The broad purpose of this 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.
The broad purpose of this 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. This occupation is found in private, public and third sector national and multinational organisations.
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.
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.
Job Roles suitable for this qualification
Examples of job roles this qualification is suitable for but not limited to are:
Business Coach
Coach
Career Coach
Coaching Practitioner
Coaching Professional
Leadership Coach
Performance Coach
Sustainability Coach
Systemic Coach
Team Coach
Wellbeing Coach
Entry Requirements
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment.
For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3.
A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
Duration
The qualification usually takes around 14 months (excl. 3 months EPA period). However, it is possible to complete earlier depending on the existing achievements and individual circumstances.
This can be discussed with your tutor. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.
Learning Outcomes
Level 5 Coaching Professional Apprenticeship Standard
Level 2 Functional Skills in English (if not exempt)
Level 2 Functional Skills in maths (if not exempt)
Assessment Gateway
Before the apprentice is adjudged ready to undertake the end-point assessment by their employer and training provider, they will need to:
Receive confirmation from the employer that the apprentice is deemed to be working at or above the level set out in the apprenticeship standard and ready to undertake the EPA
Confirm that they are ready to take the EPA
Achieve Level 2 in English and maths Functional Skills (if not exempt)
Submit a portfolio of evidence to support the interview
The purpose of the end-point assessment is to test (in a synoptic way) the knowledge, skills and behaviours of the apprentice as set out in the apprenticeship standard.
The end-point assessment:
provides apprentices with a showcase opportunity to provide oral and documentary evidence of their knowledge, skills and behaviours developed throughout the apprenticeship.
enables the independent assessor to assess the skills and behaviours of the apprentice by observing the apprentice in the course of their normal work.
tests the knowledge acquired by the apprentice throughout the apprenticeship.
End-Point Assessment
An end-point assessment will be conducted by an approved independent End-Point Assessment Organisation (EPAO) listed on the Apprenticeship Provider and Assessment Register (APAR).
The end-point assessment will comprise three assessments. All assessments must be individually passed for the apprentice to be deemed competent:
Observation with Questions and Answers:
The apprentice will be observed by an independent assessor completing work in the normal workplace, demonstrating the KSBs assigned to this assessment method. The observation lasts for 2 hours and 20 minutes, followed by a 20-minute question and answer session.
Grading for Observation with Questions and Answers: Pass/Distinction
Interview supported by a Portfolio of Evidence:
The independent assessor conducts a 60-minute interview with the apprentice to draw out the best of the apprentice’s competence and excellence and cover the KSBs assigned to this assessment method. The apprentice is allowed to refer to their portfolio of evidence during the interview to support their responses.
Grading for Interview supported by a Portfolio of Evidence: Pass/Distinction
Knowledge Test:
The knowledge test is a 90-minute test consisting of 40 multiple-choice questions, 10 of which will be based on two true-to-life management scenarios.
Grading for Knowledge Test: Pass/Distinction
Overall apprenticeship standard grade: Pass/Distinction
Professional Recognition
This standard aligns with the following professional recognition:
The European Mentoring and Coaching Council for Accredited Coaching Practitioner
The Association for Coaching for Accredited Coach
The International Coach Federation for Associate Certified Coach
At Pier Training we hold learner and employer at the heart of everything we do. Our staff are fully qualified and have a wealth of direct experience of the industry sector they deal with. They deliver the training in the workplace to match the working time of employees including shift patterns to avoid disruption to business output.
With a philosophy based on assurance of quality, our aim is to be recognised as one of the national forerunners in training and development, for clients in the private and public sectors. We continue to make strides in the journey towards this goal.
We are passionate about the development of both individuals and organisations. We pride ourselves in delivering quality development solutions and support that add measurable value for organisations.
Our Vision:
Our vision is to be a provider of high-quality training which makes a positive impact on apprentices’ lives and the lives of those around them. We want to ensure the career and academic progression of our apprentices in their respective professions. Our vision is to be a chosen provider of training for employers and be recognised by regulatory bodies as an ‘outstanding’ training provider with quality at the heart of everything we do.
