Skip to main content

T-Levels (16 to 19) procedure

Contents

  1. Aim
  2. Scope
  3. Link to overarching policy
  4. Procedure
  5. Appendices
  6. References

1 Aim

This standard operating procedure (SOP) is designed to enable colleagues to support T-Level learners with placement opportunities. It is necessary to ensure that all learners undertaking T-Levels do so in a supported manner which provides appropriate learning opportunities to meet performance outcomes. Providing T-Levels placements supports future recruitment and retention, and our local communities as part of the 28 promises. T-levels promote both clinical and non-clinical career pathways. The procedures and documentation for the implementation of T Levels within the appendices of this procedure (appendix A to I) are intended to support all trust employees to provide placements.

1.1 Summary and key points

T-Levels are a high-quality alternative to A-levels in a wide range of subjects. These qualifications are for learners aged 16 to 19 in England who have finished their GCSEs. One T-Level is equivalent to three A Levels and attracts the same UCAS points. T-levels are a two-year programme with 80% of that time spent in the classroom, and 20% on an industry placement with an employer. Industry placements provide learners with an opportunity to develop their practical and technical skills in a role directly relevant to their course. T-Level focuses on vocational skills and can help learners into skilled employment, higher study, or apprenticeships (GOV UK 2023).

Each T-Level includes an in-depth industry placement that lasts at least 45 days (315 hours) over two years. Relevant risk assessments to be carried out (identified mandatory and statutory training (MAST) and statutory training).

Further information is available from the government publications titled introduction of T-Levels (opens in new window).

2 Scope

This procedure is to detail the roles and responsibilities of those involved in T-Level placements. It is applicable to those learners seeking T-Level placements who are aged 16 to 19.

4 Procedure

4.1 Selection and placement procedure

The following must be in place when colleagues provide T-Level placements. Please ensure that all checklists, risk assessments and agreements are completed.

  • The trust to work collaboratively with local identified education providers to source potential candidates.
  • Offer letter issued or provided to successful candidates.
  • Pre-placement meet and great with candidate and guardian (to include discussions on risk assessments, relevant policies and processes).
  • Local welcome day.
  • Commence placement.

The T-Level procedure will only commence should a suitable T-Level placements be available within the trust.

In section 4.4.1 are links to T-Level summary, outline content and course specification details can be found.

Trust Placement team can guide which T-Level courses can be supported and may be subject to change. Once applications are received, the Placement Learning team (PLT) will work closely with the relevant further education Institute to source suitable candidates.

A T-Level process flowchart is available in appendix I.

4.1.2 Planning and preparation

The Placement Learning team can support colleagues to ensure they are suitably prepared to support T-level learners, including relevant risk assessments, training and procedures required.

4.1.2.1 Plan the placement

The Placement Learning team will work collaboratively with all education providers to discuss how often the learner will attend, and the projects and tasks will be planned in line with T-level course objectives.

The education provider will work with the placement area to ensure clear responsibilities are identified and that health and safety, insurance and risk assessments are in place.

The placement provider is responsible for:

  • the placement provider is to identify who is to lead on supporting the learner and check that they are confident and competent
  • placement provider to Identify any equipment or support the learner may need, including information technology (IT) access
  • placement provider to liaise with the education provider on how leaners with additional needs or disabilities can be appropriately supported (reasonable adjustments or wellbeing passport)
  • the placement provider with work with the education provider to develop a suitable work plan to achieve learners’ performance outcomes
  • the placement provider with the education provider, agree joining instructions and expectations to be shared with the learner before the placement starts
  • placement provider to work collaboratively with the education provider to prepare induction

4.1.2.2 The Placement Learning team

The Placement Learning team will have oversight of any of the national legal and policy requirements with education providers, for example health and safety, safeguarding, employability insurance and communicate any changes.

4.1.3 During placements

When the learner is on placement, the placement provider will collaboratively with the school or college and assign a primary employee to track their progress against the performance outcomes, as well as a secondary employee in case of unexpected absence.

The education provider and Placement Learning team can be contacted for support or guidance should there be any questions or issues, including if the learner becomes abusive, un-cooperative or otherwise unprofessional.

