There has been a growing demand for the professionalisation of coaching to include one-to-one coaching, team coaching, leadership coaching and for coaching skills to be embedded within culture and governance infrastructures to support future ways of working.
The broad purpose of the occupation is to work with a wide range of individuals and teams across organisations, to empower and engage with them to enhance their professional performance. Coaching is a way of leading in a non-directive manner, helping people to learn through deep listening and reflective, open questions rather than instructing, giving advice or making suggestions.
Starting employment as an apprentice can occur throughout the year. However, the start date for attending college for training, where required, or if delivered online, when sessions begin, will vary depending on the type of apprenticeship and will be communicated post-employment and sign-up.
This occupation is found in private, public and third sector national and multinational organisations and employers. It is found in every sector across the country including, for example; the health sector, finance sector, engineering and manufacturing sectors, business and professional services, education sector, retail sector, leisure sector, technology sector and construction.
Coaches may work in a variety of locations and environments, both indoors and outdoors, which may require travel and overnight stays or irregular hours. Coaching activity may be face to face or by virtual means.
Coaching is a way of treating people, a way of thinking and a way of being which is seen as vital to supporting individuals and organisations in increasingly volatile and ever-changing environments. The underlying and ever present purpose of coaching is building the self-belief of others, regardless of the context, to be curious and self-aware, better equipping them to collaborate, innovate, deal with the increasing pace of change and get the best from increasingly diverse environments. Effective coaching is future focussed, releases potential, and enables transition, transformation and change for business improvement. Understanding self, commitment to self-development, managing the contract, building the relationship, enabling insight and learning, outcome and action orientation, use of models and techniques and evaluation are key overarching areas which feature within this occupational area (and across all the knowledge, behaviours, skills identified below).
In their daily work, an employee in this occupation interacts with coachees as their primary contact, bringing a fresh, independent perspective to support the individual/team/organisation with the development of its people. In moving organisations towards net zero carbon emissions by 2050 and embedding sustainability, an employee in this occupation may need to coach employees at all levels through change that impact on them.
There will be a wide range of stakeholders including line managers, senior leaders and/or heads of the organisation. The stakeholders they engage with may be at any level, including those senior to the coach.
They will engage with Human Resources teams, Learning and Development teams, and Organisational Development teams, learning providers, professional bodies, psychometric providers, coach training providers, the coach supervisor and peer to peer networks.
They may also interact with occupational health, support organisations, faith-based organisations and/or charities etc. to provide specialised support as needed to suit the circumstances.
An employee in this occupation will be responsible for:
Duty 1 Plan, conduct and record coaching needs analyses to inform their coaching practice, coaching strategy and the organisation’s coaching culture
|K3 K4 K6 K9 K12|
Duty 2 Agree and develop coaching contracts with all the relevant parties that also consider ethical issues in coaching and boundaries.
|K3 K4 K5 K6 K7 K8 K10 K11 K12|
Duty 3 Deliver effective and responsive coaching sessions, ensuring they reflect boundaries and professional requirements and contribute towards wider objectives, such as embedding an organisation’s values, improving workplace resilience, the impacts of climate change and sustainability on the organisation and professional requirements.
|K1 K2 K3 K4 K5 K6 K7 K8 K10 K11 K12|
Duty 4 Select and use a suitable variety of coaching tools and techniques and/or psychometrics to challenge/support, analyse and enable learning and insights, such as awareness of others’ perspectives to increase team functioning and accountability
|K1 K2 K3 K5 K6 K8 K12|
Duty 5 Review and interpret coaching needs analyses, identifying when coaching is / isn’t appropriate, and signpost those receiving coaching to other professional services when needed to complement or replace the coaching process, such as mental health professionals, charities, substance abuse support organisations, occupational health
|K1 K2 K3 K4 K5 K6 K10 K11 K12|
Duty 6 Provide support to those receiving coaching in the definition and delivery of valid goals, through clearly defined and committed to actions, within the context of the cultures and systems within which those receiving coaching operate, and facilitate challenge to those systems where appropriate
|K4 K5 K6 K9 K12|
Duty 7 Design coaching interventions that frame, challenge and meet the agreed objectives in the coaching contract and conform to the coaching sponsor’s objectives and constraints, including budget considerations
|K1 K2 K3 K4 K5 K6 K7 K8 K12|
Duty 8 Evaluate the effectiveness of coaching interactions for the purposes of quality assurance, self-development for the coach and to measure return on investment (including being a recipient of regular coach supervision, and recording CPD, coaching hours, feedback and reflection, while ensuring confidentiality)
|K1 K6 K9 K11|
Duty 9 Maintain records of coaching practice including the logging of coaching hours, supervision, recording CPD and maintaining logs of practice
What knowledge, skills and behaviours are covered?
