Education Commissioning for Quality: An SHA perspective

1. Education Commissioning for Quality:An SHA perspective Adam J Turner Education Development Manager NHS West Midlands Lisa Bayliss-Pratt Education Lead NHS West Midlands

2. Aims

3. What is ECQ? • Department of Health Policy (Jan 2010) • Commissioning, Contract Management and Quality Monitoring Process for Education Providers (e.g. University) Non-Medical Education and Training (NMET) contracts • Allows us to: • Find innovation and notable practice to share • Find challenges, identify solutions and performance manage these with Education Providers

4. What makes ECQ Different? • RAG rating of: • Each commissioned education programme • Education provider improvement action plans • Education Provider funding linked to quality • Bringing together different contractual processes: • LDAs with NHS Trusts • Education Contracts with Education Providers

5. Overview of ECQ Process Placement Provider (i.e. NHS Trust) Self Assessment against ECQ Quality Standards Education Provider (i.e. University) Self Assessment against ECQ Quality Standards • Panel Members: • Lay Chairs • Clinical Externality • Workforce Specialists • Quality and commissioning specialists Analysis of Information using Review Panels Monitoring of Action Plan Audit at Education Providers (Annual Review) Development of Findings Report and RAG Ratings Payments linked to Quality Education Provider Improvement Action Plan

6. Outcome of ECQ 2010-11 Pilot: HEI RAG Rating Summaries for Education Programmes

7. Outcome of ECQ 2010-11 Pilot: HEI RAG Rating Summaries for Action Plan Achievement

8. Outcome of ECQ 2010-11 Pilot: HEI Quality Premium Payment Summary

9. Outcome of ECQ 2010-11 Pilot:Innovation and Notable Practice – Yearly Report www.westmidlands.nhs.uk/MultiProfessionalWorkforce/EducationDevelopmentQualityandResearch.aspx

10. Evaluation of ECQ Pilot:Areas that Worked Well • Engagement and Partnership Working (Brings Change): • Overarching process and transparency • Engagement, communication, collaboration and support from NHSWM Education Development Team • ECQ stakeholder engagement events • Use of Externality(lay and clinical externality) on review panels • RAG ratings of programmes and action plans

11. Evaluation of ECQ Pilot:Future Challenges • Increase Confidence of Triangulation of Data: • Increase student feedback (e.g. Questionnaire / whistle blowing email / graduate survey) • Increase employer feedback (e.g. Employer questionnaire / overview of partnership working in self assessment) • Establishing saturation of data – when do we know this is the truth? • Establishing data sets to trigger further investigation (e.g. Annual Monitoring Reports by professional bodies)

12. Evaluation of ECQ Pilot:Future Challenges • Quality is a Perception - Tensions: • Service user perceptions of quality... • “a student reported I was left on my own....” • e.g. Professional body requirements, vs. Education commissioner requirements • e.g. Programme meets professional body standards, however attrition is high

13. Evaluation of ECQ Pilot:Future Challenges • Partnership Dynamics • 50% Education in Practice, 50% Education Theory... • Evaluation demonstrated lack of synergy between stakeholders in some areas

14. Enhancing Partnership Dynamics: Education and Practice Partnership Agreement What was the gap? • Historic multi-professional gap between Education Providers, Placement Providers and Undergraduate Medical and Dental Schools Contractual Relationships: • Learning and Development Agreements (LDA) between NHSWM and Placement Providers • National Contracts between NHSWM and Higher Education Institutions (Education Providers) What we did: • Large multi-professional stakeholders groups from Placement, HEIs and SHA were involved with the development of EPPA document and pledges

15. Placement Providers i.e. NHS Trust Education Providers i.e. HEI Commissioner i.e. NHS West Midlands SHA National Contract EPPA and the 3 Key Stakeholder Groups EPPA Learning & Development Agreement

16. Core EPPA Principles

17. Turning Principles into Pledges • The pledges... • Reflect a common understandingof how our relationshipsfunction • Capture the key roles and responsibilities of all partners in relation to each specific area • Represent a commitment by all • Have been agreed by all partners equally • Aspirationalandnot legally binding

18. 1. Curriculum Development and Design Pledge

19. The Future of Education and Training?

20. The Future... What we know: • DH consultation Liberating the NHS: Developing the Healthcare Workforce (DEC 2010) sets out proposals to change the way the healthcare sector plans, trains and develops its workforce • It proposes the introduction of Provider Skills Networks (PSN)

21. The Future... Current knowledge to date: Providers need to form PSN as a legal body that will among other functions: • Manage and coordinate workforce plans for their health economy • Consult with communities to develop a local skills and development strategy • old and allocate funds • Commission/monitor/performance manage contracts for the provision of education and training (E&T) while quality assuring E&T standards and value for money

22. The Future... Current knowledge to date: Key national design principles require PSN to be: • Provider and employerdriven • Multi professional • Able to evidence strong clinical and professional engagement and partnerships with Higher Education Institutions

23. The Future... Current knowledge to date: DH propose a new national leadership body – Health Education England (HEE) which will be a statutory body and special health authority to support: • National leadership on workforce planning and development • Allocate and accountforresources that promote high quality Education and Training and develop Provider Skills Networks • The proposed timelinefor change... March? July?

24. The Future... Risks • Timescales are very tight • Disruption of services • Loss of knowledge • Resources spread too thin • Governance needs balance • Functions fragmented • Providers may disengage • Provider behaviour may not be strategic

25. The Future... Opportunities • Provider driven • Local sensitivity • Time for change • New ways of working • Evolutionary

26. Thank You Adam J Turner Education Development Manager NHS West Midlands Lisa Bayliss-Pratt Education Lead NHS West Midlands