Supporting T Level industry placement students under the age of 18

BHRUT’s previous work experience policy did not support T Level industry placements. The new policy, implemented with the introduction of industry placements, prioritises equity of access and explicitly references T Level industry placements. It equips colleagues across various departments with the tools to confidently make decisions about inviting students, including those under 18, into the workplace and making informed, risk assessed decisions about suitable areas for students. 

The work experience policy asks managers to consider their local risk assessments, that happen already in each area, supported by a risk assessment co-developed with the Early Careers Team that explicitly focuses on students. This approach helps determine whether students can undertake an industry placement. The policy has been enormously successful in the trust, enabling placements for Health, Healthcare Science (final cohort September 2025) and Business T Level students in areas as varied as dementia wards, oncology and the emergency department. 

When the new work experience policy was shared with colleagues for feedback, there was some concern about sixteen-year-olds in certain settings. It was explained that the purpose of the revised policy is not to encourage a simple yes or no answer to every placement but to promote reflection on the suitability and risk of hosting students.

An example of this in action is in midwifery, where colleagues had deemed it inappropriate, via their risk assessments, to have students present in the delivery room unless they were over 18. Previously this would have stopped consideration and discussion for any placement activity. However, with the new focus on evaluating opportunities by year group, a solution was found. Local risk assessments with the maternity service found that other maternity environments such as clinic settings for antenatal and postnatal care would be suitable and therefore industry placements could proceed in those areas. 

The risk assessments ask relevant questions that help define suitability, such as likelihood of witnessing difficult situations, how to ensure students are aware of what the industry placement involves and support available to students. These questions have led to certain informed limitations, within adult emergency departments, as per the example above, given the higher likelihood of unpredictable situations in comparison with other areas. 

The successful implementation of the new policy, and the focus on reframing access for students by year group has facilitated a rapid expansion of industry placement opportunities. Prior to the introduction of the policy the trust had seven students on placement, whereas an additional forty have been added since its implementation. The trust intends to offer sixty placements annually from the 25/26 academic year. The introduction of industry placements forms part of a wider increase from approximately 60 work experience participants in the financial year 2022-2023 to 161 participants in 2024-2025. 

At SPFT, T Level industry placements form a dedicated section of the trust’s wider work experience policy. They are noted as being a possibility for young people who have done other forms of work experience in the trust but also sharing similarities with wider work experience programmes. 

While the policy outlines a similar process for all covered groups, it specifies additional restrictions for learners under 18. This includes restrictions to where they can work, such as avoiding areas where they might be left alone or exposed to potentially distressing activities. As with BHRUT, the risk assessment process is detailed, with a focus on ensuring any tasks required are not beyond the young person’s physiological or physical capabilities. Providers are also required to be informed of any significant risks that are identified as part of the risk assessment process as well as the measures that will mitigate this risk during industry placement. 

The policy at SPFT outlines the application process for T Level industry placements, including specific requirements for young learners.  Students must attend introductory teaching sessions; complete an interview and work with their provider to ensure they have the correct documentation. Required documents include: 

• placement confirmation
• risk assessment
• e-learning module details
• completed health questionnaire. 

For students under 18, a signed parental or guardian approval form is mandatory.

The policy also outlines key features of industry placements, including the expectation that students live within the catchment area and attend a partner college. The trust was keen to include a brief definition of T Levels and industry placements to raise awareness of the qualification. While there is a dedicated section for industry placements, students must also follow general policy on dress code, ID, confidentiality and access to medical records.

The policy also clarifies insurance coverage to reassure ward managers considering hosing placements. 

The implementation of this policy has enabled the introduction of T Level industry placements across the trust, including in rehabilitation units and learning disability community teams. It has also supported student-led team projects, where learners can research the interaction between physical health and mental health. The project developed their research, presentation and communication skills.

The trusts felt that students in their first year of the T Level would benefit from a more structured approach in their first year of study, to help them explore career options before choosing an industry placement in their second year. Placements are weighted towards the second year to allow more hands-on learning, with the first year being approximately twenty per cent of their placements. This also ensures their clinical knowledge is fresh for when the students move onto their next steps. 

It was agreed that RCHT would offer industry placements to first year students, beginning with two days of work taster activities. The first day introduces the NHS and includes hands-on clinical practice to support academic learning. This is followed by a career awareness day, featuring professionals from both trusts and the ambulance service sharing insights into their roles. All students, regardless of provider, are invited to participate. 

Both trusts are involved in the interview process, with students then spending time on rotational placement in RCHT for the remainder of their first year of study, observing a range of clinical areas such as paediatrics, maternity, podiatry or with dietitians. An observational placement in their first year is designed to give students time to understand the workplace and engage with staff without the pressure to participate immediately. They can also use this time to develop their understanding of important soft skills such as communication, teamwork and professionalism. This approach benefits the trust by allowing time to deliver essential training before year two and give students space to reflect on whether the environment is right for them. 

In the second year, students can then choose to continue their placement at RCHT or change to CPFT if they have an interest in mental health or learning disability. In the second-year students will spend extended time in one placement area per term, rotating through three different areas over the year. Placements are structured as six-hour shifts on two days per week over six weeks. A six-hour shift was chosen to align with college bus schedules, supporting attendance in a rural area where public transport can be unreliable. 

By the end of their industry placement students should be equipped to transition smoothly into healthcare support roles, either by interviewing directly or joining the flexi-team to continue developing their skills alongside higher education. Upon turning 18, placement students can join the flexi-team, with their shift hours counting toward placement requirements. To support the wider talent pipeline, students are also informed of apprenticeship opportunities, with applications accepted based on predicted grades, even before course completion.

The trusts have developed a standardised charter of behaviour which supports setting expectations with the students and reassures areas that students understand their responsibilities. This charter includes an expectation of high attendance and provides guidance on how area managers can escalate low attendance, whilst still allowing for unforeseen events such as illness or family emergencies. Students in both years are supported pastorally by a healthcare support worker with a specific remit for this in their role, as well as the wider education team in both trusts.