This vision is reinforced in the work our team performs in delivering innovative and quality teaching and learning for our apprentices. The workforce we train and develop will need to be the future industry drivers of the social and economic fabric of the country.
Our Mission:
Our mission is to help apprentices realise their potential by making training an inclusive and enjoyable journey where they can start to differentiate their yesterday from today and make their future look even better.
Our Values:
Passion and dedication are embedded in our business culture; we take pride in the training we deliver, which adds measurable value to our clients’ businesses. The passion and dedication are evident through all levels in the business from team members to the senior leaders.
Integrity and honesty are an essential part of our business; every member of our team works hard to ensure we deliver on our promises. We have maintained long-term relationships due to meeting and exceeding clients’ expectations.
Ethos based on quality is at the heart of everything we do. We strive for excellence and our learners are stretched and challenged in their respective learning journey.
Reward and recognition encourage productivity. We at Pier Training recognise our staff and learners for the work they do.
Strategic aims
We support apprentices at different levels with varied abilities and prior skill sets. Our programmes are designed in a way that they support employers’ collective goals, thereby providing a bespoke training option for the individual apprentice. We recognise that not all apprentices progress at the same pace and some require additional support. Our teaching methods incorporate a solution for all capabilities.
We strongly believe in working in partnership with our customers; therefore, our business development team is supported by the curriculum design team in understanding the core staff upskilling requirements of the customers.
Training programmes are designed to incorporate customers’ wider business priorities. We will continue to develop our partnership working with all current and prospective customers. We set our clear expectations from all stakeholders right from the onset which help us to achieve desired results.
We support our staff in helping them support our apprentices. We go through a rigorous recruitment process to ensure we recruit staff members with the appropriate skill set. We also continue to support them throughout their employment journey through various standardisation processes and continuous professional development training programmes.
Majority of our apprentices are now completing their End Point Assessments with distinctions. We would like to continue to develop our training provision to maintain these results across all programmes.
We strive to achieve higher retention rates for apprenticeship delivery. Our current Qualification Achievement Rate is 83.3% across all programmes, this is much higher than the national average. Our strategy is to never give up and continue to find innovative ways to help apprentices complete their learning milestones.
The business continues to diversify its revenue stream by developing commercial training programmes offered to our customers. Our aim has always been to provide a baseline start for our apprentices, who are not ready to embark on an apprenticeship journey, by delivering sector-specific minimum standards training.
We are also working on promoting apprenticeships with the 16-18 age group. Our aim is to support individuals who are part of the disadvantaged group. The strategy is to support and develop individuals bottom up, thereby giving employers a long-term solution to their staff recruitment challenges.
We believe in doing things even better. To achieve this strategic aim, we have appointed a highly qualified External Governor who shares her extensive experience gained within the Further Education sector providing constructive critical feedback and suggestions for improvement.
The business has invested time and resources during the latter part of 2018 in sourcing the best digital platform to develop its remote learning capabilities. The strategy has helped the business to maintain continuity of training delivery during the Covid-19 pandemic. The blended learning approach continues to develop the IT learning capabilities of our apprentices and we will continue to develop in this area.
Our qualifications are designed to allow learners to understand the role of a mentor and be aware of the skills needed to become an effective mentor. Entry to level 1, 2 and level 3.
The role of the Apprenticeship Workplace Mentor is crucial to the success of the apprentice. This course is designed to provide a broad range of tools to support you in your role as an apprenticeship mentor.
The ILM Level 5 Certificate in Coaching and Mentoring is designed for managers with a wider responsibility for coaching and mentoring new and newly promoted employees, especially junior managers, to enable them to perform to their full potential.
will learn when to use coaching as a development tool, how to begin coaching, how to conduct coaching conversations and how to bring the coaching to an end.
This module focuses on mentoring and coaching in relation to the purposes, context, processes, skills and impact on the clinical learning environment.
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