During your programme

These web pages aim to provide a handy access point for information that you will need during your apprenticeship programme.

On this page:

View Learner Handbook

Your HCIS team

Kim Watts

Kim Watts
Tutor & Coach

Email
Gerrard Abi-Aad

Gerrard Abi-Aad
Tutor & Coach

Email

Edelweiss Arnold
Tutor 

Email

Tim Howe
Skills Coach

Email
Lauren Wiggins

Lauren Wiggins
Skills Coach

Email
Photo of Duncan Sleeman

Duncan Sleeman
Skills Coach

Email
Iain Pickles

Iain Pickles
Progress Advisor

Email

Explaining the roles

There are three key roles in the team which will support your apprenticeship. Some members of staff cover more than one of these.

Your tutor will lead you through your workshops or seminars and deliver a large proportion of the knowledge elements of your apprenticeship with you.

Your coach will meet with you each month to help develop and evidence your skills and behaviours within the workplace. Your line manager will attend part of this session. They will help you gather evidence to demonstrate your overall competency.

Your learner progress adviser will help provide additional support where needed and monitor your progress. You will meet with them, and your line manager, every three months.

Your e-portfolio: OneFile

We use OneFile as our e-portfolio system. This is where your assignments will be set, you will submit your work and you will log your off-the-job training.

Your regular reviews will be stored on here as will some resources for your course. You will complete a learning journal, be able to monitor your progress towards your Knowledge, Skills and Behaviours and refer to your workplace development plan.

Our training video covers all the key features of OneFile you need to know. Visit the Support and FAQs page if you have questions or issues.

Knowledge, Skills and Behaviours

During your Health & Care Intelligence Specialist apprenticeship you will learn to demonstrate the following knowledge, skills and behaviours.

  • K1: The application of advanced level applied statistics, epidemiology and analysis.

    K2: The statistical, epidemiological, social and scientific concepts underpinning the interpretation of health data to produce intelligence and the impact of these on both people and organisations.

    K3: The strengths and weaknesses of statistical and epidemiological methods, analytical tools and approaches.

    K4: The principles of developing data-driven models to understand activity, financial impact or outcomes.

    K5: Economic forecasting, economic evaluation and scenario modelling of population health needs, resource and the rationale for longer-term investment in health and care delivery.

    K6: A wide range of health and care data sources (e.g. demographic, health, social care, economic, finance, local and national NHS and other relevant data sources) and their relative strengths, weaknesses and uses.

    K7: Clinical terminologies in common use across the health and care sector.

    K8: Health and care data standards, the Data Dictionary, and data flows across the NHS and social care system; including the latest developments in these areas.

    K9: The design principles, and technical aspects of, systems for the input, storage and dissemination of health and care statistical and epidemiological information.

    K10: Health and care systems and processes, operational structures and patient pathways (e.g. hospital activity systems).

    K11: The context of NHS, central and local government intelligence, including organisational structures and responsibilities, planning cycles, common policy issues, purpose of different types of quantitative assessments, audits and plans.

    K12: The major factors influencing health needs and inequalities, including health behaviours and the wider determinants of health.

    K13: The principles of using effective written and oral communications to influence others.

    K14: The information needs of decision-makers (e.g. in the NHS, central and local government) and how they use information to support decision-making and how the publication of health information may impact the wider population.

    K15: The key principles of partnership working, the basics of negotiation and different organisational cultures.

    K16: Sources of evidence and examples of best practice and how to access them.

    K17: Key techniques for assessing evidence and examples of best practice (e.g. critical appraisal, systematic reviews, meta-analysis and economic evaluation).

    K18: The requirements for responsible, legal and ethical access and use of health and care data, including data protection considerations, protection of identifiable personal healthcare data, and understanding and consideration of the risks of statistical disclosure issues especially when presenting and publishing health information.

    K19: The legal implications of sharing data and data linkage across organisations and the associated requirements, such as data sharing agreements and data mapping audits.

    K20: The role of effective leadership in an organisation and how leadership differs from management.

    K21: The role of the analytical function within an organisational structure and the strengths and weaknesses of different models for organising analytical teams.

    K22: Organisational theory and behaviour and theories of organisational change.

    K23: The processes by which resources are effectively managed, including how to analyse and interpret budget reports, how costs for services are calculated, and how to prepare simple financial statements.

    K24: The principles of effective project management and commonly used project management approaches.

    K25: How adults learn and how to design effective training in areas of healthcare analysis and intelligence.

    K26: How to identify gaps in the knowledge and skills required to fulfil analytical and intelligence roles in the health and care system.

    K27: Coaching and mentoring techniques to support the effective learning and development of others.

    K28: The importance of continuing professional development and how to maintain specialist knowledge and practice in an ever transforming environment.

    K29: The key issues to be considered when balancing patient’s rights versus the public interest, including the acceptability of access to NHS data by different public and private agencies, and how this is discussed in the public domain.

