The post holder will maintain a minimum funded learner caseload, in line with policy and to be agreed with the line manager based on the particular sector subject area(s), the type of employment placement, and geographical spread of students.

This role will also be required to undertake service Internal Verification duties.

To carry out the role, ensuring service standards performance indicators, and statutory requirements are met.

Responsible for maintaining all electronic and paper records in accordance with service standards and ESFA contract requirements.

To support the continual improvement cycle by ensuring all information requests from the quality team are satisfied in a timely manner and records are maintained to meet the required standards as per ESFA contract expectations.

The post holder will be responsible for recording outcomes, evaluating activities, and meeting project targets and deadlines.

Principal Accountabilities

1. To promote and safeguard the welfare of children, young people, and/or vulnerable adults (Service Area to include where appropriate)
2. Customer Focus – Undertakes the identification of learning needs and is responsible for designing, developing, and implementing learning resources to develop programme delivery and maximize learner performance and achievement. Regularly seeks feedback through the learner voice process and ensures that any issues relating to practice are dealt with promptly, ultimately resulting in an improved service offer. Support the Centre Manager to use learner feedback to inform the self-assessment process and service improvement. Facilitates effective and responsive engagement with people who use the service through the timely return of assessed/marked work to ensure learners continually progress and relationships are effective. Ensure that there are strong links (and communication flows in both directions) between the organisation and its employer stakeholder work streams to the ‘workshop and work-based training so that the key learning from theoretical practice and work-based assessments (including conducting and maintaining reviews) are communicated to the centre manager. As a member of the training team, the postholder will input into the development of the centre training strategy and apprenticeship training programme to ensure these meet the priorities of the service and the needs of the employers.
3. Performance Management – High impact on the outcomes for HTAE young people and adults in terms of improving performance through effective learning and development. Consequential political and legislative risks associated with not achieving the required standards in (Ofsted, FATE, and awarding bodies) inspections are dealt with. Leads the evaluation of learning programmes to ensure the impact of learning is measured effectively. Produces qualitative and quantitative reports to the organisation providing recommendations when required and positively contribute to service improvement. Delivering learning, training, coaching, and assessment on work-related programmes to meet the needs of employers and learners and to the standards set by awarding bodies or end-point assessment organisations. Develop and facilitate the positive engagement of learners by upholding high expectations for attendance, behaviour, timekeeping, and conduct, setting challenging objectives for self and apprentices. Responsible for the quality and timeliness of work. To ensure changes in ESFA funding rules are implemented effectively and the submission of all paperwork complies with ESFA funding rules. To ensure the consistent application of operational practice and policy across the team. To bring to the Centre Manager’s attention any areas of concern that may impact on service performance, particularly in respect of learners and where funding may be affected, and work in a timely and appropriate way to resolve concerns/issues. To ensure that all mandatory training is kept up to date and regular CPD activities are undertaken, particularly in relation to sector specialisms. Ensure industry knowledge and competency is maintained to fulfil awarding body expectations and to support the service to retain a competent and confident workforce. Achieve agreed output targets in terms of key performance indicators taking responsibility to ensuring targets are met and developing and implementing appropriate actions if activities are behind target. Makes sure that standards are maintained, and continuous improvement is identified and actioned. Demonstrates high-quality engagement with learners, including providing coaching, teaching, one-to-one support, and informal/formal discussion to create a learning environment that supports self-awareness and promotes development and skills improvement.
4. Statutory Obligations – None
5. Leadership – Leads on learning programmes and provides consultancy to employers, advice, and guidance on these, in support of strategic priorities and awarding body guidelines. Ensures that all learning materials used in the delivery of programmes reflect current industry practices and guidelines and are of good, professional quality and relevant to the learning programme being delivered. Leads learners by being a role model and through engagement, encouraging and motivating learners to successfully achieve their programme objectives. Promotes high standards with regards to attendance, timekeeping, and behaviour. Inspires and demands continuous improvement across the partnership, ensuring cultural change. Demonstrates leadership on workforce development activities. Leads and manages new initiatives and works creatively to find solutions to issues with others. Models good practice and directs staff in mitigating risks, identifying priorities. Work alongside colleagues in line with the service’s mission and strategic objectives to develop and provide high-quality coaching, training, and support to learners.
6. Service Delivery – Ensures equality of access to all learning programmes. Provision of approximately 42 learning weeks (pro rata) annually. Accountable for the effectiveness of retention, success, participation, and attendance rates and ensure provision is at least good as evaluated through Ofsted criteria.
7. Team Development and Capability Aids the team to have the right skills, knowledge, and attitudes to perform their duties. Contributes to the development of the team to increase the overall effectiveness of delivery through proactively sharing experiences, knowledge, and ideas to constantly raise standards and improve learners’ experience. Participating as a full member of the programme team and contributing to the development, promotion, review, and delivery of programmes including standardisation meetings and self-assessment.
8. Self Management and Development Builds a reputation of respect from customers, peers, and managers. Ensuring work is produced to the quality standards and deadlines as required. Working to the Council’s competencies and ensuring that continuous development plan occurs. Seeks regular feedback on personal performance from customers, managers, peers, and colleagues.
9. Accurately record, input, and maintain tracking of learner progress across all elements of their programme through to completion.
10. Participate in appropriate marketing activities and events/workshops to promote apprenticeship programmes and raise awareness amongst potential future learners, parents/carers, and relevant agency advisors.
11. Working with others to ensure the complete and accurate delivery of apprenticeship programmes within funded timescales.

Compensation Grades

• Grades: 9
• Pay Ranges: £39,862.00 - £42,839