Universal wrap-around support for apprentices
Quick links:
Information about the school or provider
WBL Consortium that consists of the following partners;
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Grŵp Llandrillo Menai
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North Wales Training
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Arfon Dwyfor Training
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Achieve More
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Tempdent
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North Wales Fire Service
Context and background to the effective or innovative practice
Consortium members work particularly well together to decide on the level of well-being and wrap-around support it will provide to all apprentices. The starting point is always to identify what support members of the consortium provide to their learners and use this to agree universal provision which all providers will offer to their apprentices. Once the current offer was identified the consortium then delivered extensive staff development to ensure that assessors had the knowledge and skills to be able to provide effective wrap-around support to learners. In addition to this the consortium promotes the offer to apprentices through the online Well-being Hub, e-Portfolio posts, social media and one-to-one sessions with their assessor.
The impact of the support can be seen through positive responses from learners when asked about their well-being in surveys, learning walks and in one-to-one reviews with assessors.
Description of nature of strategy or activity
The Grŵp Llandrillo Menai work-based learning consortium offers all apprentices a universal offer of well-being wrap-around support, additional learning needs (ALN) support and advice and guidance which focuses on the GLLM 4 pillars of well-being strategy.
All new apprentices undertake an induction that comprehensively outlines the well-being and ALN support available to them. Induction includes safeguarding and how to report concerns to the appropriate member of staff. Learners also develop their understanding of Prevent by completing online learning modules. Grŵp Llandrillo Menai provides all consortium learners with access to the GLLM well-being and safeguarding hub. This resource gives apprentices access to a wide range of information on healthy relationships, well-being, how to connect and keep active, peer-on-peer harassment, substance misuse, bullying, managing money and how to keep safe. The well-being and safeguarding hub provides support for signposting to relevant external agencies and charities and information on how learners can access the welfare team remotely.
Safeguarding and child protection posters are visible at all centres with information that includes pictures and contact numbers of the safeguarding team and welfare/well-being information and what support is available to learners, staff, parents and visitors. All policies on safeguarding and who to contact in instances of safeguarding concerns are shared with apprentices in induction books, e-portfolios, and on providers’ intranet and websites.
The consortium raises awareness of campaigns through services and information days, these days may differ depending on provider and how often the learner accesses the partners training centre. For example, an apprentice assessed solely at the workplace would have access to this information online via the learner calendar and the wellbeing hub.
There is also a universal offer for all work-based learners to use the facilities of each partner to help improve well-being, this includes the use of GLLM fitness centres, access to the universal breakfast offer and use of libraries.
The consortium is committed to promoting a universal well-being offer which is the same as the general offer other learners receive. Through the use of their student id card, this comprehensive offer includes free period dignity products, access to gyms and libraries, and participation in enrichment events. This holistic approach not only fosters a more inclusive and supportive environment but also aligns with the principles of equity and student welfare adopted by the consortium partners.
The consortium works effectively to identify individual learners’ additional learning needs. Assessors are trained to identify and support learners with diverse needs such as an autistic spectrum condition, as well as other learning difficulties such as dyslexia and dyspraxia. Specialists at the provider and a nearby university assess the learning needs of apprenticeship learners who are referred to them.
What impact has this work had on provision and learners’ standards?
This successful collaboration of offering a universal well-being offer to all work-based learners undertaking apprenticeships at the consortium has significantly improved learner provision and increased achievement. By prioritising investment in the holistic well-being of learners, it has created a supportive environment that enhances engagement, reduces learner stress and fosters a positive learning experience, which has supported high levels of apprenticeship outcomes.
How have you shared your good practice?
Work-Based Learning Quality Managers’ Network