Apprenticeships We Offer
If you’re looking to boost productivity and
make your business more efficient and increase the retention of your staff, our tailored apprenticeships could be for you! From management to customer service, business admin, teaching and digital, we can help develop the core skills of your business. We always strive to enhance your business and work with you in designing the apprenticeship training to meet the needs of your business.
We also have a range of sector specific apprenticeships, delivered to the highest standards by experienced trainers with expert sector knowledge, including:
Business
Customer Service
Digital
Finance
Management
Transport and Logistics
Teaching and Learning
Health and Social Care
Business
Role Profile: Business Administrators have a highly transferable set of knowledge, skills and behaviours that can be applied in all sectors. This includes small and large businesses alike; from the public sector, private sector and charitable sector. The role may involve working independently or as part of a team and will involve developing, implementing, maintaining and improving administrative services. The responsibilities of the role are to support and engage with different parts of the organisation and interact with internal or external customers. With a focus on adding value, the role of business administrator contributes to the efficiency of an organisation, through support of functional areas, working across teams and resolving issues as requested. The flexibility and responsiveness required allows the apprentice to develop a wide range of skills.
Entry Requirements: Where a business administrator has not already achieved Level 2 English and Maths, they must do so before taking the end-point assessment.
Key Behaviours: A Business Administrator is expected to demonstrate professionalism, personal qualities including integrity, reliability, self-motivation, being pro active and having a positive attitude. They must also take responsibility for their own work, be receptive to feedback and adapt to changes in priority related to both their own work and the organisation.
12 – 18 months, Level 3
Role Profile: IS (Information Systems) Business Analysis is an advisory role that provides a critical layer of challenge and scrutiny for organisations who wish to deliver IS change successfully. IS Business Analysis enables organisations to “do the thing right.” The role embodies early and regular investigation and analysis that ensures the right IS solution is chosen to meet the required business need. Analysis is undertaken before projects are initiated. Pre-project analysis ensures that there is a thorough and shared understanding of the ‘root cause’ of any problem or opportunity being addressed, and that various options are considered and the most effective is chosen.
Entry Requirements: Individual employers will set the selection criteria, but this is likely to include ‘A’ levels, a level 3 apprenticeship or other relevant qualifications and experience.
Key Behaviours: An IS Business Analyst is expected to be logical and have creative thinking skills to help solve business change challenges, must be analytical and problem solving skills within IS and business change environments, the ability to work independently and to take responsibility appropriate to the role, they can use own initiative in a range of IS business change situations, they have a thorough and organised approach: planning analysis activities in line with business priorities, the ability to work with a range of internal and external people impacted by IS business change, the ability to communicate effectively in a variety of situations such as IS business change workshops and interviews, and can maintain productive, professional and secure working environment within relevant organisational and legislative requirements.
18 months, Level 4
Learning and Development Consultant Business Partner
Role Profile: A Learning & Development (L&D) Consultant Business Partner is accountable for ensuring L&D contributes to, and influences, improved performance in the workplace at an individual, team and organisation level. They also have the commercial responsibility to align learning needs with the strategic ambitions and objectives of the business. They are agents for change, influencing key stakeholders, making decisions and recommendations on what the business can / should do in an L&D context. They are also likely to lead on any L&D-related elements of business projects. The L&D Consultant Business Partner will often have expertise and competence in a specific field whether it be technical, vocational or behavioural. They link the work they do to the context and strategic priorities of the business and measure the outcomes and impact of any learning interventions, to demonstrate a return on investment/expectation. Typically, the individual works alongside colleagues who specialise in Human Resources (i.e. employee relations, reward, recruitment), often supported by an L&D Administrator and / or L&D Practitioner.
Entry Requirements: Apprentices without level 2 English and maths will need to achieve this level prior to taking the end-point assessment.
Key Behaviours: An L&D Consultant Business Partner is expected to be a constant and curious learner, a collaborative partner, commercial thinker, constructive challenger and passionate and agile deliverer.
