Apprenticeships information for employers and universities

RCSLT apprenticeship position statement  

The Royal College of Speech and Language Therapists (RCSLT) fully supports the development of pre-registration speech and language therapy degree apprenticeships across the UK. As speech and language therapy is recognised as a profession in short supply, apprenticeships offer a valuable and much needed additional training route.

The RCSLT Board of Trustees acknowledges that apprenticeships offer important new opportunities for career progression to those already working in healthcare settings including the existing speech and language therapy assistant workforce. In addition, apprenticeship routes may appeal to a new cohort of mature students who had not previously considered speech and language therapy as a career, as it is a profession people often come to after some life experience.  This route has potential to improve diversity of the profession in terms of gender, ethnicity and socio-economic background.

Expectations of any pre-registration SLT apprenticeship

The RCSLT plays an important role in the accreditation of all speech and language therapy pre-registration programmes, ensuring that its curriculum guidance is embedded across all training routes.

Apprentices benefit from free RCSLT membership while they are undertaking the degree apprenticeship. Learners who complete an RCSLT accredited programme are eligible to apply for HCPC registration, join the RCSLT as a certified member and access professional clinical standards and guidelines, and undertake preceptorship learning.

These features should be built into the design of apprenticeship programmes and any government specifications or standards for new apprenticeships. To be accredited by the RCSLT, a pre-registration apprenticeship must:

• lead to a degree-level qualification that meets graduate-level learning outcomes
• adhere to RCSLT curriculum guidance, which includes provision for international mobility under the Mutual Recognition Agreement
• reflect the breadth of UK speech and language therapy practice, across all age groups and settings, with clear expectations about the range of learning that needs to be demonstrated and assessed, including practice-based learning
• be of sufficient duration to cover the expected learning outcomes
• define a high-quality learning experience and robust support for apprentices
• align with HCPC requirements for registration and use of the protected title “Speech and Language therapist”.

Progress so far 

An apprenticeship standard for speech and language therapy was approved in England in 2019, and then updated in September 2023 to reflect the new HCPC Standards of Proficiency.

The RCSLT is actively encouraging the development of speech and language therapy pre-registration apprenticeships in Scotland, Wales and Northern Ireland to help address workforce shortages and expand access across all UK nations. This additional route to qualification offers significant benefits to the profession and to future apprentices, and the RCSLT remains committed to supporting its growth and implementation nationwide.

Accreditation

Health and Care Professions Council (HCPC)

The HCPC provides detailed guidance on the approval process for degree apprenticeships. It includes tips for planning and managing new courses. For more information, visit the HCPC website.

RCSLT accreditation

The RCSLT aims to align its accreditation timeline with the HCPC to reduce administrative burden on higher education institutions (HEIs). Contact with the RCSLT should be made in the early stages of planning. This applies whether the programme is a new course or being introduced via the HCPC’s major change route.

Given that apprenticeship delivery will involve new partnerships between universities and employers, the RCSLT will want to understand how these relationships will be supported to ensure high quality delivery. Universities should work with potential employers to scope demand and build a strong case for offering the apprenticeship.

To be accredited by the RCSLT, apprenticeship programmes must meet the RCSLT curriculum guidance for pre-registration education. This guidance provides a framework for developing degree-level entry routes into the profession, built around five core capabilities: communication, partnerships, leadership and lifelong learning, research and evidence-based practice, and professional autonomy and accountability.

Employers: making the business case

Getting started with apprenticeships

If you’re considering employing a speech and language therapy apprentice, it’s natural to feel uncertain, especially if the process is new to your organisation. However, many NHS trusts and larger employers already have apprenticeship structures in place for roles such as nursing, physiotherapy, and occupational therapy. A good starting point is to contact your Learning and Development team, who can connect you with your organisation’s apprenticeship lead or equivalent.

Working with universities

If your organisation has not previously supported degree-level apprenticeships, liaising with universities may be unfamiliar. However, this is a new process for many universities too, offering a shared opportunity to develop effective partnerships.

Smaller organisations that do not pay into the government apprenticeship levy will follow a different funding route. You’ll still need to collaborate with a university, and guidance is available on the GOV.UK website.

Do not let geography be a barrier.  Some universities offer flexible apprenticeship delivery models, including virtual learning, enabling apprentices to study remotely from their workplace.

Securing organisational support

Senior management support is essential, both in terms of funding and delivery planning. NHS trusts that pay the apprenticeship levy are incentivised to make full use of their levy fund to support apprenticeships across the organisation. The NHS Employers website offers guidance on embedding apprenticeships into a workforce strategy.

The RCSLT has developed an editable apprenticeship business case template to help you with making the business case. The resource outlines how apprenticeships support organisational priorities, the benefits of employing an apprentice, and steps in the recruitment process.

Download the business case template (Word).