Here is some guidance for the placement area:

  • take part in the learner local induction
  • support the learner to develop confidence in practical skills to do the job well, this could include training on specific processes, systems, and software
  • use planned and unplanned opportunities for learner to practice their skills and step out of their comfort zone
  • let them experience a variety of tasks, avoiding too much repetition
  • give regular positive and constructive feedback, so the student knows areas of development and areas they are excelling
  • contribute to progress reviews
  • placement area and Placement Learning team will liaise with the education provider about any successes or concerns, so they can provide any relevant support required
  • working hours between 8am and 5pm

4.1.4 Review and evaluation

The Placement Learning team will support on the evaluation of placements. They will support the placement area to:

  • help to review placements, improve, and develop the experience for T-level learners and to improve capacity of this pathway
  • contribute to the T-levels end of placement review, supporting you to give feedback and summarising the practical skills the learner has gained
  • encourage the learner to complete the feedback questionnaire. This questionnaire should be incorporated into your evaluation of the learner’s placement experience. This can be found in the T-level handbook

4.2 Legal compliance for industry placement

4.2.1 Health and safety

The placement area is responsible for the health and safety of learners whilst they are on an industry placement. It is their responsibility to provide a safe working environment, adequate induction, and suitable training to meet the Safe Learning Environment Charter (opens in new window).

  • Ensure all health and safety policies and procedures requirements are in place.
  • Ensure the working environment is appropriate for learners.
  • Ensure all learning opportunities are appropriate to the learner’s overall outcomes.

Education providers also have procedures and policies in place to ensure a duty of care for their Learners whilst on placement. They will visit settings where Learners are based during placements.

4.2.2 Risk assessment

The placement area must ensure that they have completed all relevant risk assessments regarding the appropriateness of the placement prior to industry placement commencing. Young people are likely to be new to the workplace, therefore are at more risk of injury, as they may be less aware of the risks.

They will often be vulnerable, as they may:

Complete a review of your current risk assessment for every new learner before they commence placement.

Further guidance can be found in the health and safety executive’s (HSE) young people and work experience guide (opens in new window) which covers employer responsibilities and is also relevant to industry placements.

4.2.3 Insurance

Unless the Industry learner acts beyond the remit they have been given, the trust already have up-to-date employer’s liability Insurance and public liability insurance, therefore we do not need additional cover. An updated copy of the trust’s insurance certificate is available by contacting the trust’s Health and Safety team or the Placement Learning team.

4.2.4 Safeguarding

The Disclosure and Barring Service (DBS) check is not required for colleagues supporting young people aged 16 to 17, except in certain circumstances which are detailed below.

Employers do not generally need to carry out a basic, standard or enhanced Disclosure and Barring Service (DBS) check on members of staff supervising young people aged 16 or 17. However, where a learner has a need to personal or health care due to a disability, the person providing that personal or health care may be required to obtain an enhanced DBS check.

An education provider may choose to ask a line manager or supervisors to undergo a basic DBS check if they feel this is necessary in situations such as:

  • where the learner may be vulnerable (additional needs, someone who is in care or has a care plan)
  • where the learner is likely to be regularly alone with the adult as part of their work
  • where the placement has a residential component

This is not a legal requirement but can be requested at the discretion of the education provider. The placement area has the right to refuse requests by the education provider to carry out checks for those supervising learners aged 16 to 17. For more information, visit the government’s disclosure and barring service (opens in new window).

A DBS is not usually required for learners because they must be supervised at all times, except in certain circumstances which are detailed below.

A learner may need an enhanced DBS check before starting an industry placement in certain sectors, for example, in the health care and early years sector where the employer would need to check that the learner is not barred from regulated activity relating to children or vulnerable adults.

As part of your risk assessment do consider how you can minimise those on T-Level placement coming into contact with a distressing situation. Some may have had experiences of ill or dying relatives and may be uncomfortable or upset with some of the patients’ stories. You will not be able to prevent this entirely, and so consider how you will support these learners, and pre-empt these possible circumstances.

