This blog is written by Strategic Development Network (SDN) as part of the Apprenticeship Workforce Development (AWD) programme. The AWD programme is funded by the Department for Education and is delivered by the Education and Training Foundation in partnership with the Association of Colleges (AoC), Association of Employment and Learning Providers (AELP), Strategic Development Network (SDN), and University Vocational Awards Council (UVAC) and supported by SQW as an independent evaluator.
End-point assessment (EPA) has become an embedded part of our apprenticeship system, but understanding the impact it has on the apprentice’s learning journey and what contributes to their success is an important consideration for providers.
From meticulously evaluating job roles for alignment with standards, to crafting individual learning plans and seeing the apprentice through the gateway phase, every step you take is a crucial link in the chain of producing skilled and competent professionals who succeed at EPA.
In this blog, we’ll explore how EPA shapes the on-programme training and your role as a trainer, teacher, tutor or coach.
An apprentice’s job role must allow them to develop all the knowledge, skills and behaviours (KSBs) outlined in the apprenticeship standard and assessment plan. Determining these upfront is vital to make sure the apprenticeship is the most appropriate form of training for the individual. Equally important is the need to communicate this to employers upfront and ensure their understanding of the requirements. The number of apprentices who hit a roadblock because they don’t have exposure to develop all the required KSBs, is a significant reason for apprentices struggling to complete their apprenticeship and pass their end-point assessment.
Inadequate initial assessment can often lead to apprentices dropping off the programme or struggling during their EPA. Conducting robust initial assessments – moving beyond a simple process for compliance purposes – that pick up the holistic needs of each apprentice will lay a strong foundation. It’s important to make sure the outcomes of initial assessments are being used by tutors/trainers to shape the learning plan for each apprentice. Understanding the support apprentices need early on will increase the likelihood of apprentices staying on programming and succeeding in their end-point assessment.
Rather than designing a learning programme that just ticks off KSBs, think more deeply about how you design your curriculum. How can you structure it so apprentices develop their KSBs in a holistic way and in sufficient depth? Developing their KSBs in this way will leave them better prepared for EPA.
For example, you may support apprentices to develop a particular skill, which then forms part of their evidence for EPA – but also think about how you will help the apprentice to understand:
Discussions like these can better help them to articulate their knowledge and skills in professional discussions or interviews.
Employers play an important role in reinforcing learning on-the-job, in a way that can specifically help to prepare apprentices for EPA. Consider the following:
As the end of the programme approaches, there are two important questions to ask of the apprentice.
The question of competence isn’t always a straightforward one. How do you measure this? Here are four questions we encourage providers to ask themselves, and discuss with the employer and apprentice, too:
Once you, the apprentice and employer have said “yes” to all these questions, you now need to ask yourself:
For some – many perhaps – the advice and examples given here will be things you have considered already. But take the chance to review those apprentices who do not pass the end-point assessment the first time, or who drop off the programme early. Where might some of these areas be contributing factors?