Dimple Khagram, Managing Director of Skill-Serve Training, led a discussion about the transition of apprenticeship to the new standards. What these changes mean for colleges and training providers and how to successfully implement the reforms.

1. Apprenticeship
Standards
Presenter: Dimple Khagram
MD - Skill-serve Training Ltd
Date: 24.11.2017
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2. Standards
overview
How many TP’s
in the room
have started to
engage with and
offer standards?
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3. Stay with SASE frameworks
Funding may not be enough to deliver, and potential for loss in
revenue - switch off predicted by 2020
Keep SASE frameworks for now but start to implement new
standards
Probably the best combined approach for the long term
Move to new standards straight away
Potential for more funding now the levy has started
Give up
Loss of income until you implement a new plan
Four options for Training providers
Each have different consequences:
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4. What is a Trailblazer Apprenticeship?
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5. Trailblazer Apprenticeships are by definition:
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• Competency based programme which assesses an individual’s ability to carry
out a specified job role against nationally recognised standards.
• They put employers ‘in the driving seat’ in terms of design.
• They are linked to specific job roles and levels.
• They combine on programme training and learning with independent end point
assessment.
• They must last a minimum of 12 months.

6. SASE framework to apprenticeship standard – the changes
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7. Funds from an Apprenticeship Service account or government co-funded investment, can only be used for delivery
which is directly related to the apprenticeship. This consists of:
What can and can’t be funded
What can be funded:
• On- and off-the-job training.
• On-programme assessment or formal end-point assessment.
• Distance, online or blended learning relating to the off-the-job training element
of an apprenticeship.
• Registration, materials, examination and certification related to the
apprenticeship (mandatory qualifications)
• Materials (non-capital items) used in the delivery of the apprenticeship, i.e. the
equipment or supplies to enable learning to happen.
• Any administration directly linked to the training and assessment, such as costs
relating to the development or purchase of teaching materials, lesson planning,
the processing of the ILR, EPA and quality assurance.
• Resit of qualifications or non-accredited elements – as long as additional
learning takes place and that this doesn’t go over 20% of funding band.
• Accommodation for residential learning or taking part in skills competitions.
What can’t be funded:
• Enrolment, induction, prior assessment, initial diagnostic testing or similar.
• Accommodation if the apprentice is away due to job requirements.
• Apprentices’ wages.
• Travel costs for apprentices under any circumstances.
• Capital purchases, such as land, buildings, machinery or IT equipment, that would
usually have a lifespan beyond the term of the apprenticeship.
• Maintenance of capital purchases.
• Registration and examination (including certification) costs for qualifications that are
not specifically listed in the standard.
• Training/assessment, exams, tests or certification for license to practice, even if
written into the standard.
• Resits where no additional learning is needed or undertaken, or retakes to improve
grades.
• Time spent by employees or managers mentoring the apprentice
(unless they’re an employer-provider)
• Educational trips, trips to professional events not specified in the standard.
• Services not related to the delivery or administration of the apprenticeship.29/11/2017

8. ‘Off-the-job’ training – the hardest 20%
Off-the-job training must be directly relevant to the apprenticeship standard and it must take place within
the apprentice’s normal working hours. This can include:
Teaching of theory i.e. lectures
Simulated exercises and role play Attendance at competitions
Manufacturer training
e.g. new equipment or technologies
Learning support provided by
employer or the provider
Some online learning
eg webinars or blended learning
Shadowing or being mentored Practical training Visiting the employer’s
other departments
Time spent by the apprentice writing
assessments/assignments
Industry visits or visiting other companies
or suppliers
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9. Fears and Opportunities
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10. Fears and opportunities
Fears
• Insufficient resources i.e staff,
employers or learners, technology
• Knowledge of how to transition
• Large numbers as no longer about
numbers
• Fear of change
Opportunities
• Repurpose the resources within the
organisation
• Think differently about
apprenticeships
• Create a hybrid training model
• Retrain staff
• Have higher achievements
• Have better employer involvement
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11. The assessment journey, step-by-step - C&G
1
Recruit and induct
the apprentice
3
Provider registers
apprentice on Walled Garden
to access learning materials
2
Provider registers
apprentice on ILR,
Apprenticeship Service* and
fees agreed with employer**
4
Learner completes
on-programme
activity (at least 12 months)
8
The EPA
6
EPA team contacts
customer to confirm dates
7
Provider gives EPA team
evidence for gateway
and signs off apprentice as
ready with employer
5
Provider makes reservation
request (90 days before EPA)Ɨ
9
EPA results
processed and grade
confirmed
11
EPA team uploads evidence to
ESFA for apprenticeship
certificate
10
City & Guilds statement of
achievement issued to
provider
Apprenticeship
achieved and
certificate
issued direct
to employer
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12. Level 2 Customer Service Practitioner
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13. Customer Service Practitioner
• For this session I will focus on the CSP level 2
standard
• I will provide you with an overview of what
Skill-Serve Training are doing in order to
deliver the standard.
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Customer Service
Practitioner
Standard

