would make it easier to roll out consistently and would be much more flexible across different settings. It would also help reduce pressure on both the SPMs and the institutions they’ re working in. Another change I would make is to include more feedback and statistics directly in the workshop. I feel that if students could see real-life impact— like how many people go on to secure Degree Apprenticeships or what kind of roles people progress into— it would help them connect more with the idea. It’ s one thing to explain what a Degree Apprenticeship is, but it’ s another to show students what’ s actually possible. I think seeing that impact could really help shift mindsets and make the sessions more engaging and relatable. When it comes to the healthcare-specific workshop, I’ d definitely want to include more examples— especially ones that reflect the values of the NHS. Because the detailed information on healthcare DAs wasn’ t ready during the time of delivery, I had to keep the content quite broad, which wasn’ t ideal. If I had access to more concrete examples— like job roles, career paths, or even testimonials— I could have made the session much more focused and valuable for those interested in healthcare careers. Overall, these changes would make the workshops easier to deliver, more impactful for students, and ultimately more effective in supporting their progression.
Since I led this project from start to finish, I feel it’ s really my responsibility to make sure these improvements happen. I know firsthand what worked and what didn’ t, so I’ m in the best position to make the necessary tweaks to the workshop to help SPMs deliver it more easily and effectively. Whether that’ s simplifying the content, adding clearer examples, or including stats to show the impact, I’ m committed to updating the materials so they really meet the needs of both mentors and students. That said, I also want to keep involving the SPMs throughout the process. Their insights from delivering the sessions on the ground are invaluable, and I want to make sure any changes I make actually work for them in practice. So while I’ ll take the lead on driving these updates forward, I see this as a team effort— and I’ ll be actively listening to feedback to make sure the workshop evolves in the right way. Ultimately, I want to create something that I’ m proud of and that really makes a difference for students thinking about Degree Apprenticeships. Taking ownership of this next phase feels like a natural step, and I’ m looking forward to making it better.
Have you developed any new skills / knowledge from leading this activity?
Pre 16: Working on the project had developed a deeper understanding of the apprenticeship sector. This not only relates to the understanding of what an apprenticeship is, but also the barriers some students face when applying for an apprenticeship, an understanding of how to effectively help a student apply to an apprenticeship and the different progression pathways into level 4 and beyond particularly in our region. I feel I had a good knowledge
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