Employing an apprentice

Apprentices are employed by an employer; they are not students. While employers lead the recruitment process, it should be done in close collaboration with the partner university to ensure candidates meet the necessary entry requirements for the degree programme. There are no restrictions preventing current employees from applying for apprentice SLT positions.

The government publishes detailed guidance about apprenticeship funding. There are rules on who is eligible for funding, what the levy funding can pay for, contractual requirements and the payment of training providers. The guidance is available on the GOV.UK website.

Any employer hiring a degree apprentice must agree and sign an apprenticeship agreement and a commitment statement. The Office for Students provides advice and guidance, including a template you may wish to use.

It will be important to be transparent with apprentices about their future job prospects during and on successful completion of the apprenticeship. The aim is that an accredited apprenticeship will lead to a Band 5 role (or equivalent outside the NHS) and HCPC registration. The RCSLT recognises that this may not always be achievable as it depends on organisations’ structures or policies. At a minimum, apprentices should have a contract of employment covering the full duration of their training. For NHS employers, further guidance on employment terms, banding, and pay is available from NHS Employers and the NHS Staff Council.

Apprenticeship levy and the funding band

Employers with an annual pay bill of over £3m per year, which includes NHS Trusts, are required to pay the apprenticeship levy to HMRC. These employers can access funds through the apprenticeship service to cover the costs of training and assessing apprentices, with the government adding a 10% top-up to these funds.

Employers with a pay bill under £3m a year do not need to pay the levy. Instead, they contribute 5% of the apprenticeship training and assessment costs directly to the training provider, while the government pay the remaining 95% up to the funding band maximum.

There are detailed rules about funding available on the GOV.UK website.

Funding band for speech and language therapy

Each apprenticeship standard is allocated to one of 30 funding bands, which range from £1,500 to £27,000. For apprentice SLTs the funding has been set at a maximum of £26,000, which covers off-the-job training over the whole period of training.  For levy-paying employers, this cap sets the maximum amount of funds available per apprentice. For non-levy-paying employers, it sets the upper limit on the amount the government will ‘co-invest’.

The funding band maximum is a cap, not a funding rate. Employers should negotiate with the training provider to agree the cost of training and assessment. If the agreed costs exceed the funding maximum, employers may choose to pay the difference from other funds.

Apprentice pay band

Employers must pay an apprentice at least at the relevant minimum wage, whether this is time spent working, training, studying or on placement. Apprentices are entitled to the same employment conditions as other employees in comparable roles. The RCSLT expects apprentice SLTs to be employed at broadly the same level as speech and language therapy assistants, though employers should consider prior qualifications and experience when setting pay.

If an existing assistant becomes an apprentice, they should not be placed at a lower band than their previous role. The NHS Terms and Conditions Handbook includes a pay-reservation clause, which protects existing staff from any reduction in basic pay when starting an apprenticeship, provided the apprenticeship leads to a role at the same or higher band. Employers may also wish to progress pay as apprentices reach key milestones during their training, recognising their growing skills and responsibilities.

Structure of role

Apprentices need to have a clear understanding of their role within the team, especially if there are other assistants already in post. This helps prevent potential misunderstandings or tensions. For example, employers should provide clarity around the apprentice’s schedule, including time allocated for university attendance and other agreed learning activities.

The role title should accurately reflect the apprentice’s position, for example ‘speech and language therapy apprentice’. In NHS settings, the role should undergo a formal banding process to ensure consistency and fairness.

New apprentices joining an organisation may be subject to standard probationary procedures, in line with local employment policies.

As the apprentice progresses through a degree apprenticeship programme, their knowledge, skills and behaviours will develop. This growth should be reflected in regular updates to their job plan, ensuring it remains aligned with their developing scope of practice.

Supervision

The RCSLT requires speech and language therapy assistants (SLTAs) and newly qualified professionals (NQPs) to receive professional supervision from an experienced, HCPC-registered SLT. Similarly, all apprentice SLTs will need supervision appropriate to the role of an apprentice, consistent with the support provided to assistants and students. Guidance on supervision can be found on the RCSLT website.

The HCPC standards for education and training (SETs) specify that, “Practice based learning must take place in an environment that is safe and supportive for learners and service users” (HCPC SET 5.4, 2017). Both education providers and employers share responsibility for ensuring that apprentices work within a scope of practice appropriate to their level of skills and experience. As apprentices progress, their responsibilities and learning experiences should evolve accordingly. Providers must also consider wider factors that contribute to maintaining a safe environment, such as the appropriate level of supervision and autonomy granted to apprentices.

Travel and subsistence costs

Employers must outline which travel expenses (e.g. travel to placements) and other costs (e.g. professional body membership, uniforms etc.) they will cover or reimburse for apprentices.

Apprentices may be eligible for discounts on public transport, many of which are locally managed. For example, the Apprentice Oyster photocard offers apprentices who live in a London borough 30% off certain journeys.