15. Customer Service Trailblazer Apprenticeship:
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What’s
different?
Assessment takes
place at the end
of the
Apprenticeship
programme
Assessment is the
responsibility of
an Independent
Assessor
Assessment is
synoptic
Knowledge,
Skills,
Behavior's
Grading

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Skill-serve Training Ltd
Knowledge
• Knowing your customers
• Understanding the
organisation
• Meeting regulations and
legislation
• Systems and resources
• Your role and
responsibilities
• Customer experience
• Product and service
knowledge
Behaviours/Attitude
• Developing self
• Being open to feedback
• Team working
• Equality – treating all
customers as individuals
• Presentation – dress code,
professional language
• ‘Right first time’
Customer Service Practitioner Standard
Skills
• Interpersonal skills
• Communication
• Influencing skills
• Personal organisation
• Dealing with customer conflict
and challenge

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Module Standard What do I need to KNOW Pass criteria Distinction Criteria Method of
assessment
Product and
service
knowledge
1. Understand the
product or services that
are available from your
organisation and keep-
up-to-date
1.1 What are your organisations
products and/or services?
Explain the difference
between the features and
benefits of products and/or
services in relation to the
organisation.
Explain why it is
important to update
their knowledge on the
organisation’s products
and/or services.
Apprentice
Showcase
1.2 What is the difference
between providing a product
and providing a service?
1.3 How do you update and
maintain your knowledge of
your organisations products
and/or services?
Describe how to maintain
their knowledge of the
organisation’s products
and/or services.
Grading is covered in the Occupational Brief, for example:
Occupational Brief

18. Key Documents
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19. Key documents
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The Standard The Assessment Plan
The End-Point
Assessment
information ( Some
EPA organisations provide
this )
• Short, easy to understand document that
describes the competencies required to
undertake that occupation well
• Designed by the employer group
• Approved by BIS
• Describes the Learner Journey and IEPA
for that particular apprenticeship
standard
• What will be assessed; how it will be
assessed; who it will be assessed by
• Describes the EPA process in detail
• Contains the requirements needed to
prepare for EPA

20. Entry requirements for EPA:
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• Have or achieve level 1 Maths and English and taken level 2
English and Maths tests prior to completion of the Apprenticeship
• Pass through Gateway
• Complete Gateway declaration form

21. Assessment specification:
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Employers Apprentices Training Providers
Showcase
Portfolio

22. The portfolio - types of evidence:
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Includes:
• Reflective account
• Witness statement
• Product evidence
• Recorded discussion
• Task Manuals
Please ensure the portfolio consists only of the strongest pieces of evidence rather than everything.

23. The showcase portfolio:
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• Evidence of work completed during the apprenticeship programme
which demonstrates the learner’s competence against the standard
• Must demonstrate competence holistically across the knowledge,
skills and behaviours (synoptic assessment)
• Must demonstrate ‘consistent‘ performance for skills and behaviours
• Can be assessed remotely or face to face
The apprentice can develop and maintain examples of their work
throughout their apprenticeship. Advice on examples of possible
evidence can be found from the EPAO

24. Authenticating the apprentice’s work:
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Employers Apprentices Training Providers
VACS
Valid
Authentic
Current
Sufficient

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Customer Service Practitioner Standard
What does grading look like?

26. Business Skills Apprenticeship Offer
Standard End Point Assessment
Customer Service Practitioner
(Level 2) – Funding £4000
 Apprentice Showcase
 Professional Discussion
 Observation (Face to face)
Business Administrator
(Level 3) – Funding £5000
 Knowledge Test
 Portfolio-based Interview
 Project Presentation
Team leader/Supervisor
(Level 3) – Funding £5000
 - test of knowledge using scenarios with questions
 - competency-based interview
 - assessment of portfolio of evidence
 - professional discussion relating to CPD activit
Operational/Departmental Manager ( Level 5) – Funding £9000  - test of knowledge using scenarios
 - competency-based interview
 - assessment of portfolio of evidence
 - presentation of work based project approach and findings with Q&A
 - professional discussion relating to CPD activity
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27. Our approach
• We are repurposing a lot of the resources we already have for the
Frameworks and using them for the standards
• We are conducting workshops twice a month followed by online
support 2 to 3 times a month
• We are educating the employers and apprentices about the
difference between frameworks and standards and what is at stake
• We are offering qualifications as a value added service to the
employers we work with
• We are providing staff training and ensuring that our teaching/
assessing staff are supported in order to transition to the standards
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28. Our approach….cont’d.
• We are ensuring the recruitment and selection process for apprentices is
stringent which means doing a lot more during the early IAG stages to
ensure that the apprentices will complete
• We are evaluating our processes and trying to eliminate duplication and
using technology wherever we can
• We are delivering teaching that is relevant to the organisations & sectors
that the apprentices are employed within .
• We are involving employers a lot more in the process eg. Our employers
have to provide us with an area of improvement that they want
apprentices to work on by month 3.
• Evaluating what’s working and what’s not working in order to make
changes frequently
• We are asking the apprentices to collect evidence from day 1
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29. THE END
Thank you for your time and participating.
• Any questions?
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