Apprentices – pilot cohort feedback summary
Overall Satisfaction
Overall apprentice feedback was strongly positive. Respondents reported that the programme met or exceeded expectations, with particular value placed on supportive teaching, opportunities to connect theory with practice, peer learning and the development of professional confidence. The feedback also reflected several themes raised by employers, including the importance of clear communication, flexible delivery, protected study time, manageable pacing and consistent workplace support.
Key Themes aligned with employer feedback
Teaching quality, university support and communication
Apprentices were consistently positive about teaching staff and university support, describing lecturers as approachable, responsive and supportive. This aligns with employer feedback that communication and responsiveness improved once the programme was underway. For future cohorts, both apprentice and employer feedback point to the need for clearer information at the outset about schedules, expectations, roles, assessments and available support.
Blended delivery, access and in-person learning
Apprentices strongly valued face-to-face teaching because it supported engagement, confidence, discussion and peer relationships. This aligns with employer feedback that in-person learning is important for high-quality learning and cohort identity. At the same time, feedback from employers highlighted that online or localised delivery is essential for rural and remote areas where travel time, accommodation and cost could otherwise limit access. Future delivery should therefore retain a flexible blended model, maximising meaningful in-person learning while preserving accessibility.
Peer support and cohort identity
Peer learning was a major strength for apprentices and was also recognised by employers. Apprentices valued learning with colleagues from different settings, sharing practice experience, building confidence and developing supportive relationships. Employers similarly noted that local grouping, cross-authority networks and structured peer opportunities can reduce isolation and strengthen motivation, particularly where apprentices are geographically dispersed.
Professional development and transition into role
Apprentices reported that the programme strengthened reflective practice, critical thinking, communication skills, professional confidence and the ability to connect theory with real practice. This aligns closely with employer feedback on the value of structured transition activity and learning hubs in helping apprentices move from existing roles into a trainee social worker identity. Future cohorts would benefit from planned early activity that supports confidence, legislative awareness, risk understanding and readiness for practice learning.