    K30: Local child and adult protection procedures and who to contact for further advice.

  • S1: Collect data by utilising a variety of tools (e.g. databases, software systems, APIs, digital devices).

    S2: Extract, import, clean, and manipulate a wide range of quantitative and qualitative data.

    S3: Undertake advanced statistical and epidemiological analysis.

    S4: Interpret and present advanced statistical and epidemiological analyses being mindful of the risks associated with presenting and publishing health information.

    S5: Undertake linkage of health and care data accurately and in accordance with the relevant information governance requirements.

    S6: Design and specify data flows, collection, storage and collation mechanisms for both qualitative and quantitative data.

    S7: Develop data visualisations appropriate for a range of audiences and contexts using a variety of analytical tools including statistical programming software and industry standard packages (e.g. R, Tableau, PowerBI).

    S8: Professionally interpret and present health and care intelligence analyses and recommendations in a well structured report.

    S9: Formulate analysis questions and hypotheses which are answerable given the data available.

    S10: Investigate patterns and variations in determinants, diseases, and other factors affecting health and care outcomes.

    S11: Design and undertake surveys, audits or research (e.g. to investigate patterns of disease or support service development).

    S12: Review, and critically appraise evidence and research including survey design and analysis. Summarise and disseminate relevant literature.

    S13: Work with users of information to clarify their information needs, focusing on understanding the problem to solve or decision to inform, and tailor reports and presentations accordingly.

    S14: Provide advice and guidance to internal and external stakeholders at all organisational levels, on data collection, analysis and interpretation.

    S15: Develop and deliver management/Board level presentations which influence senior decision makers, both non-technical and technical.

    S16: Communicate sensitively, accurately and appropriately to audiences from technical and non-technical backgrounds.

    S17: Comply with, implement and advise on local and national data protection and confidentiality legislation, policies, procedures and any other relevant legal frameworks.

    S18: Demonstrate effective leadership and change management skills to influence the use of analysis within an organisation, managing analytical teams and adhering to the principles of continuous improvement.

    S19: Evaluate the significance of human factors in the effective development and implementation of organisational strategies for collection, analysis and use of data.

    S20: Develop and communicate a vision of how data, intelligence and evidence can be used to influence and improve decision making in an organisation.

    S21: Develop effective partnership working arrangements with a range of colleagues across departments and organisations, in particular the public sector and voluntary sectors and academia.

    S22: Manage the resources of an analytical team, including staff and budget management.

    S23: Support the professional development of others in the health and care system.

    S24: Design and deliver effective training and evaluate its impact.

    S25: Apply a range of coaching interventions and techniques relevant to the health and care system, selecting the most appropriate method to meet the needs of an individual or group.

    S26: Determine when mentoring is appropriate for others in the health and care system and either act in a mentoring capacity or identify the appropriate individual(s) to act as mentors.

    S27: Develop, maintain and enhance activity and financial and outcomes models, sense checking and refining the model based on various scenarios and advising on the best option for planning future activity and income or expenditure.

    S28: Apply a range of project management techniques to lead and / or manage complex health and care intelligence projects.

    S29: Protect and safeguard vulnerable people and promote the welfare of children, young people and vulnerable adults.

    S30: Apply economic principles and tools to calculate value for money by determining costs, benefits and return on investment of interventions and services.

  • B1: Treat people with dignity, and respect diversity, beliefs and culture.

    B2: Act with integrity with respect to ethical, legal and regulatory frameworks ensuring the protection of personal data, safety and security.

    B3: Be customer focused both within own organisation and with external stakeholders.

    B4: Be self-directed in learning and reflection to constantly improve and work towards evidence-based best practice.

    B5: Be adaptable, reliable and consistent, demonstrating discretion, resilience, self-awareness and team working.

    B6: Act as a role model to peers and demonstrate leadership.

    B7: Constructively challenge inappropriate behaviour and use of information when necessary.

Occupation duties

During your Health & Care Intelligence Specialist apprenticeship you will need to evidence Duties 1-16 at least once.

Lead on the linking, analysis and interpretation of complex health, care and population data* using the most appropriate specialist health analytical, epidemiological and biostatistical techniques; and draw meaningful conclusions to understand the factors that influence population health, inequalities and the planning and delivery of health and care services. Specialist health analytical techniques may include the use of modelling and forecasting. *Examples of complex data include Hospital Episode Statistics, Read coded primary care data and global burden of disease data.

Lead, or advise expert colleagues, on the design requirements of the most appropriate information systems for holding, linking and analysis of sensitive health and care data and for population health surveillance. This may include advising on the ability of clinical information systems to facilitate secondary analysis of data.

Lead the interpretation and presentation of health and care intelligence outputs to a variety of technical and non-technical audiences, including senior decision makers in the NHS and local government. This is likely to include the use of interactive visualisation tools and other related software.