K1: Theories of learning and reflective practice such as Kolb, Gibbs, Schon, etc., and basic schools of psychology and neuroscience, including linguistic interpretation and application
K2: The theories of emotional and social intelligence, such as Goleman and Salovey & Mayer, and application of the theories to understanding self
K3: Diversity and inclusion and bias theory, including personality type theories, such as preferences for introversion vs extroversion, integrity, ontology and human values and how they impact on behaviour and organisations. The theory of self actualisation, such as Maslow’s Hierarchy of needs, motivational theory, Herzberg
K4: The importance of coaching contracting and recontracting, and models enabling its effectiveness
K5: The theory of organisational culture (and values) and leadership styles, and the impact these can have on individuals and their behaviour
K6: Coaching theory, including maintaining good practice coaching protocols and a code of conduct within the coaching process (including “unconditional positive regard”, non-judgmentalism and non-directiveness)
K7: Methods of communication including verbal / non-verbal / building rapport / matching and mirroring. Listening skills, including levels of listening. Theories of relationship management, including transactional analysis, power dynamics, and stakeholder management theories
K8: Theories of increasing self-awareness such as the Johari Window and the journey from unconscious incompetence to unconscious competence, and types of feedback
K9: Evaluation: theories of return on investment and delivery of value
K10: The differences and similarities between coaching, mentoring, training, counselling and consulting
K11: Relevant legislation (e.g. Data Protection Act, safeguarding) and coaching competencies and codes of ethics described by the main professional bodies
K12: The existence of a range of coaching models and techniques, and related psychological approaches, such as Whitmore’s GROW model, Kline’s Thinking Environment, Gestalt, neurolinguistic programming (NLP), cognitive behavioural coaching, positive psychology, metaphor, solutions-focussed coaching and skills and performance coaching. Methods of goal setting, such as SMART goals, alignment of personal and organisational goals, and aspirational/dream goals
S1: Time management, including scheduling coaching sessions, and self-leadership to resolve conflicting priorities and ensure sufficient time for record keeping and other role activities
S2: Working with those receiving coaching to set clear goals, including visualisation techniques, setting timescales, validating their achievability, recording outcome-focused, prioritised action plans and monitoring progress towards goals
S3: Communication, including (but not limited to) descriptions of the coaching process and roles and responsibilities (including those related to boundaries and confidentiality), and the benefits of coaching in relation to the context of those receiving coaching
S4: Contracting with all relevant stakeholders, including logistics, preferences of the coach and those receiving coaching, considerations of the system within which the coaching relationship sits, goal setting, outcome realisation and contract conclusion. This includes holding oneself to high ethical standards, particularly in the areas of confidentiality (including when maintaining coaching records) and management of boundaries (including their own competence and values, relevant codes of ethics, and relevant legislation, policies and procedures)
S5: Stakeholder management, including a range of challenging and senior people, and focus on their agenda and outcomes throughout
S6: Rapport/trust building and maintenance, including recognition of the personal values, emotional state(s) and response of those receiving coaching, validating their understanding of themselves and their circumstances, dealing with difficult coaching relationships and ensuring non-dependence on the coach
S7: Deliver feedback in a style that is useful, acceptable, non-judgmental and meaningful to those receiving coaching
S8: Identification of patterns of thinking and limiting/enabling beliefs and actions
S9: Questioning techniques to raise the self-awareness of those receiving coaching, including asking open questions, broaching challenging subject areas (e.g. emotional state, characteristics of wider systems) and questioning untrue, limiting assumptions
S10: Uses several established tools and techniques to develop their own coherent model of coaching to help those receiving coaching work towards outcomes. Uses models and approaches from the context of those receiving coaching