Education providers are responsible for the safeguarding and welfare of learners on industry placements, but they need our cooperation.

The school or college will:

  • check that the workplace is safe for learners, they may do a site visit
  • be in regular contact with the placement area and the learner throughout the placement, to check that the learner feels safe
  • advise whether a Disclosure and Barring Service (DBS) check is needed on members of staff supervising learners
  • help you arrange DBS checks, they may also be able to help with the costs

4.2.5 The prevent initiative

Education providers have a legal duty to take steps to prevent learners being drawn into terrorism and reduce the possibility of radicalisation. This is done through the prevent initiative. They are responsible for doing this during placements and they need the placement area to cooperate.

The education provider will tell you:

  • how you and any colleagues involved in placements can become aware of the risks
  • how to report any concerns to them

All trust colleagues complete prevent e-learning every 3 years.

4.2.6 Equality

  • Employers and education providers must comply with their obligations under the Equality Act (2010).
  • Providers must make reasonable adjustments for disabled learners to enable them to commence and perform their industry placement without substantial disadvantage in comparison with learners who are not disabled.
  • Employers should consider the reasonable adjustments required for learners with special needs and disabilities.
  • Relevant information about a learner’s disability and needs should be shared by the provider with the employer with the learners’ consent.
  • The provider, employer and learner should discuss and arrange reasonable adjustments before the industry placement commences.

4.2.7 Data access and security

The trust’s normal data and cyber-security policies and procedures will apply to industry placement learners.

The trust is responsible for complying with data protection legislation if it handles personal data. This includes learners handling data on a placement.

The placement area will be supported by the education provider to consider how to:

  • balance the need to give learners a good range of tasks, while limiting access to data or secure areas
  • think about the risks of learners mishandling personal; data or confidential information, before giving them a task which includes this
  • give learners clear guidance and training on handling data or sensitive information

4.3 Guidance or principals for placement managers

4.3.1 Planning placements

The placement area will be required to provide placements which create opportunities for observational development, knowledge and experience and expose learners to the routines of the working environment. They will need to consider who will be responsible for providing support and guidance for learners.

Each T-Level includes an in-depth industry placement that lasts at least 45 days (315 hours) over two years. The trust will offer industry placement as a block, day release or a mix of these, in collaboration with the school or college they are working with.

To help us match suitable learners to a placement, the placement area will be asked some information on what experiences the learners could be exposed. Hours of working will be between the hours of 8am and 5pm depending on the requirements of the working area.

4.3.2 Managing placements

A strong relationship between learners and their nominated staff member are vital, ensuring they get the most out of their placement. Each learner will be allocated to a nominated staff member who will be assigned sufficient time in their schedule to coach them, provide regular feedback and be a point of contact for any concerns.

4.3.3 Supporting learners

The key principle for supporting learners during the placement should be to treat them as regular employees as far as possible, but recognise that, given their lack of maturity and work experience and that most learners will be completely new to the world of work, they might need some additional coaching and guidance.

A good local induction will help learners to settle into the working environment. Learners’ local induction should closely mirror those of permanent employees so they get a sense of what it would be like to be a new starter.

A local service induction checklist can be found in the corporate and local service induction policy. There is also a day 1 induction checklist available on the GOV.UK website available in the reference section.

During the placement, support could take many forms including providing opportunities for the learner:

  • to discuss their career aspirations and plans to realise their goals
  • to provide an insight into the careers of colleagues within the trust
  • to help them to prepare for interviews

You must also assign learners a nominated staff member to act as a role model within your service area so they can check the learners’ wellbeing on a regular basis.

Links to T-Level outline content for subjects which could be considered to be supported at the trust can be found in 4.4.1 links to T-Level outline content.

4.3.4 Regular feedback and exit Interviews

4.3.4.1 After the placement

At the end of the placement, the placement area will have an end of placement review with the learner and the education provider. Links to these documents titled end of placement review with the learner and end of placement review with the provider are available in the references section.

This is when the placement area can talk to the school or college about their experience with the learner and give them constructive feedback to help them reflect on their placement.