18 – 24 months, Level 5
Customer Service
Role Profile: The role of a customer service practitioner is to deliver high quality products and services to the customers of their organisation. Your core responsibility will be to provide a high quality service to customers which will be delivered from the workplace, digitally, or through going out into the customer’s own locality. These may be one-off or routine contacts and include dealing with orders, payments, offering advice, guidance and support, meet-and-greet, sales, fixing problems, after care, service recovery or gaining insight through measuring customer satisfaction. You may be the first point of contact and work in any sector or organisation type.
Entry Requirements: Apprentices will be required to have or achieve level 1 English and Maths and to have taken level 2 English and Maths tests prior to completion of their Apprenticeship.
Key Behaviours: A Customer Service Practitioner is expected to demonstrate the following behaviours:
- Take ownership for keeping your service knowledge and skills up-to-date.
- Consider personal goals and propose development that would help achieve them.
- Act on and seek feedback from others to develop or maintain personal service skills and knowledge.
- Frequently and consistently communicate and work with others in the interest of helping customers efficiently.
- Share personal learning and case studies with others, presenting recommendations, and improvement to support good practice.
- Treat customers as individuals to provide a personalised customer service experience.
- Uphold the organisations core values and service culture through your actions.
- Demonstrate personal pride in the job through appropriate dress and positive and confident language.
- Use communication behaviours that establish clearly what each customer requires and manage their expectations.
- Take ownership from the first contact and then take responsibility for fulfilling your promise.
12 months, Level 2
Role Profile: The main purpose of a customer service specialist is to be a ‘professional’ for direct customer support within all sectors and organisation types. You are an advocate of Customer Service who acts as a referral point for dealing with more complex or technical customer requests, complaints, and queries. You are often an escalation point for complicated or ongoing customer problems.
Entry Requirements: Organisations will set their own entry criteria and are more likely to select individuals with more advanced inter- personal skills, experience of working with customers in some capacity. You must achieve level 2 English and maths prior to taking the end point assessment.
Key Behaviours: A Customer Service Specialist is expected to demonstrate the following behaviours:
- Proactively keep your service, industry and best practice knowledge and skills up-to-date
- Consider personal goals related to service and take action towards achieving them
- Personally commit to and take ownership for actions to resolve customer issues to the satisfaction of the customer and your organisation
- Exercises proactivity and creativity when identifying solutions to customer and organisational issues
- Make realistic promises and deliver on them
- Work effectively and collaboratively with colleagues at all levels to achieve results.
- Recognise colleagues as internal customers
- Share knowledge and experience with others to support colleague development
- Adopt a positive and enthusiastic attitude being open minded and able to tailor your service to each customer
- Be adaptable and flexible to your customer needs whilst continuing to work within the agreed customer service environment
- Demonstrate brand advocacy, values and belief when dealing with customer requests to build trust, credibility and satisfaction
- Ensure your personal presentation, in all forms of communication, reflects positively on your organisation’s brand
15 months, Level 3
Property Maintenance Operative
Role Profile: The primary role of a Property Maintenance Operative is to optimise property condition and quality and to ensure the building is kept in a safe working condition. Property Maintenance Operatives need to maintain a high level of quality, providing maximum satisfaction to customers, clients, guests and team. They will understand the mechanism of buildings including electrical, plumbing, plant, safety systems and equipment. They will provide first and immediate response to fault finding, whilst maximising quality and ensuring cost effectiveness. They will ensure prevention of major damage that could result in extensive costs and minimise reactive intervention.
Entry Requirements: Apprentices without level 2 English and maths will need to achieve this level prior to taking the end-point assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. British Sign Language qualification is an alternative to English qualifications for those whom this is their primary language.
