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:

Our Team

The full team involved in teaching and coaching for the Policy Apprenticeship.

Drew Lindon
Tutor, Skills Coach & Programme Lead

Andrew Wyatt

Andrew Wyatt

Vicky Lane
Tutor & Skills Coach

Catherine Baker

Catherine Baker
Tutor & Skills Coach

Richard Norris

Richard Norris
Skills Coach

Stanley Silva

Stanley Silva
Skills Coach

Alex Marshall
Skills Coach

Annabel Chow
Skills Coach

Nadine Jump
Progress Adviser

Jo Cowin

Jo Cowin
Progress Adviser

Jo Larkin

Jo Larkin
Progress Adviser

Bee Dalrymple
Progress Adviser

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 One File 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 training 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 Policy Officer apprenticeship, you will learn to demonstrate specific knowledge, skills and behaviours (KSBs).

The apprenticeship standard was revised in August 2022. Your KSBs will be different, depending on whether you started before or after that date.

For learners who started from August 2022

K1: The history, priorities, aims, issues, and risks associated with their policy area

K2: The wider organisational environment the policy area sits in and how policymaking typically operates within it

K3: The political, economic, social, technological, legal, and environmental factors that impact on the policy area and the opportunities and challenges they each present.

K4: The principles of project management tools and techniques and the importance of reviewing and maintaining plans.

K5: The importance of achieving value for money.

K6: The core stakeholders within the specific policy areas and how to engage with them.

K7: Communication techniques and approaches to interact with a range of key internal and external stakeholders

K8: Technology and software used to present data in agreed formats for publication

K9: Regulatory and legislative requirements such as data protection and confidentiality, which affect practical processes such as the handling and processing of data and its application.

K10: Policy implementation tools and processes to ensure delivery meets desired policy aims.

K11: Evaluation methods through which policy interventions can be reviewed and improved, including cost benefit analysis and impact assessments, and their advantages and disadvantages.

K12: The importance of horizon scanning for future changes and developments in relation to policy interpretation

K13: The value of a diversity of skills and expertise within teams, as well as an inclusive environment

K14: The organisation’s structure, strategy, and priorities of organisational leaders / decision makers, and how their role supports these.

K15: The purpose of engagement and consultation

K16: Different levels of engagement (from passive informing through to active coproduction with those impacted by policy interventions) and methods used to achieve engagement.

K17: The importance of monitoring and reviewing processes, including identifying and managing risks (e.g. operational, budgetary, reputational, legal).

K18: How to measure the success of a policy, including the use of measures for progress, success, and impact.

S1: Undertake research and data collection from a range of primary and secondary sources, to determine quality, accuracy, reliability, cognitive bias and trustworthiness of data sources

S2: Use analytical techniques on research and data, making use of stakeholder expertise in the policy area

S3: Demonstrate problem solving ability and evidence-based decision-making.

S4: Prepare documents and present findings, making use of evidence to underpin arguments.

S5: Adapt communication style to different audiences

S6: Apply project and risk management tools and techniques across the policy lifecycle.

S7: Manage conflicting priorities to ensure work is completed within deadlines and budgets, setting own milestones to manage workload.

S8: Manage joint work with other organisations through tasks such as creating reference documents, and records of policy decisions.

S9: Demonstrate networking and stakeholder management skills.

S10: Facilitate events such as conferences, forums, or roundtable discussions to discuss policy issues.

S11: Keep accurate records of relevant information such as key data, identified trends, critiques, commentary, media attention and topical issues.

S12: Evaluate data related to current and previous policy interventions.

S13: Work with specialists from outside of the policy function, for example specialists in research, communications, commercial, legal, and science.

S14: Looking beyond immediate role to larger trends which may impact on the relevant policy area, utilising big picture thinking to support organisational strategy.

S15: Support the development and delivery of materials and activities to train their team

B1: Seeks learning opportunities and continuous professional development.

B2: Works collaboratively with others.

B3: Role models ethical behaviour and practices.

B4: Works flexibly and adapts to different circumstances.

B5: Has accountability and ownership of their tasks and workload.

B6: Remains motivated and resilient under pressure.

