0%7C0%7C638442773030115434%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&amp;sdata=tXz%2Bw6%2FBWFQzIgUdttoHlMOGA%2FcsxcT76MI8%2BoNvZIQ%3D&amp;reserved=0">disability services website.</a>    
In addition this course can lead to eligibility to apply for registration with the Nursing and Midwifery Council (NMC). Further advice on the specific skills and abilities needed to successfully undertake this course can be found by visiting the NMC website at <a href="https://www.nmc.org.uk/">https://www.nmc.org.uk/</a> and by contacting the admissions tutor and by visiting our <a href="https://eur02.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.hud.ac.uk%2Fcourses%2F&amp;data=05%7C02%7CHHSSAVP%40hud.ac.uk%7C795c056439834f34059f08dc3451c57e%7Cb52e9fda06914585bdfc5ccae1ce1890%7C0%7C0%7C638442773030123362%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&amp;sdata=S4p7dev44z2S3W4rvWi8XUGyC1Smk4k5eT4pE%2FsrgxY%3D&amp;reserved=0">course finder website page</a>.
However, the specific entry requirements and admission criteria for the courses are detailed below:
BSc (Hons) Registered Nurse Degree Apprenticeship
<ul>
<li>BBB at A Level. The endorsement for practical work is an essential part of Science A-level study, and is a requirement for entry to our degree course.</li>
<li>112 UCAS tariff points from a combination of Level 3 qualifications. The endorsement for practical work is an essential part of Science A-level study, and is a requirement for entry to our degree course.</li>
<li>DMM in BTEC Level 3 Extended Diploma.</li>
<li>Pass Access to Higher Education Diploma with 45 Level 3 credits 15 at Distinction, 30 at Merit.</li>
<li>NCFE CACHE Technical Level 3 Extended Diploma/Level 3 Extended Diploma at Grade B.</li>
</ul>
OR
Complete a pre-entry portfolio of evidence (mapped to the NMC standards of proficiency and the apprenticeship standards for RNDA).  The aim of the portfolio is to evidence 700 hours of previous experience and learning that is transferable in the skills needed to be a registered nurse.  
<ul>
<li>GCSE English Language or English Literature and Maths at grade 4 or above, or grade C or above if awarded under the previous GCSE grading scheme, or Level 2 Functional Skills in Maths and English.</li>
</ul>
Professional/Statutory body requirements for admission
<ul>
<li>Be employed and supported by the host organisation (as an employee of that organisation).</li>
<li>All entrants must meet the NMC (2018c) entry requirements in respect of literacy and numeracy, good character and good health</li>
<li>All candidates will complete a Rehabilitation of Offenders form and have an Enhanced Disclosure and Barring (DBS) check.</li>
<li>All candidates will require Occupational Health clearance.</li>
<li>All candidates will be required to complete an Initial Needs Assessment.</li>
</ul>
Criminal records checks
You’ll need a satisfactory enhanced Disclosure and Barring Service (DBS) prior to registration on the course. You’ll be required to sign a self-declaration at the start of each year and at the end of the course. If you experience any police contact during your course, this must be reported to the course leader and employer as a matter of urgency. The university will investigate criminal allegations and/or convictions under the student disciplinary procedure or the Fitness to Practise procedure, if you are on a regulated apprenticeship. If the university receives an allegation of your involvement with the police, a risk assessment may be undertaken. This will be dependent on the nature of the allegation and restrictions may be implemented to protect the safety of yourself and that of the university community, until the investigation has concluded. We will request an Overseas Police Check if you have lived in a country outside of the UK for 6 months or more (whether continuously or in total) in the last 10 years before applying to us and whilst aged 18 or over.
Evidence pack 
Prior to entry to the apprenticeship, all nursing learner applicants will agree to the terms set in the evidence pack. This will include the Training Plan, which will be signed by the apprentice, the employer and the University as the main education provider for the apprenticeship.

