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Apprentice Levy Documenting Learning

Apprentice Levy Documenting Learning

Apprentice Levy Documenting Learning

Documenting apprentice learning represents simultaneously one of the biggest challenges, and biggest opportunities of the apprentice levy programmes.

Continuing the Apprentice levy advice theme, we’re going to briefly discuss 3 topics:

  1. The necessity for documenting the learning
  2. The risks from not doing it
  3. How to make documenting learning it easy.

1 – The Necessity for Documenting learning.

The Apprentice – documenting learning provides proof that new skills have been developed, but also as evidence to support a recognised qualification at the end of the apprenticeship. Any documents can also help reinforce the learning, as they act as a reference, which can be consulted when the situation requires. For the learners, it is vital that they not only construct their individual portfolio of evidence, but that they also have Personal Development Plans and Learning Logs.  Both can either be created by the learner to suit their style or follow organisational specific forms.

The employer – needs to have some record that new skills have been developed, to be confident that the apprentice can step up to the new role, equipped with the tools essential for success. Documenting learning is also a great way of monitoring and supporting progress. Without a regular progress record, the apprentice may be quietly struggling. Sharing a development record allows line managers to provide any extra support that might be needed.

The Provider – needs to use the same evidence to demonstrate both proof of delivery and attainment of learning outcomes. This evidence is essential when it comes to audits and inspection from Ofsted and the ESFA.

2 – The Risks from not Documenting Learning

The Apprentice – if learning isn’t documented, then in all likelihood the apprentice will not complete their programme, as they will lack the evidence to complete their End Point Assessment. Any ambitions of achieving a recognised qualification would also be lost.

The employer – not documenting learning leaves the organisation open to functional and financial risks. If the employer places the apprentice in the new position, but doesn’t have the record of learning, what is there to guarantee that the individual is equipped to perform. In addition, the levy funds that were allocated to support the learner, without evidence of learning, would be re-claimed and with the possibility that access to future funds be frozen for a while.

The Provider – without documentary evidence of learning, levy funding would not only be cut, but could also be reclaimed back, retrospectively. Therefore, it is in the provider’s interest to ensure not only that programmes are delivered, but that there is evidence to support the delivery.

3 – How to make Documenting Learning Easy.

Technology can provide the solution to turn documenting learning from a challenge into an opportunity. Providers who complement their programmes with an online learning portal can add enormous value to both the apprentice and the employer:

  • Recording and documenting learning activities
  • Storing information which can be referred to at a future point
  • Connecting apprentices together in a network of learning and business support
  • Putting apprentices in touch with facilitators, apprentice providers to answer questions
  • Uploading source material for the programme, videos, audio, online workbooks.
  • Providing the evidence for the End Point Assessment

When researching an apprentice provider, it is worthwhile taking time to understand how they will support the of the apprentice learning journey. If the provider can also offer an e-learning platform, that would clearly be a bonus.

For more information on how to document learning, or what to look for in an e-learning platform,  or to have an informal conversation with one of our experts, please get in touch either by calling us on 015395 67878, email us at or visit our dedicated website

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20% off the job learning Apprentice Advice

20% off the job learning apprentice advice

20% off the job learning Apprentice Advice

Following on in our regular updates on the levy, many of our clients have asked questions around the requirement for 20% off the job learning:

  • What constitutes ‘off the job’?
  • How to support off the job learning?
  • What are the implications for my organisation?


What constitutes off-the-job?

OK to keep things simple, the starting point of all Apprenticeships is to provide employees with the new skills they need to step up to a new role or position. It stands to reason, that to acquire these new skills, the apprentice will need to be completing tasks or projects which fall outside their usual day to day responsibilities.

So, to answer the question ‘What constitutes off-the-job?’ it means activities or responsibilities which are outside of their normal day-to-day responsibilities.

An Example

Mike wants to develop his skills in chairing meetings. In his current role of sales executive, he isn’t required to hold or chair meetings. Any learning Mike undertakes in this area would constitute off-the-job, as it falls outside his normal roles and responsibilities.

That learning could take the form of reading articles about chairing meetings, observing others chair meetings, watching a podcast on the subject, or also having direct experience of chairing meetings. All of these activities would fall under the definition of ‘off-the-job’. So provided this learning is documented, it counts towards the requirement for the apprenticeship.

How can an organisation support off the job learning?