For learners who started before August 2022

Policy Area

History of the policy area; policy aims, challenges and issues; how to engage relevant organisations; political context; relevant policy tests; legal implications; international aspects as applicable; consideration of sustainable development duties


Organisational structure; strategy; purpose; activities; aims; values; visions; structures; how to support and achieve these through own role

Political Environment

Government and Parliament – history, structure, relationship and responsibilities; electoral systems and processes; the British constitution and legislative processes; parliamentary committees; local government; public sector bodies; groups and movements influencing policy

Contextual Factors

Economic; social; technological; legal and environmental factors and the subsequent impact of these on policy; internal and external barriers that exist and how to overcome them

Programme and Project Management

Basic concepts, language and principles; importance of effective project management including delivering to plan, on time and in budget; advantages and disadvantages of different planning methods; importance of identifying risks and issues upfront; importance of continuously reviewing and updating plans

Commercial Awareness

The steps involved in making commercial decisions; organisational procurement processes; the requirement to achieve value for money; how to achieve best value; engaging customers and suppliers; elements of risk; financial and reputational implications

Consultation Process

Purpose of consultation; the importance of taking into account stakeholder and public views; engagement with local communities; consultation planning; timescales and deadlines; sample size and quality; advantages and disadvantages of different consultation methods; legal requirements

Policy Delivery

Policy aims and intended outcomes; what successful implementation looks like; basic delivery systems available; the delivery environment including other organisations involved; user-centred design; reputational risks and public perception; how to measure success of the policy

Evidence Gathering

Apply analytical techniques; make use of analytical support and key statistics related to policy area; work with experts outside of policy; apply the basics of economic appraisal; handle sensitive information securely

Evidence-based problem solving

Define the policy problem; demonstrate hypothesis-based thinking; seek advice from relevant experts; make decisions based on sound reasoning and evidence previously gathered; know when to escalate issues


Use research and trials to inform policy; consider evaluations of previous policies; read graphs and tables; understand simple descriptive statistics; consider advantages and disadvantages of evaluation methods including validity and reliability

Presentation Skills

Select and present information in a clear and effective manner; present information according to the audience; use correct grammar and punctuation; structure work in a logical order; write accurately, briefly and clearly; speak confidently and coherently; plan for and be able to answer questions

Communicating with Influence

Communicate confidently; be personable; ask insightful questions; recognise levels of authority; be able to influence others; be able to negotiate effectively and respectfully; confidently represent your organisation; recognise importance of objectivity and impartiality in policy-making

Time Management

Identify risks and issues; monitor progress of actions; demonstrate effective use of resources; manage conflicting priorities and pressures; work to agreed deadlines and timescales; dedicate time to specific activities

Continuous Learning and Agility

Takes responsibility for self-development; reflects on lessons learned and feedback to improve performance; champions continuous improvement; seeks out opportunities to improve ways of working; looks to create effective change

Big Picture Thinking

Takes an active interest in understanding organisational priorities and strategy; looks beyond the immediate role; keeps abreast of wider issues which may impact on policy area; keeps a clear focus on the overall policy aim

Looking to the future

Is mindful of future trends and influences; considers potential risks and opportunities and adapts working style accordingly; anticipates how the future can support actions in the present; considers multiple possible outcomes

Working Collaboratively

Shows consideration for others; seeks to develop trusting and effective relationships; shares knowledge; encourages collaboration; is a team player; promotes diversity; listens to others; appreciates different perspectives and respects alternative opinions


Is proactive; has a ‘can do’ attitude; is open to receiving feedback from others; is tenacious and remains motivated under pressure; deals positively with setbacks


Reflects on own performance and feedback from others; is mindful of the impact of own actions on others; adapts style to suit circumstances; understands limitations of own knowledge and uses networks to inform own work

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.

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.

Functional Skills

Each Apprenticeship standard requires you to hold a certificate to at least a Level 2 in Math and English. If you do not have copies of your certificates, or if they are not held on the learner record service, then you will need to undertake the Functional Skills course.

Completing Your Apprenticeship

End Point Assessment (EPA) is the process at the end of your programme for you to 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.

Safeguarding, Prevent, Welfare & British Values

Paula Wakelin
Paula WakelinSafeguarding & Prevent Officer
There is nothing more important than keeping you safe. If you or someone you know is at risk, click on the button below to raise your concerns.
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.

There is a code of conduct which applies to you and all learners on our programmes. This lays out the expectations for your behaviour whilst on the apprenticeship.