Frequently asked questions
Throughout the programme, apprentices learn how to plan, deliver and evaluate improvement projects, engage stakeholders, manage resources and measure impact, while applying their learning directly within their workplace. The apprenticeship is ideal for professionals who want to build confidence in leading change, strengthen support for children and young people, and create a more consistent, evidence-informed approach to wellbeing and inclusion across their organisation
To be eligible, candidates need to:
- Have a minimum of one year’s experience in a relevant role.
- Be employed in a role working closely with children and young people.
- Be in a position with opportunities to lead or contribute to a live workplace project and demonstrate the full project lifecycle.
- Have support from an employer and levy account holder.
- Have held UK residency for at least three years.
- Be based in England.
- Have achieved GCSE grade C (4) or above in English and maths or be able to achieve Functional Skills Level 2 in these areas whilst on programme (mandatory for ages 16-18). If you’re over 18, you will agree with your setting as to whether you need to complete Functional Skills as part of your apprenticeship.
Suitable job roles could be; teachers, teaching assistants, SENDCos, pastoral or inclusion staff, behaviour or wellbeing leads, therapists, family support practitioners and colleagues working across services that support children and young people.
Employers will need to allow full-time apprentices six hours per week of off-the-job training. Part-time apprentices must allocate 20% of their working hours for this purpose.
Employers will also offer a mentor and facilitate the apprentice’s monthly virtual sessions and overall development.
It’s fully funded for those working in local authority schools or those paying into the apprenticeship levy. For non-levy payers, the government offers co-funding, covering 95% of the cost, or levy transfers are available for additional support.
Yes, this programme is more comprehensive and requires a greater level of commitment. Over 18 months, apprentices complete Thrive Licensed Practitioner training alongside the Level 4 Associate Project Manager standard. They develop the knowledge, skills and behaviours needed to plan, deliver and evaluate a live workplace project, while completing the required off-the-job training.
The standalone Thrive Licensed Practitioner course available through our self-funded route is a shorter option, completed in around three months, and focuses solely on Thrive training. This may be more suitable for those whose main goal is to become a Thrive Licensed Practitioner.
The apprenticeship offers the additional opportunity to gain transferable project management skills, lead sustainable improvements in wellbeing and inclusion, and achieve a nationally recognised Level 4 qualification. It’s ideal for professionals who want to strengthen their current practice and take on greater responsibility for leading change across a setting or organisation.
No, a Level 4 qualification is broadly equivalent to the first year of an undergraduate degree or a Higher National Certificate. It sits above A levels but below a foundation degree or full bachelor’s degree.
You will gain a nationally recognised qualification, Thrive Licensed Practitioner status and practical experience of managing a live workplace project.
You will also develop transferable skills in planning, stakeholder engagement, communication, risk management, budgeting, evaluation and continuous improvement. These skills can strengthen your impact in your current role and support progression into wellbeing, inclusion, pastoral or project leadership positions.
The programme helps settings and services build more consistent, joined up, relational and developmentally informed practice, with stronger support for behaviour, inclusion, SEND and emotional wellbeing. It strengthens project capability that can directly support SEND and inclusion.
Due to the time commitment, we recommend that only one candidate per setting takes part on any given cohort.
Yes, sessions are scheduled within typical school hours, with options for morning or afternoon sessions to align with off-the-job training requirements.
This apprenticeship is a work-based programme for people already in employment.
Your employer will need to give you time during your working hours each week for activities and learning related to your apprenticeship. This is called off-the-job training.
Thrive and our delivery partner Best Practice Network will work with employers to ensure this time is spent on activities that both build the apprentice’s capabilities and benefit the organisation.
Off-the-job training can include:
- Thrive training
- Inset days
- In-house training
- Mentoring
- Shadowing
- Conferences & seminars
- Reflective learning
- Networking
- Project work
- Research
The exact blend of activities will be agreed with the apprentice and employer at the start of the programme.
Full-time apprentices are required to have six hours per week of off-the-job training, while part-time apprentices must allocate 20% of their working hours for this purpose.
The programme builds on the work you already do, giving you the structure, confidence and recognised skills to lead inclusion and wellbeing initiatives with greater clarity and credibility. You’ll develop a practical framework for planning, delivering and evaluating projects, helping you demonstrate their purpose, progress and impact to senior leaders and external stakeholders.
Alongside this, Thrive Licensed Practitioner training deepens your understanding of child development, emotional regulation and behaviour. This helps you respond more confidently to complex situations and influence consistent, relational practice across your setting.
By combining Thrive expertise with project management skills, you’ll be able to lead work that is well planned, evidence based and sustainable. The programme strengthens your impact in your current role while preparing you to take on greater responsibility and progress into future leadership opportunities.
The role is a fit for schools, multi-academy trusts, and wider educational settings delivering improvement initiatives.