Within the T-Level handbook appendix H, learners are encouraged to keep a record of their learning and their progress to help them to consolidate their experience. A discussion which is offered during and at the end of the placement, also provides a more formal opportunity for the learner to provide final feedback and suggest how future placements could be improved. Within the T-Level handbook, there is also an exit questionnaire, which can be used to provide feedback.

4.3.5 What the learners gain from the placement

All learners will have been given an opportunity to gain experience of working within the trust as part of their T-Level placement. Although they are likely to have little or no work experience and they may have limited skills, we would expect them to be motivated and willing to learn. This may include the following:

  • to gain experience of going into a work environment and learning about the demands and etiquette involved in day-to-day work
  • to understand the needs of a fast-moving modern workplace
  • to build overall confidence, motivation, and wellbeing
  • to gain a better understanding of the job market so that they can make informed decisions when seeking employment
  • to help with applications for further training, apprenticeships, or employment

4.4 Links to other procedural documents

4.4.1 Links to T-Level summary, outline content and course specification

4.4.1.1 Business and administration
4.4.1.2 Digital
4.4.1.3 Health and science
4.4.1.3 Health and science

The full list of available T-Levels summary can be found at T-Level subjects (opens in new window).

The full list of available T-Levels outline content can be found at Institute for Apprenticeships (opens in new window).

5 Appendices

5.1 Appendix A Definition and explanations of terms used

Definitions
Term Definition
Work experiences This term refers to both work experience and work shadowing and is used as a descriptor for the whole opportunity. Work experience specifically refers to a short unpaid placement in the workplace for untrained (in that area of work) individuals to observe experience of practice (when appropriate).

An industry placement is different from work experience, work experience is typically shorter and usually involves a learner observing the workplace.
Education provider This is the local school of college providing further education, vocational courses via T-Level course
Learner, participant, or
individual		 The person undertaking the T-Level placement
Industry placement The trust is an industry placement provider. The trust will provide the environment and experiences learners require for the purposes of education and training to obtain the T-Level qualification.
Direct support and guidance The learner is at no point left on their own within the work environment. All observations will be undertaken with the relevant consent and risk assessments completed.
Placement support An employee who provides support and guidance of learners whilst on their T-Level placement are accountable for all actions made by the learner and for ensuring all necessary documentation is completed, and any learning objectives are identified.
Due regard Having due regard for advancing equality involves:

  • removing or minimising disadvantages suffered by people due to their protected characteristics
  • taking steps to meet the needs of people from protected groups where these are different from the needs of other people
  • encouraging people from protected groups to participate in public life or in other activities where their participation is disproportionately low

5.2 Appendix B Confirmation of T-Level placement

5.3 Appendix C Placement arrangement or contract

5.4 Appendix D Self declaration

5.5 Appendix E T-Level risk assessment

5.6 Appendix F T-Level handbook

5.7 Appendix G Exit questionnaire

5.8 Appendix H T-Level process flowchart

  1. The Placement Learning team (PLT) will collaborate with education providers offering T-Level pathways. The Placement team will advise how many learns can be supported for each T-Level pathway.
  2. The Placement team will attend T-Level events to inform potential learns of what the trust can offer within selected pathways.
  3. Agreement made with education provider. Selected learners will be informed of placement offer.
  4. The Placement team will deliver training to placement areas, point to risk assessments and associated policy or documents.
  5. The Placement team arrange learners agreement form, provide welcome and orientation, book necessary mandatory and statutory training (MAST), learner begins industry placement.
  6. The Placement team co-ordinate T-Level pathways for the following years intake, how many places available on each pathway within the trust.
  7. Repeat process from step 1.

6 References

Document control

  • Version: 1.
  • Unique reference number: 1105.
  • Approved by: Education and learning clinical leadership executive group.
  • Date approved: 7 October 2025.
  • Name of originator or author: Lead placement learning facilitator.
  • Name of responsible individual: Director for people and organisational development.
  • Date issued: 7 May 2025.
  • Review date: 31 May 2027.
  • Target audience: Trust wide.

Page last reviewed: May 07, 2025
Next review due: May 07, 2026

Problem with this page?

Please tell us about any problems you have found with this web page.

Report a problem