Key Behaviours: A Property Maintenance Operative is expected to take ownership of situations, work independently and as part of a team, can communicate effectively either verbally or in writing, has a problem solving approach, a drive for efficiency and value for money, be adaptable, and a drive for quality and excellence
12 months, Level 5
Digital
Broadcast Production Assistant
Role Profile: A Broadcast Production Assistant provides support and assistance to editorial or technical colleagues to ensure the smooth delivery of content for TV or Radio productions (programmes). Broadcast Production Assistants work as part of a Production Team and need to be adaptable and able to learn quickly on the job; building their understanding of the TV & Radio industry as they move across production teams. As part of their role, Broadcast Production Assistants may be involved in developing programme ideas, supporting the pitching of these new ideas and then work as part of a production team to develop and deliver these. Broadcast Production Assistants may plan projects or events, manage guests, and obtain and manage resources, including finance. They may also need to assist production colleagues in technical support and operational areas such as camera, lighting, sound and editing. For commercial and independent TV and Radio sectors, tasks could also include developing branding, promotions or commercials and working with marketeers.
Entry Requirements: Apprentices without level 2 English and Maths will need to achieve this level prior to taking the end-point assessment.
Key Behaviours: A Broadcast Production Assistant will be expected to demonstrate:
- A passion for developing and producing content for TV/Radio productions
- An ability to work effectively both individually and collaboratively as part of a production team
- An ability to think critically and creatively
- Working in an ethical and sustainable manner
- A strong work ethic and commitment in order to meet the standards required
- Recognition of and compliance with equality and diversity in the workplace
12 months, Level 3
Role Profile: The primary role of a digital marketer is to define, design, build and implement digital campaigns across a variety of online and social media platforms to drive customer acquisition, customer engagement and customer retention. The marketer will work to marketing briefs and instructions.
Entry Requirements: This might include GCSEs, A levels, a level 2 apprenticeship or other relevant qualifications, relevant experience and/or an aptitude test with a focus on functional maths. Employers are likely to be looking for a proven passion for digital and social media.
Key Behaviours: A Digital Marketer is expected to demonstrate the following behaviours:
- Logical and creative thinking skills
- Analytical and problem solving skills
- Ability to work independently and to take responsibility
- Can use own initiative
- A thorough and organised approach
- Ability to work with a range of internal and external people
- Ability to communicate effectively in a variety of situations
- Maintain productive, professional and secure working environment
18 months, Level 3
Role Profile: A Junior Content Producer (also referred to as a Creative Content Assistant) is responsible for developing and creating content that can be used across a variety of media including digital, social media, broadcast or in print. Working to the customer/client brief, they research, prepare and develop the media messaging to maximise audience engagement, capturing the strategy and objectives of the brand and needs of the customer they are representing.
Entry Requirements: Individual employers will set their own entry requirements, but this will typically include English and Maths at GCSE Grade C or above. Apprentices without English or Maths Level 2 must achieve this prior to taking the end point assessment.
Key Behaviours:
- A passion for creating content for creative and digital media
- An ability to work effectively both individually and collaboratively as part of a team
- The ability to build and maintain positive relationships with customers
- A strong work ethic and commitment in order to meet the standards required
- Recognition and compliance with equality and diversity in the workplace
12 – 18 months, Level 3
Role Profile: The primary role of a Software Tester is to ensure that software operates as intended. Testers typically design and prepare test plans and conduct software testing as appropriate to ensure that software is fit for purpose. They document and report the results of testing activities. They have a good understanding of the software lifecycle and software development practices.
Entry Requirements: Individual employers will set the selection criteria, but this might include five GCSEs; A levels; a Level 3 Apprenticeship; other relevant qualifications and experience; or an aptitude test, with a focus on functional maths.
Key Behaviours: A Software Tester is expected to be logical and creative thinking skills, has analytical and problem solving skills, the ability to work independently and to take responsibility, they can use own initiative, has a thorough and organised approach, the ability to work with a range of internal and external people, the ability to communicate effectively in a variety of situations, and the ability to maintain productive, professional and secure working environment.
24 months, Level 4
Finance
Role Profile: An Assistant Accountant provides support to internal and external customers and will work predominately either as an assistant accountant within practice or alternatively within the finance function of an organisation. Part of their role will involve assisting in the day to day financial activities such as data entry to month end management accounts and/or year-end financial statements. In addition the Assistant Accountant may find themselves involved in regulatory financial requirements such as the completion of VAT returns or assisting in the preparation of tax computations.
