New Possible’s British Training Awards sets out to discover and celebrate the organisations that are truly passionate about L&Ds role in building a thriving workforce.
In our ‘Sharing Success’ series, we interview British Training Awards Winners to shine a light on the inspiring projects that are improving workplaces across the UK and beyond. In this article we talk to Mike Worley at HIT Training, Winner of the 2024 ‘Apprenticeship Provider of the Year’ category.
Introducing Mike Worley
Mike Worley is the Managing Director of HIT Training. His journey with HIT began when the company was founded in 2006, when Mike initially set up the South West training team. In August 2013, Mike was promoted to Operations Director, and in September 2023, he took on the role of Managing Director.
About HIT Training
HIT Training Ltd (HIT) is a national provider of apprenticeships and vocational training. Across their three specialist training divisions, their expert tutors offer professional training ranging from levels 2 to 7, ensuring that everyone can better themselves and their careers through learning.
Over the past year, HIT Training has launched two pioneering initiatives that have significantly impacted social mobility. These initiatives have provided life-changing opportunities for individuals who typically face barriers in accessing apprenticeships and employment.
SEND Exemption Pilot: Opening Doors for Learners
In May 2023, the Department for Education (DfE) selected HIT for a unique pilot programme aimed at Special Educational Needs and Disabilities (SEND) learners. This initiative allowed individuals who do not usually qualify for apprenticeships to embark on valuable learning journeys. Under the current system, only those with pre-existing Education and Health Care Plans (EHCP) or Learning Difficulty Assessments (LDA) are exempted from passing Level 1 or Level 2 Functional Skills for apprenticeships. The pilot programme, however, enabled learners with low English and maths proficiency levels, and without special educational needs statements, to access apprenticeships by passing Functional Skills at Entry Level 3.
When asked why improving social mobility is important to HIT Training, Mike commented:
“Social mobility is important to HIT Training because it allows individuals from all backgrounds and socio-economic statuses to access training and opportunities in the sectors we support. By providing pathways for individuals to advance their careers and improve their earning potential, HIT Training helps to promote equality and diversity within the workforce. This not only benefits the individual but also the wider industry by ensuring a talented and skilled workforce that can drive innovation and growth. Additionally, promoting social mobility can help to address issues of inequality and poverty by providing a pathway to success for individuals who may have faced barriers in the past”.
The success of this initiative has been remarkable, with 136 learners currently enrolled and another 35 undergoing eligibility assessments. These are individuals who would not normally have the opportunity to complete an apprenticeship. To support the pilot, HIT has implemented a dedicated SEND team to assist apprentices. Over the past year, more than 550 apprentices with EHCPs have achieved qualifications with HIT, representing a notable 76% achievement rate.
Every apprentice at HIT has the opportunity to meet with a Special Educational Needs Coordinator (SENDCo) to assess learning needs and disabilities. When support needs are identified, a specialist team works with the apprentice to provide the necessary assistance.
When asked if HIT Training encountered any challenges during implementation, Mike mentioned:
“Throughout the implementation of the SEND exception pilot, various obstacles were encountered. The rapid launch of the programme limited the window available to educate stakeholders on its implications, accessibility, and eligibility criteria. Initial challenges arose due to the high number of learners seeking assessments within the required timeframe of 8 weeks from enrollment. Many learners were hesitant to request assistance during the initial two months. To address this, HIT developed a screening assessment to identify individuals who would benefit from one-on-one support from the SEND Coordinator. Although this led to an influx of referrals for the Coordinator, efforts were made to streamline her workload and improve efficiency. This included restructuring her responsibilities, providing administrative assistance, and establishing a wider support team to collaborate with external organisations. To enhance the delivery of maths and English education for learners with complex needs, a centralised team of specialists was implemented. Each challenge was met with a solution and an enhancement to our operational practices as we remained dedicated to supporting our learners. The success of the program was achieved through the team's commitment, passion, and determination to positively impact lives.”
Mike also mentioned a success story from the programme:
“A man in his forties had long harboured a belief that he was intellectually deficient, having been unfairly labelled as 'thick'. Struggling with proficient reading abilities, experiencing words in a jumbled manner, and displaying disorganised skills, he entered the programme with a sense of self-doubt, convinced that he could not succeed. However, during his assessment with the Special Educational Needs Coordinator, he found a safe space to express his true feelings openly and honestly.
Upon reviewing the assessment results with the coordinator, the man was overcome with emotion, shedding tears as he realised that his learning style was unique and that he was far from being unintelligent. Encouraged by this revelation, he committed himself to learning and adopting different study methods, leading to the achievement of his Entry Level qualifications in both maths and English. Immersing himself in the learning process and embracing alternative approaches, he experienced immense joy upon receiving a distinction in his final assessment.”
Following the success of the pilot, the government announced in March 2024 that all training providers would be able to offer the same exemptions to apprentices, further expanding the reach of this groundbreaking initiative.
Partnership with The Clink Charity: Transforming Lives of Serving Prisoners
HIT’s second successful initiative involved a partnership with The Clink Charity to create an apprenticeship programme for serving prisoners. This first-of-its-kind scheme aims to equip prisoners with essential skills, including a minimum level of English and maths, to enhance their employability prospects and facilitate their reintegration into society upon release.
The programme offers apprenticeships in Food Production and Chef roles, providing hands-on training and access to workplace-relevant qualifications. Yvonne Thomas, Chief Executive of The Clink Charity, emphasised the transformative potential of the programme, which has already seen its first participants enrolled. The initiative aims to help prisoners embrace change and secure employment with national employers upon their release, offering them a fresh start and the tools to build a better future.
HIT Training continues to lead the way in social mobility through innovative programmes that provide individuals with the skills and opportunities needed to succeed. With the expansion of the SEND exemption pilot and the launch of the prisoner apprenticeship programme, HIT Training is setting a new standard for training providers.
When asked what motivated HIT Training to collaborate with The Clink Charity, Mike commented:
“The Clink Charity is a highly inspirational and dedicated educational team that designs, develops, and delivers training to Hospitality learners across 33 prison estates in the UK. An alteration in the Department for Education's (DFE) strategy concerning prison apprenticeships paved the way for HIT Training and The Clink Charity to collaboratively design and implement an exceptional Chef apprenticeship programme. Aligned in their core values, both organisations prioritise training as a distinguishing factor, advocate for equal opportunities for all individuals regardless of background, and share a belief in shaping a positive future. This joint effort has already begun to positively impact lives.”
What advice would Mike give to other training providers who may offer these exemptions, based on his experiences and learnings from the pilot programme?
“Our recommendation for Providers seeking to offer flexibility in maths and English is to allocate sufficient time for thorough planning of your model, systems, and processes. Establish a structured mechanism for identifying learners requiring additional support, and implement a rigorous assessment process to formally recognise learning differences. All trainers must possess a comprehensive understanding of any necessary access arrangements or adjustments to accommodate these learning differences.
A dedicated support team should be in place to surround each learner, equipping them with the necessary tools not only for enhancing their maths and English skills but also for completing their apprenticeship programme in its entirety. It is essential to acknowledge and celebrate every accomplishment, as without these flexible provisions, the apprenticeship journey would be unattainable. Every apprentice is of significant value and should be recognised as such.”
Overall, judges praised a ‘unique focus’ that's having a 'clear and meaningful impact'.
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