Skip to main content

It looks like you have JavaScript turned off

Pretty much everything should work. But you may find some components look slightly off as a result. You can find out what JavaScript is here. If you don't have JavaScript turned off, or if something doesn't work that you think should do, please get in touch.

Our Appren­tice­ship commitment

Appren­tices can expect to devel­op skills which are appro­pri­ate to the strand of the sec­tor in which they are working.

Our pro­grammes are based on the most appro­pri­ate stan­dard but also include addi­tion­al enhanced learn­ing oppor­tu­ni­ties in order to devel­op spe­cif­ic skills required to effec­tive­ly ful­fil their role. These dif­fer with­in pro­grammes and are tai­lored to the indi­vid­ual employ­er and appren­tice require­ments. Work­place cul­ture and ethos are built into pro­grammes in order to ensure that in addi­tion to the core tech­ni­cal devel­op­ment. Per­son­al, social and behav­iour­al devel­op­ment is also inbuilt to ensure devel­op­ment is cross cut­ting and appro­pri­ate to the participants.

Where there is a need for stu­dents to meet sec­toral, leg­isla­tive or licens­ing require­ments these are built into the pro­gramme to ensure that at point of achieve­ment they are able to ful­ly oper­ate with­in their role with­out any imme­di­ate addi­tion­al development. 

At point of com­mence­ment stu­dents intend­ed out­come is to devel­op a career with­in the sec­tor remain­ing in con­tin­ued employ­ment with the same employ­er beyond the end of their pro­gramme and then to either progress to the next appren­tice­ship lev­el or to tran­si­tion into the advanced learn­ing pro­gramme that is deliv­ered by the vehi­cle man­u­fac­tur­er that their role is affil­i­at­ed to. These ongo­ing pro­grammes take them to L4 and beyond and are sector/​role specific. 

All pro­grammes are tai­lored to meet the require­ments of the stan­dard includ­ing Maths, Eng­lish and ICT. These sub­jects are deliv­ered dis­creet­ly to ensure the deliv­ery meets indi­vid­ual require­ments and styles but in addi­tion are embed­ded into the main tech­ni­cal cur­ricu­lum to con­tex­tu­alise to the role that is being undertaken. 

Advice and guid­ance is giv­en through­out the learn­ing jour­ney both for­mal­ly at step on/​off points and also dur­ing progress reviews. 

Per­son­al and social devel­op­ment is sup­port­ed by par­tic­i­pa­tion in team build­ing activ­i­ties. Indi­vid­ual devel­op­ment is sup­port­ed by the pas­toral func­tion of their des­ig­nat­ed skills train­er, in com­pa­ny men­tor and pas­toral offi­cer with­in the res­i­den­tial accom­mo­da­tion. The well-being team offer drop in ses­sions to fur­ther sup­port indi­vid­ual needs. 

A cul­ture of col­lege is an exten­sion of work’ is engen­dered with­in the cam­pus and appren­tices are inte­grat­ed with adult pro­fes­sion­al learn­ers which pro­motes a busi­ness like environment. 

Teach­ing and Learn­ing is approached in a blend­ed man­ner. In addi­tion to tra­di­tion­al classroom/​workshop theoretical/​practical learn­ing appren­tices have access to e‑learning plat­forms to sup­port tech­ni­cal and aca­d­e­m­ic development. 

A rig­or­ous IAG process is under­tak­en to ensure can­di­dates are placed appro­pri­ate­ly and the cor­rect lev­el of sup­port is made avail­able from the start of the programme. 

Fun­da­men­tal British Val­ues and oth­er key themes are active­ly pro­mot­ed with­in the cur­ricu­lum and appren­tices are encour­aged to express their views in an appro­pri­ate man­ner, atti­tudes and bias’s are chal­lenged in a man­ner that ben­e­fits the learn­ing expe­ri­ence not only for the indi­vid­ual but also their peers. 

Appren­tices rapid­ly devel­op skills that are appro­pri­ate for effec­tive­ly under­tak­ing their cho­sen role and are able to under­take activ­i­ties that are well ahead of min­i­mum expectations.