Because apprentices are classed as employees, rather than students, they are generally not eligible for student discounts. However, apprentices can access benefits and discounts through schemes like the National Union of Students (NUS) Totum card.

Support and wellbeing

Speech and language therapy degree apprenticeships are academically rigorous and require a significant commitment. To support apprentices in managing the demands of both work and study, employers and universities must work in close partnership to create a supportive and balanced learning environment.

The government recommends that all apprentices have access to a dedicated work-based mentor. This mentor is usually not their line manager, though in small teams this may not always be possible, and may be another health professional, such as someone who is mentoring other allied health professional (AHP) apprentices. This mentoring role is distinct from clinical supervision requirements.

The mentor’s role is to provide a safe and supportive space for apprentices to discuss workplace challenges, reflect on their progress, and explore their aspirations. Mentors also help apprentices take ownership of their wellbeing, guiding them to the appropriate tools and channels for raising concerns. They also serve as a key link between the employer and the education provider, helping to ensure coordinated support across settings.

Procuring off-the-job training

Off the job training refers to learning and development activities that take place outside the normal day-to-day work duties but remain a core component of the apprenticeship programme. For the speech and language therapy pre-registration degree apprenticeship, employers are responsible for securing this training by contracting with a university that offers a programme approved by the HCPC and accredited by the RCSLT.

The government mandates that all apprentices spend a minimum of 20% of their working week in off-the-job training. For speech and language therapy, most or all this training is typically delivered by a university through the academic elements of the programme.

Due to this requirement, the undergraduate pre-registration apprenticeship usually takes four years to complete, based on a standard working year rather than a traditional academic calendar.  If the apprentice spends more than 20% of their working week on academic learning, the overall duration may be shortened. As with traditional routes, master’s-level apprenticeships are expected to be shorter than undergraduate programmes, assuming a comparable delivery model.

Off-the-job learning may be delivered in various formats: as one regular day per week, block releases, or a mix of face-to-face, blended, or virtual learning. This is open to negotiation between universities and employers.

Many universities are already approved and listed on a national framework for apprenticeship training. This framework confirms that these institutions meet NHS standards. As a result, NHS organisations typically do not need to carry out separate procurement or tendering processes for speech and language therapy apprenticeships if the university they wish to work with is already included on this list.

Models of procurement

Universities will require a minimum cohort of students to be able to run an apprenticeship programme and to be able to make a business case that the programme is financially viable. This minimum will vary for each university and is necessary to justify the programme. Most individual employers will not be able to meet these numbers on their own.  To address this, organisations are encouraged to join regional networks or joint arrangements, such as Integrated Care systems (ICSs), to pool requirements.

Role of universities

Which universities are involved in the apprenticeship?

Several universities currently offer the academic element of the speech and language therapy apprenticeship, collaborating closely with employers, and are included in the RCSLT list of universities offering accredited speech and language therapy degrees. Additionally, a number of universities are actively looking into developing an apprenticeship programme and we expect more apprenticeships to become available in the coming years. However, universities can only commit to course development once they have demonstrated to their internal stakeholders that the programme is financially and operationally sustainable. Employers are therefore encouraged to collaborate through regional networks, AHP Councils and ICSs to consider cohorts on a regional basis and to promote flexible, innovative delivery models.

Delivery of off-the-job learning

In an integrated degree apprenticeship, where the end-point assessment is incorporated into the degree, the university is responsible for designing and delivering a programme that meets the requirements of the apprenticeship standard, RCSLT curriculum guidance and HCPC registration criteria.

Universities will specify whether their apprenticeship course is at undergraduate or master’s level. They will also need to work with employers in terms of how this programme will be delivered, which is further detailed in the joining up delivery section.

To deliver apprenticeship training, universities must be listed on the Register of Apprenticeship Training Providers or act as a subcontractor to a registered provider. Visit the GOV.UK website for guidance on applying to the register.

Academic support

Universities will provide academic and pastoral support to apprentices and coordinate with employers to ensure that support is consistent across both academic and workplace settings.

End-point assessment (EPA)

The EPA is an independent assessment of an apprentice’s competence. The EPA is aligned and integrated with the assessment of the degree and completed simultaneously. The EPA plan can be viewed on the Skills England website.

Quality

The Office for Students regulates the quality of degree apprenticeships. They are responsible for regulating all provision delivered by registered providers, including apprenticeships. Their guidance is available on the Office for Students website.