Lead and facilitate the transfer of highly complex health and care knowledge using evidence-based knowledge translation frameworks to policy and decision makers.

Lead or advise on the investigation of patterns and variations in determinants, diseases, conditions influencing health and care outcomes and service evaluations. This will require the use of appropriate study designs and methodologies and appropriate liaison with specialist agencies.

Lead the design and implementation of health and care surveys, disease surveillance tools and instruments, and service evaluation tools.

Search for and critically appraise relevant evidence and scientific research on health and care intelligence, health determinants and interventions to improve population health or the delivery of care. Formulate specific recommendations based on the interpretation of both data and the appraised evidence

Lead the establishment and development of excellent working relationships with health and care system partners, colleagues and the wider team. System partners are likely to be wide ranging and could include health and wellbeing boards, academics, private and third sector organisations as well as NHS and other public services.

Lead the delivery of multiple complex health and care intelligence projects, reviewing and adjusting priorities to meet changing organisational needs.

Lead or advise on compliance with health and care information governance standards and legislation and ensure the team and organisation are adhering to other relevant legislation, policies, procedures with respect to the handling of patient confidential data and information. This may also require seeking ethics or research governance approval when relevant.

Contribute expertise to the preparation of technical documents such as analytical reports, national and organisational policy documents, audits and performance reports.

Provide professional leadership for health and care intelligence, embedding and shaping an evidence-led culture and influencing organisational strategy and the organisation or structure of health and care analytical teams including making the case for appropriate resourcing and development of analytical functions and systems.

Manage a health and care intelligence team and its associated resources, including allocation of work, supervision of team members, offering advice and providing specialist on the job support where required.

Develop the analytical and the health and care intelligence skills and knowledge of others (including non-technical staff) in the health and care system through demonstration and promotion of best practice, effective coaching, mentoring, teaching and training.

Identify and implement change management initiatives to meet technical and organisational requirements, ensuring that the delivery of health and care intelligence is not compromised.

Make the economic case for investment in, and delivery of, health and care services within the context of organisational budgets and targets, always considering the wider financial implications in the local health and care economy.

Off-the-job training

You will need to dedicate around 20% of your working hours to your learning and development, which equates to around one day a week.

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How can I evidence my learning?

Your coach and tutor will work with you to best gather evidence of your training. This can take various forms.

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Functional skills

Apprentices aged 16-18 at the start of the apprenticeship need a level 2 qualifications in both English and maths to complete the course. If you can provide evidence of GCSEs at A*-C or 4-9 (or equivalent eligible qualifications) you will be exempt. Otherwise, you will need to complete a functional skills qualification. Apprentices aged 19 and over without level 2 English and/or maths can choose to study functional skills level 2.

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Helpful tips, tricks & techniques

We’ve compiled resources to supercharge your apprenticeship journey. Delve into our “Helpful Tips, Tricks & Techniques” guide, covering everything from polished business documents to expert minute-taking. Level up your skills for ensure your success.

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Completing your apprenticeship

At the end of your programme, you will complete an apprenticeship assessment. This is when you demonstrate to a third party assessor that you have acquired the knowledge, skills and behaviours set out in the apprenticeship standard. This will only happen once yourself, your line manager and Skills Coach have agreed that you are ready.

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Safeguarding, Prevent, welfare and british values

Paula Wakelin
Paula WakelinSafeguarding & Prevent Officer

There is nothing more important than keeping you safe. If you feel you need to raise a concern about any Safeguarding matter, contact your organisation’s Safeguarding Team, or the JGA Safeguarding team at safeguarding@jga-group.co.uk.

We are committed to working together to create a fantastic learning and work experience and to ensure the highest levels of safety and wellbeing. Expand the toggles to learn more about key support topics.

We are strongly committed to practices that protect you from the risk of abuse, neglect or significant harm. Our staff recognise and accept their responsibility to develop an awareness of the risks and issues involved in safeguarding. All staff and learners should have zero tolerance for abuse, bullying, neglect and violence.

Prevent is about safeguarding people and communities from the threat of terrorism. At the heart of Prevent is safeguarding children and adults and providing early intervention to protect and divert people away from being drawn into terrorist activity.

We provide expert support to help you on your apprenticeship journey. This includes mental health and neurodiversity, careers guidance and academic and financial challenges.

We want to help you achieve your full potential. We offer careers consultancy to ensure you have impartial and constructive information and guidance to help you decide and then to action your career decisions.

We aim to create an equal, diverse, inclusive and respectful culture. All of us contribute towards this culture through our actions and words. JGA aims to address any barriers to equality in our systems, policies and decision making as well as in our behaviour and ways of working.

The Fundamental British Values underpin what it is to be a citizen in a modern and diverse United Kingdom, valuing our community and celebrating diversity.