NMC-specific assessment rules and honours classification
<ul>
<li>The pass mark is 40% for each theoretical assessment in line with university regulations.</li>
<li>However, the medicines calculation test must be achieved at 100% by the end of the course (NMC 2018c).</li>
<li>learners are required to pass all components of summative assessments in both theory and practice in order to be awarded BSc (Hons) Registered Nurse Degree Apprenticeship (adult, child, learning disability, mental health).</li>
<li>In order to progress, or be eligible for registration, learners are required to pass all theory and complete the relevant PAD and ongoing achievement record. All proficiencies in the PAD are awarded pass/fail, for which approval has been granted by the PVC Teaching and Learning.</li>
<li>There is no condonement on this course.</li>
<li>There is no compensation in assessments across theory and practice learning (NMC 2018a).</li>
<li>To qualify for the award of the Registered Nurse Degree Apprenticeship (adult, child, learning disability, mental health) learners must complete all the course requirements, including the End-Point Assessment to be awarded the honours degree. Only learners who have successfully obtained 360 credits, have been awarded the degree and have successfully meet the NMC standards will be eligible to apply for registration and entry to the Professional Register.</li>
<li>Classifications will be based on the university regulations for awards (http://www.hud.ac.uk/registry/regulationsandpolicies/awards/)</li>
<li>On completion of the course learners have five years in which to register or record a qualification leading to a mark on the register (NMC 2018c).</li>
<li>Derogation will apply to this course to facilitate individualised assessment schedules where necessary.</li>
</ul>

UH-000699 - Registered Nurse (Degree Apprenticeship) (Blended Learning) Learning Disability

End Point Assessment Compulsory

End Point Assessment

Honours Core

Honours Compulsory

Honours Optional

Honours Level

Intermediate Core

Intermediate Compulsory

Intermediate Optional

Intermediate Level

Foundation Compulsory

Foundation Optional

Foundation Core

Foundation Level

Structure

Progression rules
Progression decisions for Y1-Y2 and Y2-Y3: 
<ul>
<li>Learners must pass all components of all modules.</li>
<li>Condonement is not allowed.</li>
<li>The pass mark for theory modules is 40% except for the medicines calculation test in all years, for which the pass mark is 100%.</li>
<li>Placement modules are pass/fail. Theory elements of practice modules (where applicable) are pass/refer/fail. Failed practice elements cannot not be trailed.</li>
</ul>
Theory CAB (plus all repeat year)
<ul>
<li>If all theory modules are passed, then confirm pass theory.</li>
<li>If any theory modules (or module components) are referred/deferred, the learner will have a referral/deferral attempt before the progression/award CAB.</li>
<li>Theory elements of the practice modules will be presented at the theory CAB.</li>
</ul>
Progression/award CAB
Theory 
<ul>
<li>If all 120 modules are passed, then May Progress.</li>
<li>If 100 credits have been passed and the remaining 20 credits is a theory module, then the student May Progress with Trail as long as no other modules are left outstanding.</li>
</ul>
OR
<ul>
<li>If the learner has a single 40-credit theory module left outstanding and has achieved an overall module mark of 30-39 for that module, then the student May Progress with Trail as long as no other modules are left outstanding.</li>
<li>In any other circumstances, the learner May Not Progress into Year 2/3 and will need to resolve any outstanding credits in the next academic session.</li>
<li>Learners may not progress into year 3 if they have any outstanding year 1 modules to complete.</li>
</ul>
Placement
<ul>
<li>Learners must pass both 20-credit placement modules in order to progress. If the learner has failed one or both at the point of the CAB, then they will not be permitted to progress and will be required to repeat the placement(s) in the next academic session. Deferred/referred/failed theory elements of the practice modules may be trailed in line with theory modules detailed above</li>
<li>Final-year learners: any learners with any outstanding failed theory/practice modules will be in a repeat year and will repeat in the next academic session.</li>
<li>Final-year learners with any outstanding referred or deferred work will be able to re-sit 3 weeks after the results are released and marks will be taken to a mop-up CAB. </li>
</ul>
We have approved PVC exemption from the standard CAB model. This includes pass/fail for placement assessments.
IMPORTANT
Apprenticeship learners will be required to complete an End-Point Assessment CAB to be eligible for the apprenticeship award.
The End-Point Assessment, according to the <a href="https://eur02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.instituteforapprenticeships.org%2Fmedia%2F5919%2Fst0781_v14_registered_nurse_l6_fullyintegrated-ap-for-publication_adjustment_15022022.pdf&amp;data=05%7C02%7CHHSSAVP%40hud.ac.uk%7C5f5908c072914287cf6608dc320661ce%7Cb52e9fda06914585bdfc5ccae1ce1890%7C0%7C0%7C638440250210615889%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&amp;sdata=RYMaQycFWltWCDIutIgFJuuIgcvlrGoN65LWGxdnTVk%3D&amp;reserved=0">IfATE assessment plan</a>, requires the learners to confirm that they are competent and have the KSBs to meet the <a href="https://www.instituteforapprenticeships.org/apprenticeship-standards/registered-nurse-degree-nmc-2018-v1-1">RNDA</a> occupational standard.