S11: Demonstrates emotional intelligence, including demonstrating empathy and genuine support for those receiving coaching (“unconditional positive regard”), and adapting language and behaviour in response to the whole person of those receiving coaching
S12: Applies coaching theories, models and tools, techniques and ideas beyond the core communication skills in order to bring about insight and learning
S13: Identifies energy shifts within a coaching context, enabling these to be aired and addressed and managed
S14: Manages and celebrates diversity in their coaching practice, including demonstrating how diversity and inclusion informs their professional practice
S15: Demonstrates awareness of own values, beliefs and behaviours; recognises how these affect their practice and uses this self-awareness to manage their effectiveness in meeting the objectives of those receiving coaching and, where relevant, the sponsor
B1: Committed to self-development, including self-reflection, gathering information on the effectiveness of their own practice, producing personal development plans and receiving coach supervision
B2: Self-awareness, including of their own behaviours, values, beliefs and attitudes, and attending to their own wellbeing, resilience and maintaining mental capacity
B3: Act as an ambassador for a coaching mindset and positive approach to personal development
B4: Is spontaneous, open and flexible, demonstrating respect and engendering trust
This standard aligns with the following professional recognition:
This section sets out the requirements for end-point assessment (EPA) for the Coaching Professional apprenticeship standard. It is for end-point assessment organisations (EPAOs) who need to know how EPA for this apprenticeship must operate. It will also be of interest to Coaching Professional apprentices, their employers and training providers.
Full time apprentices will typically spend 14 months on-programme (before the gateway) working towards the occupational standard, with a minimum of 20% off-the-job training. All apprentices must spend a minimum of 12 months on-programme.
The EPA period should only start, and the EPA be arranged, once the employer is satisfied that the apprentice is deemed to be consistently working at or above the level set out in the occupational standard, all of the pre-requisite gateway requirements for EPA have been met and can be evidenced to an EPAO.
For level 3 apprenticeships and above apprentices without English and mathematics at level 2 must achieve level 2 prior to taking their EPA.
The EPA must be completed within an EPA period lasting typically 3 month(s), after the EPA gateway.
The EPA consists of 3 discrete assessment methods.
The individual assessment methods will have the following grades:
Assessment method 1: Observation with questions and answers
Assessment method 2: Interview supported by portfolio of evidence
Assessment method 3: Knowledge Test
Performance in the EPA will determine the overall apprenticeship standard grade of:
EPA summary table
On-programme (typically 14 months)
Training to develop the occupation standard’s knowledge, skills and behaviours (KSBs).
Compiling a portfolio
End-point assessment gateway
• Employer is satisfied the apprentice is consistently working
at, or above, the level of the occupational standard.
• English and mathematics Level 2
Apprentices must complete:
• A portfolio of evidence
End-point assessment (which will typically take 3 months)
Assessment method 1: Observation with questions and answers
With the following grades:
Assessment method 2: Interview supported by portfolio of evidence
With the following grades:
Assessment method 3: Knowledge Test
With the following grades:
Professional recognition Aligns with recognition by:
• The European Mentoring and Coaching Council
• The Association for Coaching
• The International Coach Federation
College attendance for delivery workshops at our Colchester Campus and will be communicated post-enrolment and sign-up. In-between workshops, apprentices will access their online learning platform to complete self-study activities towards their knowledge and bespoke work-based activities to develop their skills and behaviours.
Skilled and knowledgeable staff must be available to support the apprentice as they complete work-based tasks.
All Apprenticeships are employer-led and are the responsibility of the employer, with support of training providers.
Fill your skills gaps: an Apprentice’s training is tailored to your organisation’s needs, resulting in a loyal, motivated work force Increase productivity by developing staff skills and expertise.