Entry Requirements: This is likely to include 5 GCSEs, including Maths and English, although some employers will accept other relevant qualifications and experience, including a relevant Level 2 qualification. Apprentices without English or Maths at Level 2 must achieve this prior to taking the end point assessment.
Key Behaviours: An Assistant Accountant is expected to embrace change, accepting changing priorities and being flexible, strives to improve own working processes and those of the organisation. They must also have the ability to take their own initiative and take responsibility for tasks and meeting expectations, working effectively and to deadlines, whilst supporting colleagues and collaborating to achieve results.
15 – 18 months, Level 3
Role Profile: A qualified mortgage adviser identifies and satisfies customer mortgage requirements and associated protection needs, through fully compliant regulated meetings. These meetings can take place in a variety of environments, depending on the type of employer including face to face (either in business premises or in a customer’s home) or over the telephone. In addition to giving advice on appropriate mortgage products, the mortgage adviser also advises on related protection products including life assurance, critical illness, accident, sickness and unemployment, income protection and buildings and contents insurance.
Entry Requirements: Apprentices without level 2 English and Maths will need to achieve this level prior to completion of this apprenticeship.
Key Behaviours: Mortgage Advisers will be expected to demonstrate professionalism and adaptability, be achievement focussed with problem solving, teamwork and communication skills.
12 months, Level 3
Management
(Spectator Safety Course at Level 5 currently in development)
Role Profile: An operations/departmental manager is someone who manages teams and/or projects, and achieving operational or departmental goals and objectives, as part of the delivery of the organisations strategy.Key responsibilities may include creating and delivering operational plans, managing projects, leading and managing teams, managing change, financial and resource management, talent management, coaching and mentoring.
Entry Requirements: May typically be five GCSEs at Grade C or higher.
30 months, Level 5
Role Profile: A team leader/supervisor is a first line management role, with operational/project responsibilities or responsibility for managing a team to deliver a clearly defined outcome. They provide direction, instructions and guidance to ensure the achievement of set goals. Working in the private, public or third sector and in all sizes of organisation, specific responsibilities will vary, but the knowledge, skills and behaviours needed will be the same whatever the role.
Entry Requirements: May typically be five GCSEs at Grade C or higher.
Key Behaviours: A Team Leader or Supervisor takes responsibility, demonstrating resilience and accountability, is open, approachable and able to build trust with others, seeking views and opinions. They are also expected to be flexible to the needs of the organisation, being positive and adaptable, responding well to feedback and need for change.
12-18 months Level 3
Role Profile: An Event Assistant typically works within a team of people in an events company or within the events department of a larger organisation. The role usually provides support to a number of Event Planners or Project Managers by carrying out a diverse range of tasks necessary to plan, organise and deliver an event: for example, searching for the right location and venue for the event; working with the design team on the look and feel of the event; or organising logistics like transportation and catering. The events organised may be for the company where the Event Assistant is working, or could be for a variety of different clients including large corporations, smaller companies and not- for-profit organisations.
Entry Requirements: Individual employers will set their own selection criteria. This will typically include a minimum of Level 2 Maths and English. Apprentices without level 2 English and maths will need to achieve this level prior to taking the end-point assessment.
Key Behaviours: An Event Assistant demonstrates the following behaviours
- Have an enthusiastic and positive approach to providing swift and accurate service.
- Show tact and discretion with sensitive information.
- Contribute to conversations with team members and share ideas with confidence.
- Remain calm and positive under pressure.
- Take pride in producing accurate work with a consistently strong attention to detail, seeking clarity where necessary.
- Use initiative when faced with problems or challenges, and be flexible to the needs of the project.
- Demonstrate consideration and respect for team members regardless of sex, race, religion and other differences.
- Frequently seek and act upon feedback, reflect on performance and show commitment to self-development.
