Apprenticeship
A structured system combining on-the-job training with classroom/online/laboratory-based learning, leading to a recognised qualification and work experience under the guidance of an employer.
Apprenticeship Funding Band
Categories that determine the level of funding available for an apprenticeship based on its size, duration, and quality, affecting how much financial support a training provider or employer receives.
CSR Scientific Training Ltd
An independent training provider specialising in sciences and healthcare science apprenticeships and bootcamps. CSR delivers nationally recognised qualifications, practical laboratory training, and tailored employer partnerships. The organisation prioritises learner wellbeing, safeguarding, and quality of teaching, and has been graded Outstanding by Ofsted (2025).
End-Point Assessment (EPA) – Moving to Apprentice Assessment 2026
The final evaluation at the end of an apprenticeship to verify that the apprentice has achieved the required skills, knowledge, and behaviours for their qualification. This assessment is independent of the training providers. Moving towards Apprentice Assessment as the plans are to move some or part of the assessment methods earlier in the programme so that some KSB’s will be assessed before the end.
ESFA (Education and Skills Funding Agency)
A government body that funds education and skills training for children, young people, and adults, including apprenticeships. It ensures that funding is used correctly and efficiently. The function of the ESFA has now moved into the Department for Education.
Functional Skills
Essential skills in English and Maths that apprentices often need to pass as part of their employer requirements to work effectively in any job. Once this was a mandatory requirement for Standards at all levels but has since been removed from programmes as a must have.
Gateway to Completion
Was referred to simply as the Gateway and essentially means that the development of new knowledge and skills by the apprentice has been completed in line with the Standard. At this point some of the apprentice assessment methods that are completed at this point will begin.
KSBs (Knowledge, Skills, Behaviours) Levels 2 to 6
KSBs are the core components that apprentices are expected to develop during their training. They are categorized into different levels to represent the complexity and depth required at each stage.
Level 2: Basic
Knowledge: Understanding fundamental concepts and basic information related to the role.
Skills: Performing simple tasks under supervision.
Behaviours: Demonstrating basic work habits and adherence to instructions.
Level 3: Intermediate
Knowledge: Grasping more detailed information and understanding procedures.
Skills: Handling a variety of tasks with some independence.
Behaviours: Showing reliability, responsibility, and the ability to follow established processes.
Level 4: Advanced
Knowledge: Comprehensive understanding of complex concepts and industry standards.
Skills: Managing tasks with minimal supervision and solving routine problems.
Behaviours: Exhibiting initiative, accountability, and effective communication.
Level 5: Higher
Knowledge: In-depth knowledge of specialized areas and the ability to apply it strategically.
Skills: Leading projects, making informed decisions, and innovating processes.
Behaviours: Demonstrating leadership, strategic thinking, and mentoring others.
Level 6: Expert
Knowledge: Mastery of advanced concepts and contributing to the development of industry standards.
Skills: Designing and implementing complex solutions, influencing organizational strategy.
Behaviours: Exemplifying thought leadership, driving change, and fostering a culture of excellence.
Levy and Non-Levy Employers
Levy Employers: Large employers paying an annual apprenticeship levy to fund apprenticeship training.
Non-Levy Employers: Smaller employers who do not pay the levy but can still sponsor apprenticeships using funds from government co-investment.
Ofsted
The Office for Standards in Education, Children’s Services and Skills. They inspect and regulate education providers and apprenticeship training quality to ensure standards are met.
Off-the-Job Training
Training that happens away from the workplace (e.g., in a classroom, laboratory or online) to teach theoretical or practical knowledge and skills that complement the hands-on work experience.
Onboarding
The process of introducing new apprentices to the company, its culture, and their role, including initial training and orientation activities.
On-the-Job Training
Practical training that occurs at the workplace, where apprentices learn by doing tasks under supervision, gaining skills directly relevant to their job role.
PLR
A digital or physical record of an individual’s acquired skills, qualifications, and achievements, helping track their progress over time. Used by training providers to understand an applicant’s previous academic history and therefore suitability for a programme.
Progression Pathways
Opportunities for apprentices to advance further in their careers or education, such as moving from one apprenticeship level to a higher level or pursuing additional qualifications.
QIP (Quality Improvement Plan)
A strategic plan developed by training providers to enhance the quality of apprenticeship training they offer. It outlines specific actions and objectives aimed at improving training outcomes, ensuring compliance with standards, and addressing any areas of weakness identified through inspections or feedback.
SAR (Self-Assessment Report)
A comprehensive report prepared by training providers detailing their performance, quality of training, and compliance with apprenticeship standards. The SAR is used by regulatory bodies to assess whether the provider meets required standards and to identify areas for improvement.
Skills England (formally the Institute for Apprenticeships and Technical Education)
A regulatory body responsible for developing apprenticeship standards and ensuring the quality of technical education in England. Skills England works closely with industry experts to create relevant and up-to-date apprenticeship Standards that meet the needs of employers and apprentices.
Standard
The current qualification model replacing frameworks (2017), setting out the outcomes an apprentice must achieve with more flexible delivery and assessment options.
Trailblazer Group
Groups of employers, training providers, and other stakeholders working together to develop and update apprenticeship standards. These groups ensure that apprenticeship programmes remain relevant to current industry needs and incorporate the latest best practices.