Value for money: a cost effective way to attract new talent and fresh eyes into your organisation.
Cost saving: we can advertise your vacancies and recruit the best candidates for your needs.
An industry recognised professional qualification can be built into the course which your apprentice will bring back to the business, providing value for money and a return on investment in their career as well as bringing back up to date knowledge from college.
When taking on an apprentice, there are certain expectations that must be met by the both the employer and the apprentice. As the employer, you are expected to:
Levy paying employers can access levy funds to pay for this programme, and our blended learning model can contribute to the 20% off- the-job training requirement.
The introduction of the Apprenticeship Levy in April 2017 has changed the way that government funds apprenticeships in England. All businesses operating within the UK with a wage bill of over £3million are required to contribute to the Apprenticeship Levy.
Speak to an Advisor at CI Business Solutions on 01206 712727 to make your levy payments work for you.
Non-levy paying employers will need to contribute 5% of the maximum funding band as published by the Skills Funding Agency for the delivery of training and assessment for their apprenticeship.
Levy paying employers will pay the full cost of the agreed funding band using their Digital Apprenticeship account.
Employers with less than 50 employees who are recruiting an apprentice aged 16-18 years old will not be required to pay the contribution fee.
Any associated cost to the individual will be made clear at the interview.
Skilled and knowledgeable staff must be available to support the apprentice in the workplace.
College attendance where required will be communicated post-application and enrolment.
Colchester Institute is the largest college provider of apprenticeships in Greater Essex. We are experts at connecting the right people, to the right training, to the right business – and when it comes to Apprenticeships, our Apprenticeship Advisors can support your business every step of the way.
As part of our service we can support your business with:
Our team will provide:
Off-the-Job Training (OJT) is one of the key requirements for all apprenticeship standards.
Apprentices must spend 20% of their contracted working hours undertaking Off-the-Job Training, which is defined as “learning undertaken outside of the normal day-to-day working environment and leads toward the achievement of an apprenticeship.”
Off-the-Job Training must be directly relevant to the apprentice’s programme and teach them new knowledge, skills and behaviours that will help them reach competence in their occupation and ensure that apprentices are actively learning and working to attain the required knowledge and skills within their sector while enrolled in their placement program.
What does Off-the-Job Training Look Like?
Off-the-Job Training must account for at least 20% of an apprentice’s contracted working hours within their full-time employment as an apprentice.
This means that their time might be broken down like the below:
The above depends on their contracted working hours within the day and/or working week, as well as the length of their programme.
For example, Apprentices working more hours in the day and the week, as well as those whose programmes are longer than 12 months in duration, then their Off-the-Job Training requirement will still consist of 20% of their contracted hours but the total number of working hours and total time dedicated to OJT will be different the above.
Why is Off-the-Job Training Conducted within the Apprentice’s Contracted Hours?
An apprenticeship is a work-based programme, and any training that contributes towards an apprentice’s development should be included in their contracted working hours.
The Department for Education (DfE) has said that it would be unreasonable to expect an apprentice to undertake training that is part of their apprenticeship in their own time, therefore if training must take place outside of the apprentice’s working hours, then this should be recognised by both the Employer and Training Provider.
An example of this would be if an apprentice has to attend a 2-hour lecture scheduled after their working hours, then arrangements should be made by the training provider and employer for the apprentice to make up the time by leaving work 2 hours early.
What does Off-the-Job Training Include?
Off-the-Job Training can include a number of activities that can take place on or off the employer’s normal work premises.
If you are unsure of whether an activity can be regarded as Off-the-Job Training, the below questions form a useful point of reference:
If the answers to the questions are all yes, then this counts as towards OJT. These can include:
The Teaching of Theory
This can include lectures, role playing, simulation exercises, online learning, manufacturer training and so on. Teaching theory should help the apprentice better understand their role, the topics and subjects relevant to their role and their sector in more detail.
This can include shadowing, mentoring, industry visits, attendance at competitions and so on. This training should practically train the apprentice and teach them skills that they can use in their current job or in a future position.