- Demonstrate personal commitment to sustainability by minimising the negative affect on the environment caused by work activities.
18 months, Level 3
Transport and Logistics
International Freight Forwarding Specialist
Role Profile: The processing of international trade documentation is vital to the UK economy and the demand for international trade skills is forecast to rise. Freight Forwarders implement these key processes. The sector deals with complex customs legislation and has a need to demonstrate competence in compliance with customs controls and procedures. Clients require their international supply chain to be fully secure, efficient and compliant.
Entry Requirements: Any entry requirements are a matter for individual employers.
Key Behaviours: A International Freight Forwarding Specialist is expected to shows commercial acumen, is entrepreneurial and proactive, they are highly organised, careful and diligent in data entry and written work, they seek to learn from experienced colleagues and team members and is open to feedback on work performance, they seek to build respect among colleagues and customers and can demonstrates teamwork, and they can communicates accurately and effectively with colleagues and customers and is a good listener.
18 months, Level 3
Teaching and Learning
Learning and Development Practitioner
Role Profile: L&D Practitioners are typically involved with identifying learning / training needs, designing / sourcing training and learning solutions, delivering and evaluating training, and working with stakeholder / business area managers. The role focus is often on the practical delivery of training. The L&D Practitioner will typically have expertise and competence in their specific field whether it be technical, vocational or behavioural (e.g. use of software, food preparation, working in teams). They link the learning within their area of responsibility to business objectives and performance, understanding the learning cycle and working by it. The role can be more specialist, with a focus on and requiring in-depth expertise in a specific area of L&D such as learning design, e-learning or digital / blended learning.
Entry Requirements: Typically an apprentice will have an area of technical, vocational or behavioural expertise in which the organisation needs others to acquire through training.
Key Behaviours: A Learning and Development Practitioner will be able to demonstrate the following behaviours:
- Proactively look, listen and question to understand and learn.
- An interest in new ideas and techniques, seeking and taking on board feedback, identifying areas for self-development.
- A willingness to explore and take risks to learn something new.
- Consideration of the needs of others alongside the needs of the business.
- They act with integrity and demonstrate organisational values in the way they interact with others.
- They deliver the outcomes of their work through co-design, with a willingness. to question and challenge as appropriate.
- An energy and enthusiasm for their work, ensuring the focus is always on delivering the best learning outcomes and impacts.
- Responsiveness and flexibility to changing business and learner needs.
- Personal resilience to manage competing priorities.
- Confidence in delivery.
18 – 24 months, Level 3
Role Profile: The Learning Mentor will promote an ethos of motivation, aspiration and a passion for learning, operate at all times to ethical and legal standards and within professional boundaries, value equality and diversity and work with others to improve equality of opportunity and inclusion, be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control, demonstrate, encourage and expect mutual respect in all professional contexts.
Entry Requirements: Individual employers may set any entry requirements which may include:
- A strong aspiration to support learners.
- (As a dual-professional) A qualification, at an appropriate level in the candidate’s vocational/subject specialism.
- Recent experience and knowledge relevant to the context of the mentoring role (e.g. current industry standards).
Candidates may have achieved maths, English and ICT skills at Level 2 (equivalent to GCSE Grade C or above) prior to commencing their training. Those that have not must achieve this prior to taking the end-point assessment.
Key Behaviours: A Learning Mentor will be able to demonstrate the following professional behaviours:
- Promote an ethos of motivation, aspiration and a passion for learning
- Operate at all times to ethical and legal standards and within professional boundaries
- Value equality and diversity and work with others to improve equality of opportunity and inclusion
- Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control
- Demonstrate, encourage and expect mutual respect in all professional contexts
12 months, Level 3
Role Profile: Teaching Assistants work in Primary, Special and Secondary education across all age ranges encompassing special educational needs and emotional vulnerabilities. The primary role of the Teaching Assistant is to support the class teacher to enhance pupils’ learning either in groups or individually, ensuring pupils understand the work set, know their learning objectives and stay on task in order to make progress. It is an active role supporting the learner to access the curriculum. They are good role models, act with honesty and integrity, take part in team meetings; contribute to planning and class activities. Promoting Fundamental British Values through spiritual, moral, social and cultural development and positive behaviours are crucial in contributing to improved pupil progress and development.