Diploma of Higher Education

Certificate of Higher Education

Bachelor of Science

Critically reflect on the range of professionals who contribute to care delivery.   

Identify links between theoretical learning and practice experience.

Skilfully communicate the specific care needs for individuals and groups of people across the lifespan and with a range of care needs other than those commonly seen in the field of nursing. 

Write a fully referenced literature review or research report in a style suitable for publication.

Reflect on the range of professionals who contribute to care delivery. 

Make an effective contribution to the work of a group to undertake and present an empirical or literature-based research project. 

Outline the differences in caring approaches for people across the lifespan and with a range of physical, mental health and cognitive care needs.

Critically reflect on the importance of inter-professional working for the benefit of people requiring nursing care. 

Identify how theoretical principles of health promotion and care delivery apply to people in the field.

Achieve proficiencies set in the Assessment Document and Ongoing Achievement Record, including in Annexe A and Annexe B. 

Critically apply underlying legal principles to the safe administration of medicines to people in care areas.

Critically understand learning and assessment theories and apply to the learning needs of others.

Outline the legal requirements for medicines administration across a range of settings to meet the specific service needs.

Critically appraise and apply evidence-based principles that support safe and effective care and management of people with learning disability care needs presenting with acute and complex care needs within and across organisations.

Reflect on and discuss their learning needs to facilitate their transition to academic life. 

Establish the ethical issues arising out of research involving human participants and be able to apply them appropriately.

Analyse theories of learning, teaching and assessment to inform the delivery of practical teaching/learning opportunities for patients, junior staff, professional colleagues, and learners in clinical practice and enhance the learning culture. 

Achieve the proficiencies as set out in the Practice Assessment Document and Ongoing Achievement Record and Skills Log.

Critically, systematically, and safely assess, respond and evaluate care and interventions for managing acute and complex care in unpredictable and complex situations.

Plan and develop a proposal for a field-specific research project.

Critically understand the suitability and appropriateness of quantitative, qualitative, literature reviews and audit research methods.

Recognise the importance of inter-professional working for the benefit of people requiring nursing care. 

Critically explore differences in caring approaches for people across the lifespan and with a range of physical, mental health and cognitive care needs.

Systematically understand the role of the qualified nurse in influencing quality care within and beyond an organisation.

Undertake critical appraisal of the literature for its value and relevance to nursing practice.

Critically understand the importance of inter-professional working for the benefit of people requiring nursing care. 

Outline and explain caring approaches to safe and effective person-centred care in the learning disability field of nursing.

Apply clinical decision-making and problem-solving skills to critically examine the professional, legal, ethical, and quality issues relevant to the delivery of care to people in their field of professional practice. 

Contribute to a group presentation of the research proposal.

Critically apply underlying principles to the safe administration of medicines to people in their care.  

Critically review appropriate literature and relate it to the research area. 

Critically understand the method used in their literature review or research.

