NW LETB Education Commissioning Process for 2014/15

1. NW LETB Education Commissioning Process for 2014/15 Neil Mclauchlan Associate Head of Education Commissioning

2. Commissioning Plan Process - first cut due 25 September. Provide indicative commissions to HEIs subject to National allocation • Reduced income? -2%, +1% • £13m challenge • Investment variables: • Placement Capacity & Capability • Retention • Benchmark price • No change? • Workforce development – extra £m income • Secondary care post funding, UG medical numbers

3. “Strategic education commissioning proactively considers future workforce education needs to meet the vision and strategy for future healthcare services. It is a process which identifies, defines, procures and evaluates the education and learning required to meet current and future healthcare service needs.” DH December 2009 What is Education Commissioning?

4. What is its Purpose? Health Education England (HEE) exists for one reason alone: to help improve the quality of care delivered to patients by ensuring that our future workforce has the right numbers, skills, values and behaviours to meet their needs today and tomorrow. Education Commissioning contributes to this by: • Being responsive to patient need and changing service models • security of supply – ensuring people with the right skills are in the right place at the right time • high quality education and training that supports safe, high quality care and greater flexibility • Local stakeholder ownership of plans and partnership delivery • value for money • widening participation.

5. The current world – Education Commissioning for Quality • Local Decision Making • Inclusive Approach of Providers • Good Governance • Sound Financial Management • Stakeholder Engagement • Transparency • Partnership Working • Quality and Value – Year on Year Improvement • Security of supply • Accountability Education Commissioning for Quality gave the following underpinning principles

6. Education Commissioning Competencies • Leadership • Working with Partners • Engagement with learners and service users • Collaboration with service commissioners and providers • Managing knowledge & assessing needs • Prioritising investment • Stimulating the market • Promoting improvement and innovation • Procurement • Managing the system • Making sound financial investments The following competencies should be available to the LETB either internally or through the shared service. These competencies will support the LETB to manage the commissioning process

7. What does this mean? Differing views on where education commissioning sits and it’s purpose Perceived by some as primarily a transactional rather than strategic activity Adversarial v collaborative relationships with education providers Focused on HEIs rather than wider education system Bulk of resources aimed at new supply rather than existing workforce Aimed at supply of limited range of ‘traditional’ professions

8. Where next? • One HEE - Need to deliver transformational activity such as workforce redesign; and Transactional commissioning functions, such as market management, healthcare procurement, contract negotiation and monitoring, information analysis and risk stratification • Agree role, responsibilities, accountabilities and ownership – HEE, LETB, LWEGs, individual providers • The future is about service transformation – do we need to move towards the concept of ‘ transformational education commissioning’ • If so what does that mean and what do we need to change to get there? • Need to commission education across providers – HEIs and service – support true collaboration and partnerships with shared responsibilities and accountabilities to ensure patients, carers and the wider public are at the centre of what we do • Education v training – develop the academic workforce across both sectors • Identify effective incentives and use them to drive up quality and innovation • Develop effective methods to identify education and training needs as part of a truly integrated workforce planning and education commissioning process

9. HEE’s operating model comprises four core levers plus our corporate enablers HEE Enablers – supporting delivery of our core business A Transformed Workforce with Right Numbers, Skills, at Right Time, and Place - to meet the needs of the public Workforce Planning Attracting and Recruiting the right people Excellent education commissioning and provision Lifelong investment in people Provider Workforce Planning Provider Supply Initiatives

10. A Future Vision for Education Commissioning

11. What does this look like?

12. 2.1 Components of the function under review

13. Lead the commissioning of education on behalf of the local health economy and contribute to this nationally Work effectively with service partners, education providers and others to analyse, interpret and compare options and identify education needs Engage with learners, public and patients in ensuring effective education commissioning Formulate strategic commissioning plans which manage the impact of any risk or uncertainty across both the health and education sectors including policy or regulatory change Manage knowledge, information and intelligence relating to education commissioning Prioritise investment of HEE resources Promote and develop educational improvement and innovation Effectively procure and support the market in education provision Make sound financial investments using system levers At what organisational level is this best achieved? A vision for education commissioning

14. Where next? • Need to deliver transactional commissioning functions, such as market management, healthcare procurement, contract negotiation and monitoring, information analysis and risk stratification • The future is about service transformation – do we need to move towards the concept of ‘ transformational education commissioning’ • If so what does that mean and what do we need to change to get there? • Need to commission education across providers – HEIs and service – support true collaboration and partnerships with shared responsibilities and accountabilities to ensure patients, carers and the wider public are at the centre of what we do • Education v training – develop the academic workforce across both sectors • Identify effective incentives and use them to drive up quality and innovation • Develop effective methods to identify education and training needs as part of a truly integrated workforce planning and education commissioning process

15. MW LETB Key Themes Key messages from workforce plans Urgent nursing workforce shortages across the NW High vacancies in the medical workforce across a range of specialties and levels from consultant, middle-grade to junior doctor allocation Emergency Medicine / A-E / Critical Care / Theatres workforce demand at all levels and types GP recruitment – 3rd round and impact on junior doctor funding and allocation in acute sector Clinical Radiology / Interventional Radiology – demand for workforce and training pathways Still early days and will have further analysis of plans, national direction and guidance and need for consultation

16. Commissioning Plan – New Supply Nursing – increase commissions, 8.2% on 2012/13 Proton Therapy Development – increase commissions for Therapeutic Radiographers and Medical Physics (HSST, STP and PGDip) IAPT and Health Visiting – review level of commissions in response to meeting workforce growth targets, potential increase in School Nursing Healthcare Science – roll out new Higher Specialist Scientific Training programme Workforce Transformation – Assistant and Advanced Practitioners , emergency care practitioners Primary Care – increase access and supply for practice nurses Out of Hospital Care – District Nursing Sonography – review of options including direct entry or post-registration education Midwifery – requirement and need to maintain supply

17. Other messages Need to balance short term with long terms solutions Do we have the training capacity and capability needed to deliver the education needed? How can we use different ways to deliver education – impact of new technology, simulation, distributive learning, elearning, etc Demand for medical workforce –how do we use new roles to transform across system? 8 major NHS England service reconfigurations across NW How do we transform education commissioning? Local commissioning, choice, innovation, quick delivery, agility and at pace CPD - demand for more CPD across sectors – is the balance between HEI and cash allocations appropriate, who should access it, increased use of flexible, bespoke and non accredited learning, can we increase CPD? How can education deliver seamless integration of the workforce? Does HENW have a role in the education of the volunteer workforce and informal carers? How can Widening Participation & Access contribute to the future workforce? Continue to improve retention but what about post-qualifying attrition?

18. Doing it differently How might Education Commissioning be done differently in the future Role of HENW as facilitator or enabler What could be done more effectively at a practice level What would true collaboration and partnership working look like, how do we help make it happen Not commissioning just for the NHS – currently place students in over 800 organisations ranging from large teaching Trusts, DGH, community, primary care, social care, nursing homes, hospices, private hospitals, charities, etc, etc, etc – all employ and will have a demand for a future professional workforce. Innovation will increasingly impact on all we do both in terms of service delivery and education Learners, patients & carers – how we meet their expectations and how do we take advantage of this

19. Workshops

21. Process You will have been allocated a table based on LWEG area Each table will have facilitator You will have a core question to look at If you have time you can look at the one or both the other questions There is 60 minutes There will be no formal feedback today but will write up any notes and share these with you The facilitators will keep you to the questions but: If there are any issues you want to raise but run out of time or aren’t covered by the workshop please put on a post-it and give to your facilitator Finally, thank you for your contribution to the day