The closer the support the organisation can provide to the apprentice, the better. Line manager support has been a consistent factor in the successful development of apprentices. Support comes in many forms, but the most productive seem to be: providing time, facilitating access to resources and giving advice. Allowing the apprentice time to pursue learning is the most obvious way to support their development. When line managers set clear boundaries, ring fencing time for learning, it not only provides the much needed space for apprentices, but also sends a clear message that learning matters. So what might that look like?


Sticking with Mike and his need to develop skills around chairing a meeting. As this doesn’t form part of his day to day job, Mike would benefit from having the opportunity to gain this experience. Mike’s line manager could give him this opportunity and coach him to know what to expect. So whilst Mike chairs a meeting during working hours, this still constitutes off-the-job learning.

So what are the implications for the organisation?

It all depends on how we interpret off-the-job. In a literal sense, 20% off-the-job learning would be equivalent to 1 day per working week, harkening back to the traditional day-release apprenticeship. Whilst this is still an option, its not always ideal for either the organisation or the learner. Stepping out of the business one day each week can be quite disruptive to the business and can place extra demands on the apprentice as they try to cram 5 days work into their 4 days in the office.

However, as previously discussed, off-the-job can also be interpreted as skills outside their normal day to day role. This definition allows for a much more fluid approach to learning. In this sense, learning can be combined with doing which is always good at reinforcing the adoption of new skills. It also means that the apprentice can learn during working hours, simultaneously contributing to their workplace and learning at the same time. This must surely be the best of both worlds.


If Mike takes the opportunity to chair a meeting, he can do this during normal working hours. Provided the activity is documented, it will count towards his overall apprenticeship. At the same time Mike is learning through practical experience, something which is proven to accelerate the adoption of new skills. In addition, the organisation benefits are twofold, Mike learning to chair a meeting increases his skills set. In addition, the organisation will benefit from better organised meetings.

In summary, off-the-job learning need not be literally interpreted in the traditional sense of day-release. Being able to put new skills into practice in a real world environment also benefits the apprentice. The most important point is that learning is documented, something we will cover in the net post.

If you have other questions on off-the-job learning, the apprentice levy or just want an informal conversation with us, please get in touch either by calling us on 015395 67878, email us at or visit our dedicated website

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Levy Advice – Do I need Line Management Experience to complete a Management Apprenticeship?

apprenticeship management experience

Levy Advice – Do I need line management experience to complete a management apprenticeship?

Can you successfully complete a management apprenticeship, if you’re not actually a line manager and do not have management experience? At Dove Nest we offer two apprenticeships in leadership and management, both of which provide ILM Diplomas at either level three and Five. Each of these programmes develop learners to manage and lead people and so in order to complete the course, apprentices will need to have some active involvement in the management and leadership of others. But therein lies something of a conundrum: how does someone learning how to step up into a line manager role, acquire practical experience of line management?

Thankfully there are some fairly painless solutions we can suggest.  One option is for the learner to have elements of line management responsibility delegated to them; this could include conducting one to ones and appraisals, leading meetings, carrying out personal development reviews etc.  For any of this to work what is vital is the support and involvement of the line manager to facilitate such delegation in order to give the learner direct experience of what it is like to manage people.

Another option, and one that works within the higher level (level 5) programme is where the learner conducts their work based project (an integral part of the programme) through having a project team that they actively manage and control.

A good apprentice provider will help companies and employees identify potential problems like the line management conundrum. However, the right apprentice provider will go beyond just problem identification, and will provide solutions that are both practical and innovative, whilst remaining true to activities which can be legitimately levy funded.

For answers to Apprentice Levy questions, or solutions to potential problems, please get in touch either by calling us on 015395 67878, email us at or visit our dedicated website

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Apprenticeship levy advice for Leadership and Management

Apprenticeship Levy Advice Dont Panic

Apprenticeship levy advice for Leadership and Management

Looking for apprenticeship levy advice for Management and leadership programmes? The main message is ‘Don’t Panic’

Dove Nest provides trailblazer apprenticeships in management and leadership mapped to ILM level 3 and 5 ILM qualifications. We’ve made it our mission to gather expert information, so that we can provide the best level of stewardship for our clients.

Over the coming weeks, we will be sharing knowledge and advice to help answer common questions, clarify points of confusion and avoid potential pitfalls.

As with any new apprentice initiative, there will be potential apprentice providers who are keen to create an artificial sense of urgency, as this helps with closing sales. However, given the long-term commitments required for an apprenticeship programme, its better to take time to choose the right partner and the right programme.

Organisations have up to two years to draw down funds, so there is time to make an informed decision.

For More information about the apprentice levy, or to have an informal conversation with one of our experts, please get in touch either by calling us on 015395 67878, email us at or visit our dedicated website