Critically analyse own role as a member of the multi-professional team working collaboratively to inform decision-making about individual patient care and improving safety and quality in the delivery of care and services to communities.

Communicate service improvement needs to a range of audiences. 

Communicate the specific care needs for people across the lifespan and with a range of care needs other than those commonly seen in their field of nursing. 

Recognise the impact of their values and beliefs on the people in their care.

Critically understand developmental and disease processes and how these manifests in people in the field.

Apply the principles of a holistic assessment of physical, mental health, and cognitive care needs to the individual in their care.

Understand the principles and importance of maintaining the physical and mental wellbeing of themselves and others.

Safely calculate medicines at level 2 with a 100% pass mark.

Identify and apply appropriate methods of data collection and analysis.

Effectively communicate the specific care needs for people across the lifespan and with a range of care needs other than those commonly seen in the field of nursing. 

Evaluate links between theoretical learning and practice experience.

Identify and distinguish between different types of knowledge and evidence to support nursing practice.

Critically review the safety and effectiveness of care when planning and implementing care for individuals and groups of people in the learning disability field of nursing.

Identify and explain professional issues related to working as an accountable nurse and within the NMC Code. 

Systematically and critically understand the signs and symptoms concerning altered physiology of a person in their care presenting with acute and complex care needs. 

Critically and systematically explore the central role of the nurse in managing and coordinating care delivery for groups of people across the lifespan and with a range of physical, mental health and cognitive care needs.

Apply and systematically evaluate theories supporting the care of the range of physical, mental health and cognitive care needs across the lifespan.  

Critically evaluate links between theoretical learning and practice experience.

Search for relevant literature and sources of evidence.

Apply the principles of effective teaching and assessment strategies to meet the learning needs of others.

Recognise and safely respond to an alteration in the condition of a patient or service-user from the field of nursing.

Critically discuss the concepts and theories of leadership, management, team working, risk management, clinical governance, and accountability with their professional and inter-professional practice. 

Achieve the proficiencies as set out in the Midlands, Yorkshire and East Practice Assessment Document and Ongoing Achievement Record.

Have an in-depth understanding of their own professional field identity and role when working with others - including people in their care and other professionals. 

Describe and differentiate anatomy and physiology across the lifespan. 

The methods for the validation and annual evaluation of courses, including those validated by external bodies, and for the review of teaching and research and of academic support services are specified in the University’s Quality Assurance Procedures for Taught Courses which can be found on the Registry website as follows:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/qa">http://www.hud.ac.uk/registry/regulationsandpolicies/qa</a>
The School is committed to comprehensive learner engagement and works actively with the University of Huddersfield Student Union to support this through the student representative system. See further information at: <a href="http://www.huddersfield.su/courserepwebsite">http://www.huddersfield.su/courserepwebsite</a>
Within the School learners are represented at committee level from Student Panels to the School Board. The School also has a Student Council. Individual feedback on the quality and standards of teaching and learning is received through module and course evaluations. For nursing courses, a Yorkshire and Humber web-based evaluation tool is used to gain statistical evaluation of placement experience.
An effective external examination system is managed by Registry and all reports are viewed at University, School and course levels. External examiner and student feedback, as well as all statistical data about the course, is reported through the course committee structure and scrutinised through the University-wide annual evaluation process.
Feedback from learners and external examiners presented at annual evaluation highlighted that learners’ learning was enhanced through simulation and skills development in the university. The feedback has informed a new structure of programme delivery to incorporate week-long simulation sessions during theory blocks to enhance learning for learners.
Learners and employers involved in apprenticeships are also able to feed back through participation in the respective apprenticeship surveys.
Ofsted and inspections
Ofsted inspects the quality of apprenticeships at all levels, which makes it the single body responsible for their quality assurance.
This means that Ofsted carries out inspections of apprenticeship training at universities and colleges registered with the Office for Students (OfS). It then reports its judgements to OfS and the Education and Skills Funding Agency (ESFA).

