Growing and retaining social workers through apprenticeships and a trainee pod model in Gateshead Council

Context and challenge

Gateshead Council has developed an integrated approach to growing and retaining its adult social care social work workforce by combining degree apprenticeships with a structured trainee social worker pod model. Rather than relying solely on external recruitment, the council focused on creating internal routes that enable people already working in adult social care to train, qualify and progress, while continuing to deliver frontline services.

Like many local authorities, Gateshead has faced sustained workforce pressures in adult social care, particularly in recruiting and retaining qualified social workers. Traditional routes into professional qualification were not accessible to everyone, and assessment capacity within services was under pressure.

In response, Gateshead chose to invest in growing its own workforce, focusing on routes that widened access to qualification, strengthened professional identity and supported retention by embedding learning within everyday practice.

At the heart of this approach is an understanding that retention is shaped not only by posts and pay, but by opportunity, support, belonging and clear development pathways.

What Gateshead did

Built earn-and-learn routes into social work

Gateshead supported social work degree apprenticeships, co-designed with the University of Sunderland. These enabled people already employed in adult social care to qualify while remaining in paid work. The apprenticeship model allowed learners to apply academic learning directly to practice, maintaining continuity with teams, services and local communities.

Practitioners highlight the importance of this continuity for confidence and commitment, particularly for people who might not otherwise have accessed full-time study.

Introduced a trainee social worker pod model

Alongside apprenticeships, Gateshead developed a trainee social worker pod model within adult social care assessment services. The pod model brought together a small group of trainee social workers within a structured learning and supervision environment, overseen by a lead practitioner.

The model was designed to achieve two linked aims:

to increase assessment capacity in the short term
to support the development of future qualified social workers through safe, supervised practice

Clear referral criteria, allocation processes and supervision arrangements were put in place to support learning while maintaining service quality and managing risk.

Details of the trainee pod model were shared by Gateshead, the University of Sunderland and SCIE as part of their social care showcase series in 2023. Social Work Trainee Pod Model – Gateshead Council and the University of Sunderland - SCIE

Alignment with the six retention drivers

Leadership

Gateshead’s approach reflects a deliberate leadership focus on long-term workforce sustainability. Apprenticeships and trainee roles were embedded within core adult social care services rather than treated as standalone initiatives.

The trainee pod model introduced clear oversight through a lead practitioner role, providing structure, consistency and accountability. This helped ensure that trainee roles added value to services while protecting learning and supervision time.

Belonging

Belonging is a strong theme across Gateshead’s apprenticeship routes. Apprentices were able to remain part of established teams while studying, maintaining relationships with colleagues and services and developing a professional identity from the outset.

Being recognised as a contributing member of the workforce while learning supported confidence, motivation and connection to the organisation, all of which are important factors in retention.

Professional growth

Professional growth is central to Gateshead’s model. Clear progression routes were created from roles such as social work auxiliary and assessing officer into qualified social worker posts.

The combination of academic study, supervised practice and real caseload responsibility supported the development of skills, confidence and professional judgement. Learning was incremental and grounded in day-to-day practice rather than delayed until later placements.

Flexibility

Flexibility operated at both individual and system levels. Apprenticeship arrangements included protected off-the-job learning time, enabling staff to balance study with ongoing contribution to services and home life.

At service level, the trainee pod model created a flexible mechanism for building assessment capacity while managing complexity through defined referral criteria and clear expectations about suitability of cases.

Wellbeing

Gateshead recognised that apprenticeships and trainee roles are demanding, particularly when balancing work, study and personal responsibilities. Support arrangements described in the materials include regular check-ins, supportive supervision and involvement of both managers and education providers.

This proactive approach helped apprentices manage pressure and sustain engagement during intensive periods of learning.

Recognition

Recognition is reflected in how apprentices and trainees were treated within teams. Accounts describe feeling valued as contributors, listened to, and supported to progress into qualified roles.

Recognition of potential, alongside current capability, reinforced motivation and loyalty to the organisation, supporting longer-term commitment.

Doing the basics well

A consistent feature of the Gateshead approach is attention to structure and clarity. The trainee pod model is underpinned by defined referral processes, supervision arrangements and quality expectations. This clarity supports safe practice, protects learning time and helps host teams understand roles and responsibilities.

Rather than relying on informal arrangements, Gateshead invested in clear processes that made the model workable and scalable.

Impact and learning

Based on evidence, Gateshead’s approach has

created accessible routes into social work
supported people who may not otherwise have qualified to progress into regulated roles
strengthened internal workforce pipelines
added assessment capacity while developing future practitioners
built confidence, skills and professional identity

How this might apply locally

This case study shows one way a council approached retention by strengthening internal workforce pathways. The learning can be adapted to different local contexts.

If you are experiencing recruitment pressure in assessment services

You might consider whether a trainee pod model could

increase short-term assessment capacity
concentrate supervision and learning in one place
reduce pressure on individual teams hosting trainees

Starting with a small cohort and clear referral criteria can help test the model safely.

Relevant drivers: Leadership, Flexibility, Professional growth

If traditional qualification routes are limiting your workforce supply

Gateshead’s use of earn-and-learn apprenticeships shows how councils can

widen access to qualification
retain people already committed to local services
build professional identity early

This may be particularly relevant where staff cannot afford to step out of paid employment to train.

Relevant drivers: Belonging, Professional Growth, Recognition

If staff are struggling to balance learning, workload and wellbeing

This case study highlights the importance of

protected learning time
clear supervision structures
regular check-ins during high-pressure periods

These are practical retention actions that rely on thoughtful design rather than additional incentives.

Relevant drivers: Wellbeing, Flexibility

If you want workforce development to support retention, not add pressure

A key feature of the Gateshead approach is that development routes were

embedded in core services
supported by clear processes
designed to add value rather than create additional workload

This reinforces the importance of doing the basics well before scaling.

Relevant drivers: Leadership, Recognition