Joining up delivery

Employer university coordination

The degree apprenticeship is relatively new qualification route to employers and universities. The checklist below can be used as a foundation for joint planning and coordination:

• Agree on the learning model: identify the most suitable delivery format for academic and work-based learning that meets the needs of the employer, the apprentice, and the university
• Develop a shared delivery roadmap: outline the timing and structure of both on-the-job and off-the-job learning, ensuring clarity around responsibilities and expectations at each stage
• Understand each other’s systems: establish mutual understanding of organisational and regulatory requirements, what is possible to adjust and what is not.
• Conduct a thorough initial assessment: ensure apprentices receive a robust needs assessment at the outset to tailor support and learning appropriately
• Plan for regular progress reviews: set up mechanisms to monitor apprentice progress, address concerns early, and clarify procedures if milestones are missed or assessments are not passed
• Clarify placement responsibilities: define who is responsible for arranging placements and ensuring qualified placement educators are in place
• Ensure compliance with data and monitoring requirements: agree on record-keeping protocols, including data protection and reporting obligations
• Define roles clearly: establish clear responsibilities for the university, line manager, apprentice mentor, and placement providers
• Explore collaborative funding models: consider cross-organisational funding arrangements to support larger cohorts and provide apprentices with access to a diverse range of practice settings.

Balance of academic and work-based learning – student and employee

The RCSLT emphasises the importance of maintaining a healthy balance between academic study and work-based learning throughout the apprenticeship. An overly demanding schedule that leaves no time for rest or personal life can negatively impact an apprentice’s wellbeing and performance.

Employers and universities will need to work together to agree a realistic and sustainable level of commitment expected from the apprentice. This should be agreed formally and clearly communicated to the apprentice before they start.

Placements

While apprentices will spend more of their working week in the workplace compared to traditional degree students, it remains necessary to demonstrate that they have been given access to placements outside their usual setting. Employers are encouraged to collaborate across a region or ICS to consider options for the exchange or rotation of their apprentices to provide variety of experience for apprentices.

The RCSLT guidance on practice-based learning outlines expectations for placements within both apprenticeship and traditional qualification routes. Additionally, the RCSLT curriculum guidance sets out mandatory placement hours required.

Practice education can take place in person, remotely or via a combination of both. When planning placements, universities and employers should consider the following key points:

• All requirements outlined in RCSLT guidance relating to supervision, the role of practice educators and universities apply equally to apprentices
• The requirement to have placement hours in both adult and paediatric settings apply to apprentices too.

Recruitment

A degree apprenticeship is just as academically challenging as a traditional degree and leads to the same qualification. While employers are responsible for recruiting apprentices, they must work with the university to ensure that candidates can meet the academic demands of the programme. Employers also need to provide a job description for the apprentice.

It is likely that a two-stage recruitment process will be required, with the employer first assessing candidates and then the university doing so, as a university will be unlikely to be able to attend every interview across a region. To avoid the scenario where a candidate is accepted by an employer but not by the university, both parties must agree in advance on the selection criteria.

Employers can choose to recruit internally or to open the opportunity to external candidates. The key criteria are that recruitment must be to a real job, and the employment contract should cover the full duration of the apprenticeship.

Recruiting from across the local community helps to build a diverse and representative workforce. The RCSLT is keen to promote a more diverse profession, which currently lacks representation across gender, ethnicity, disability and socio-economic backgrounds.

HCPC does not guarantee registration upon completion of the apprenticeship, as this will depend on successful completion of other checks, e.g. criminal record checks.  Graduates of approved apprenticeship programmes are eligible to apply for HCPC registration.

Employers should refer to HCPC Standards of Education and Training (SET 2) relating to programme admissions and in particular HCPC standards of proficiency number 8.2 about English language requirements: “be able to communicate in English to the standard equivalent to level 8 of the International English Language Testing System, with no element below 7.5”. This requirement is stricter for speech and language therapists than for all other HCPC registered professions, as communication in English is a core professional skill (see standard 14.20).

Useful links and resources

• NHS apprenticeships explains the significance of apprenticeships in the NHS and offers guidance to employers on recruiting apprentices
• Apprenticeships implementation – online discussion forum (RCSLT Professional Networks login required)
• The RCSLT practice-based learning guidance includes information on apprenticeship placements
• The RCSLT curriculum guidance includes new guidance on apprenticeships.

Glossary of organisations

• Office for Students is the independent regulator of higher education in England.
• UK government sets the policy on apprenticeships in England.
• NHSE Workforce, training and education role is to support the delivery of healthcare and health improvement to the patients and public of England.
• Skills for Health role is to inform policy and standards focusing on health, education and improving public health and provider of workforce and organisational development.

References

• Government employer guidance – how to take on an apprentice
• Government apprenticeship funding rules – the rules employers and training providers must follow to get funding for training and assessing apprentices in England
• HCPC standards of proficiency – the standards of proficiency for speech and language therapists
• Recognition of universities – check if your university or college can award a degree
• HCPC Standards of Education and Training – the standards against which education and training programmes are assessed
• Government advice on employing an apprentice – make an apprenticeship agreement
• Pay for apprentices – pay and conditions for apprentices