This refers to learning support provided by the Employer or the Training Provider. Some apprentices may require more assistance in their programme to help them reach their best potential. This includes time spent conducting projects, writing assignments and so on.
Learning support counts towards OJT to ensure that all individuals have the support needed and that all barriers to education and training are removed. This could include:
Time spent on assignments is also included in OJT as new knowledge, skills and behaviours can be developed while completing them.
While OJT takes place outside of normal working duties, it is possible to undergo OJT at the apprentice’s workstation. For example, OJT could include learning to use a new machine or undertaking e-learning. While conducting this training, normal working duties should not be required of the apprentice.
Off-the-Job Training can also take place at home via distance learning. If there is a program of study that the apprentice can complete online that contributes to the completion of their apprenticeship, as long as the learning package is included as part of a blended learning programme, this can be counted as an OJT activity.
The activity that the apprentice undertakes is the main focus of OJT. As long as the OJT activity actively contributes to the completion of the apprenticeship, the location matters less than the activity itself.
Essentially OJT is Employers or Training Providers setting aside time for the apprentice to improve themselves, their knowledge and/or their skills.
Off-the-Job Training cannot include:
(*although, as mentioned before, there are exceptions if this time is made up within their working hours)
The government acknowledges that apprentices will inevitably want to spend time outside of working hours to familiarise themselves with their work. However, any personal initiative shown by the apprentice will not count towards Off-the-Job Training.
Any time that an apprentice takes to conduct OJT is counted towards their normal working hours. That means that if an apprentice is interested in undertaking training outside of their working hours, they should ask their Employer and Training Provider first and see if arrangements can be made to accommodate this.
Preparing for Off-the-Job Training?
It is the responsibility of the Employer and Training Provider to ensure that the apprentice spends 20% of their apprenticeship undertaking Off-the-Job Training. Completion of OJT must be documented and evidenced in order for the apprentice to complete the apprenticeship.
In order to comply with the funding rules, each apprentice should receive a commitment statement from the Employer/Training Provider outlining the program of training the apprentice will receive and how the Employer/Training Provider intends to spend the Off-the-Job Training time. The recipient of ESFA funding (usually the main provider) should keep, update and maintain the relevant files.
The ESFA will remain flexible about the type of evidence that should be retained and provided. They want Training Providers and Employers to use naturally occurring evidence where it is available. Many Training Providers have their own systems of collecting and storing evidence. Some examples of naturally occurring evidence might include:
For more details and examples on how to proceed with Off-the-Job Training, you can click here to see the full OJT document from the Education and Skills Funding Agency.
Non-levy paying employers will need to contribute 5% of the maximum funding band as published by the Skills Funding Agency for the delivery of training and assessment for their apprenticeship. Levy paying employers will pay the full cost of the agreed funding band using their Digital Apprenticeship account.
Apprenticeship Funding Bands
Employers with less than 50 employees who are recruiting an apprentice aged 16-18 years old will not be required to pay the contribution fee. Any associated cost to the individual will be made clear at the interview.
Full government funding is available for an apprentice aged between 16-18 years old and where the employer employs less than 50 employees. Full funding is also available for apprentices aged 19 to 24 who have either been in care or has an education health care plan.
An employer contribution fee will be required for:
Payment plans and schedules can be discussed with our apprenticeship Account Managers prior to signing contracts. For more information about apprenticeship contribution fees please contact one of our Apprenticeship Advisers on 01206 712727.
A National Minimum Wage for apprentices was introduced on 1 October 2010. The wage applies to all apprentices aged under 19; and apprentices aged 19 or over in the first year of their Apprenticeship.
As of April 1st 2023 the national minimum wage for apprentices is £5.28 an hour and applies to time working, plus time spent training that is part of the Apprenticeship. This rate applies to apprentices under 19 and those aged 19 or over who are in their first year. Apprentices must be paid at least the national minimum wage rate if they’re an apprentice aged 19 or over and have completed their first year.
Employers are free to pay above the new wage and many do so, but employers must ensure that they are paying their apprentices at least the minimum wage. If an apprentice is on a higher wage, the employer must continue to pay that for the remainder of the training or until the apprentice becomes eligible for the full national minimum wage.