Entry Requirements: Whilst any entry requirements will be a matter for individual employers, typically an apprentice might be expected to have already achieved 5 GCSEs, including Maths and English, Grade C or above or 4/5 (new grading). Some employers will accept other relevant qualifications and experience, including a relevant Level 2 qualification.
Key Behaviours: A Teaching Assistant is expected to be able to build relationships and embrace change within the working environment, add value to education through providing constructive and supportive feedback to pupils. They should also promote equality, diversion and inclusion, keeping the pupils at the centre of everything, and demonstrate professional relationships. They should be able to work collaboratively and constructively and continue to demonstrate a willingness to learn and improve their personal skill set.
18 months, Level 3
Role Profile: The AC role has emerged within the Education and Training Sector (ETS), over the last 30 years, originally as a result of the implementation of vocational (competence-based) qualifications (notably NVQs) and formalised work-based education and training. The AC is a dual professional, using their up-to-date professional knowledge and skills to support vocational and professional development across the formal ETS as well as in any employer setting, and at any level. They may, for example, coach and assess apprentices, trainees or new recruits (ACs work co-operatively with other ETS or professionals (such as teachers, human resource professionals and mentors/supervisors in the workplace) in supporting the learner’s development of vocational competence and the wider skills that relate to employability and professionalism.
Entry Requirements: Individual employers may set any entry requirements which may include:
(As a dual-professional) – A qualification, at an appropriate level, and relevant up-to-date experience in the candidate’s vocational/subject specialism.
Many candidates will already possess a Level 3 qualification in Assessing. Depending on the specific education and training context, employers (and/or Awarding Organisations) may require candidates without an Assessor qualification, to achieve this prior to completion of their apprenticeship.
Candidates may have achieved maths, English and ICT skills at Level 2 (equivalent to GCSE Grade C, or above) prior to commencing their training. Those that have not must achieve this prior to taking the end-point assessment.
Key Behaviours: An Assessor Coach should Inspire, motivate and raise learners’ aspirations through their passion for the sector, they should operate at all times to ethical and legal standards and within professional boundaries, they should model and encourage mutual respect, displaying a deep understanding of equality and diversity, with and between learners, colleagues and appropriate agencies, they should also be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control, they should value the importance of maths, English and ICT skills in the learners’ future economic and social well-being, and they should also evaluate and improve their own professional practice in relation to the Professional Standards for Teachers and Educators in the Education and Training Sector.
15 months, Level 4
Role Profile: The learning and skills teacher will operate at all times to ethical and legal standards and within professional boundaries, value diversity and actively promote equality of opportunity and inclusion, be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control, promote a passion for learning and high expectations of all learners, model exemplary communication skills with learners and in all professional relationships, be a role model for the effective use of current, digital and mobile technologies in support of teaching and learning, underpin their practice by reference to professional standards and evidence-based teaching and learning.
Entry Requirements: Individual employers may set any entry requirements but these may typically include:
- Competence in vocational and/or specialist subject at an appropriate level
- Confirmation of current vocational/specialist subject knowledge
- Up to date knowledge of workplace practice
- A willingness to continue to develop personal ICT skills to a level in-line with the LST role
Key Behaviours: A Learning and Skills Teacher will be able to demonstrate the following professional behaviours:
- Operate at all times to ethical and legal standards and within professional boundaries
- Value diversity and actively promote equality of opportunity and inclusion
- Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control
- Promote a passion for learning and high expectations of all learners
- Model exemplary communication skills with learners and in all professional relationships
- Be a role model for the effective use of current, digital and mobile technologies in support of teaching and learning
- Underpin their practice by reference to professional standards and evidence-based teaching and learning
24 months, Level 5
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