UH-000699

This programme specification provides a concise summary of the main features of the course and the learning outcomes that a typical learner might reasonably be expected to achieve and demonstrate if they take full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook. The accuracy of the information contained in this document is reviewed by the University and may be checked by external regulatory bodies.
The most recent QAA report (March 2010) identified confidence in the soundness of the institution management of academic awards and quality of learning opportunities for learners. Good practice related to student support, the Strategy Map and the work of the computing and library services to meet the diverse needs of learners. There were no mandatory recommendations for action. 
The outcome of the most recent institutional audit can be found at:
<a href="https://www.qaa.ac.uk/reviewing-higher-education/quality-assurance-reports/University-of-Huddersfield">https://www.qaa.ac.uk/reviewing-higher-education/quality-assurance-reports/University-of-Huddersfield</a>.
Public funds are used to fund apprenticeships and as such this course will be regulated by the Education and Skills Funding Agency to ensure appropriate management of funds and standards of education: 
<a href="https://www.gov.uk/government/organisations/education-and-skills-funding-agency/about">https://www.gov.uk/government/organisations/education-and-skills-funding-agency/about</a>

Personal Academic Tutor (PAT)
The University has implemented a PAT system, which aims to both improve the experience of learning and teaching, and increase retention and achievement rates. Specifically, PATs:
<ul>
<li>Provide a personal contact for the learner within the University and the School.</li>
<li>Act as a liaison between the learner and course leaders to seek any improvements required.</li>
<li>Offer guidance, assistance and support in managing the learner's academic experience.</li>
<li>Recognise when the problems presented are beyond the PAT's competence and seek guidance and support for the learner through the University and/or School referral processes.</li>
<li>Work with learners to review and reflect upon their own progress and if necessary on ways to improve it.</li>
<li>Take part in supportive training events.</li>
</ul>
Module Leader is responsible for teaching, learning and assessment of the modules.
Course Leader is responsible for the entire quality assurance arrangements.
Practice Supervisor is a registered nurse or midwife or registered health or social care professional who has current knowledge and experience and are appropriately prepared for the role. They are responsible for ensuring that learner learning opportunities are facilitated, for contributing to learner assessment, providing regular feedback to the learner.
Practice Assessor is a registered nurse with current knowledge and expertise. They conducts assessments, informed by feedback from practice supervisors and others, makes and records objective decisions, drawing on records, observations, learner reflection and other resources. 
Academic Assessor is a registered nurse and is nominated for each part of the programme and is appropriately prepared for the role. They will work in partnership with the Practice Assessor to evaluate and recommend the learner for progression for each part of the programme. They will have understanding of the learner’s learning and achievement in practice and schedule communication and collaboration between academic and practice assessors.
Clinical Educator is a registered nurse / midwife who works in partnership with the apprentice and the practice partner to monitor progress throughout the apprenticeship.  They will meet every 12 weeks as part of the apprenticeship in a tripartite meeting.  Any issues can be raised throughout the duration of the course and action plans devised as needed.  They act as a link between the academic, apprentice and employer.
Practice Learning Facilitator (PLF) supports learners when they are in their placement setting and also provides support to Practice Assessors and Practice Supervisors as needed. The PLF is based in the placement setting in the Clinical Education team and works in partnership with the University and the practice placements to ensure that learners receive excellent, quality-assured clinical placements.
Centre for Apprenticeships The Centre for Apprenticeships team offers advice and guidance to apprentices, employers, staff and other stakeholders to assist them through the apprenticeship process. This includes: quality assurance, compliance, and data-collection requirements necessary to meet ESFA, Ofsted and University regulatory requirements for apprenticeship courses. The team also supports the administrative processes linked to recruitment to the courses, ensuring apprenticeship funding rules and University regulations are followed and evidence packs are completed. The team monitors off-the-job hours, attendance of learners, reviews progress made, supplies data to practice partners as requested, plans and administers End-Point Assessment Gateway and End-Point Assessments with external EPA Organisations (where applicable).