You must be at least:
These rates are for the National Living Wage (for those aged 23 and over) and the National Minimum Wage (for those of at least school leaving age). The rates change on 1 April every year.
|23 and over||21 to 22||18 to 20||Under 18||Apprentice|
Apprentices are entitled to the apprentice rate if they’re either:
Example: An apprentice aged 21 in the first year of their apprenticeship is entitled to a minimum hourly rate of £5.28.
Apprentices are entitled to the minimum wage for their age if they both:
Example: An apprentice aged 21 who has completed the first year of their apprenticeship is entitled to a minimum hourly rate of £10.18
The following rates were for the National Living Wage (previously for those aged 25 and over) and the National Minimum Wage (for those of at least school leaving age) from April 2016.
From 1st April 2021 the National Living Wage was extended to 23 and 24 year olds.
Employers are not required to pay Class 1 National Insurance contributions for an apprentice, if the apprentice:
Employers with fewer than 50 people working for them will be able to train 16-18-year-old apprentices without making a contribution towards the costs of training. The government will pay 100% of the training costs for these individuals.
The government will pay employers, no matter what size, £1,000 for each 16-18 year old apprentice they employ.
All employers are eligible for a £1,000 payment for taking on an apprentice who is either:
This £1000 payment will be paid to your training provider and you will receive it from them.
When you’ll get paid
We’ll send the payment in 2 equal instalments for each apprentice.
To be eligible, your apprentice must complete:
Once the apprenticeship information has been checked, we will process the payments.
Payments will be made on the 14th working day of the month, it can take up to 3 days for the payments to reach your account.
You can track when your payments are due to be paid on your view applications page.
We cannot send any payments until we’ve received and verified the organisation and finance details. This could take up to 80 days.
The apprenticeship levy
The levy was introduced on 6 April 2017 and is charged at a rate of 0.5% of an employers’ pay bill, paid through PAYE on a monthly basis.
Each employer has a levy allowance of £15,000, this is not a cash payment. It works in a similar way to the personal tax allowance and cannot be used to purchase apprenticeship training.
The impact of the allowance means that fewer than 1.3% of UK employers, those with an annual pay bill of more than £3 million, are liable to pay the levy. Employers in England who pay the levy
will be able to get out more than they pay in, through a 10% top-up to their online accounts.
An employer’s pay bill is made up of the total amount of the employees’ earnings that are subject to Class 1 National Insurance contributions, such as:
– pension contributions
What about non-levy paying employers?
Employers with a pay bill of less than £3 million a year will not need to pay the levy.
At least 90% of non-levy paying employers’ apprenticeship training and assessment costs in England will be paid for by the government. The government will ask these employers to make a 5% contribution to the cost, paid directly to the provider, and the government covers the rest. This cost will be spread over the lifetime of the apprenticeship.
The government is offering additional support to organisations with fewer than 50 employees* by paying 100% of training and assessment costs for their apprentices aged 16-18 and for those aged 19-24 formerly in care or with a local authority education, health and care plan.
If you are ready to make an application then please click the Apply Online button in the menu below.
|Duration||14 months (this does not include EPA period)|
|Campus / Adult Skills Centre||Colchester Campus|
|Apprenticeship Funding Band (Levy paying employers)||£5,000|
|Employer Contribution Fee (Non-levy paying employers)||£250|
All fees, prices and funding information shown on this page are for courses starting in the 2023-24 academic year unless stated otherwise, and are correct at the time of entering/printing information, however these may be subject to change due to factors outside of our control. The College cannot accept legal or financial liability as a result of any such changes.
Courses fees are generally not confirmed for September until June / July due to the above factors.
The course information describes programmes offered by Colchester Institute. The College takes all reasonable steps to provide courses as described, but cannot guarantee provision. The information is for guidance and does not form any part of a contract.
The College reserves the right to update and amend information as and when necessary. Colchester Institute will do its best to provide the courses shown, but may have to modify or withdraw a course depending on customer demand and other factors.