Employer feedback - thematic evidence

Employers valued regular communication with the learning provider once the programme was underway, including meetings, midpoint reviews and opportunities to raise feedback. Involvement in advisory arrangements was also seen as helpful because it enabled employer perspectives to inform delivery. However, feedback also highlighted the need for clearer early communication about expectations, schedules, roles and apprentice commitments so that employers, mentors, assessors and managers can plan effectively from the outset.

Delayed approvals and a compressed start created uncertainty for candidates and employers and placed pressure on recruitment, onboarding and delivery later in the academic year. Some employers noted that the delay allowed additional transition activity, but the overall message was that future cohorts would benefit from earlier confirmation of approval, recruitment windows and delivery timelines, even if this requires delaying commencement to the next academic year. 

Employer-led preparation was reported as valuable in helping apprentices move from existing roles into a trainee social worker identity. Structured learning activity, reflective discussion, exposure to legislation and supervised practice scenarios were seen as supporting confidence, professional awareness, analytical skills and readiness for practice learning. Employers suggested that a structured transition model should be considered for future cohorts.

A flexible blended model was strongly valued. Face-to-face learning was seen as important for engagement, discussion and peer relationships, while online and localised delivery were essential for rural and remote employers where travel time, accommodation and cost could otherwise limit participation. Feedback supported retaining flexibility while maximising meaningful in-person learning where practical.

Employers identified operational pressures linked to releasing apprentices from substantive posts, especially where several apprentices came from the same team or attended university on the same day. Future planning should consider staggered university attendance days, placement blocks and recruitment patterns to reduce service impact and support employers with apprentices at different stages of the programme.

Feedback highlighted the importance of consistently protected study time, clear learning plans and early identification of mentors and assessors. Employers also noted that assessment and feedback activity can be time-intensive and should be recognised in workload planning. Initial, midpoint and review meetings involving the apprentice, employer, mentor or assessor and university representative were viewed as important for alignment and early issue resolution.

Although the programme does not require tuition fees from employers at the point of delivery, employers identified significant hidden costs including backfill, travel, accommodation, books, equipment, digital resources, assistive software and wider support needs. Future planning should include clearer costing information and explore shared resource banks, digital access and support funding where possible.

Placement preparation was identified as a priority for improvement. Employers suggested clearer induction plans, earlier mentor identification, stronger management oversight and pre-placement shadowing or preparation where possible. There was also support for exploring practice learning opportunity swaps or wider partnership arrangements to broaden apprentice experience and manage placement capacity.

Peer support was seen as a significant strength. Apprentices benefited from opportunities to connect with others locally and across employer areas, helping to reduce isolation, maintain motivation and support shared learning. Employers suggested that local grouping, cross-authority collaboration and structured peer opportunities could strengthen future delivery.

Employers expressed overall support for the pilot and recognised the value of the Graduate Apprenticeship as a route into social work. Future sustainability will depend on clear planning, realistic recruitment numbers, early communication, financial planning, continued employer engagement and mechanisms for shared learning. A national forum for employers, learning providers and partners was viewed as helpful for consistency, collaboration and improvement.