Executive summary

Barnsley NHS Foundation trust continues to provide a high-quality learner experience across multiple professional groups. The trust has made significant advances in developing its educational infrastructure and support systems to address previous concerns around training space and learner capacity. Alongside the improvements made to the learning environment the trust described key developments made to expand provision of simulation (SIM) training and improve learner support. The trust’s proactive and inclusive approach to education and workforce development positions it well to meet future training demands, particularly considering the upcoming 10 Year Health Plan.

The trust is recognised as a regional leader in delivering high-quality education across the multidisciplinary workforce. The trust continues to strengthen its commitment to a safe, inclusive, and high-quality educational environment through proactive leadership, transparent governance, and a culture of openness. The trust’s ethos of equality, diversity, and inclusion (EDI) underpins its educational approach, contributing to a positive and empowering learning environment.

The trust aspires to attain teaching hospital status, with a longer-term goal of becoming a university hospital. This strategic direction is expected to bolster recruitment, retention, and the alignment of clinical and educational priorities.

Review overview

Background to the review

Senior Leader Engagement (SLE) meetings aim to strengthen working relationships with senior leaders, and to develop an understanding around the commitment to the education and training quality agenda.

Evidence

• 2024 Trust Self Assessment (SA)
• 2024 National Education and Training Survey (NETS)
• 2024 General Medical Council (GMC) National Training Survey (NTS) scores and ranks
• 2025 Quality Intelligence Summary
• 2024 Guardian of Safe Working Hours (GoSWH) report, January – June
• 2024 NHS England Deans’ Equality, Diversity and Inclusion Committee Summary
• Practice Assessment Record & Evaluation (PARE) reports (12/04/2024-11/04/2025)
• 2023 Senior Leader Engagement (SLE) Meeting outcome report

Who we met with

• Director of Medical Education
• Director of Nursing, Midwifery and Allied Health Professionals
• Head of Medical Education
• Head of Leadership and Organisational Development
• Education Team Manager
• Associate Director of Professions
• Matron of Workforce
• Guardian of Safe Working Hours (GoSWH)
• Head of Inclusion and Wellbeing
• Freedom to Speak Up Guardian (FTSUG)
• Undergraduate Lead
• Medical Director
• Business Manager for Medical Directorate
• Deputy Director of People (HR)

Review panel

• Education Quality Review Lead, Adam Burns, Associate Dean
• Speciality Expert, Lyndsay Murden, Programme Lead Practice Learning Quality
• Speciality Expert, Anthony Hann, Investment and Commissioning Lead
• Education Quality Manager, Kim Mills, Quality Support Manager
• Lay Representative, Paul Richardson
• Support Role, Michele Hannon, Quality Administrator

Review findings

Barnsley NHS Foundation Trust began their update with a review of the successes and challenges discussed at their last SLE meeting which took place in May 2023. Insufficient space for training as well as challenges in accommodating increasing numbers of learners had been of prominent concern, however in this SLE the trust reported that a significant amount of work and resource had been invested in the refurbishment and expansion of the education centre.

The trust aspires to achieve teaching hospital status, with a longer-term goal of becoming a university hospital. It is anticipated that the achievement of teaching hospital status will enhance recruitment and retention across the medical and multiprofessional workforce. The trust expressed that outstanding patient care and high-quality teaching are mutually reinforcing. It is recognised that it will be important to align clinical and educational priorities and articulate how education contributes to the trust’s overall objectives. The aspiration to achieve university teaching hospital status is strongly supported by the Executive Board, and it is acknowledged that this goal will require sustained financial investment to ensure the quality and breadth of training opportunities.

The trust has made notable progress in simulation-based education, which has been expanded across all multidisciplinary teams and has received positive feedback. Additional educational offerings include Focused Acute Medicine Ultrasound (FAMUS), and the Lung Ultrasound, Chest & Intercostal Drain (LUCID) course for foundation doctors. The Point of Care Ultrasound (POCUS) club, which meets biweekly further enhances the postgraduate doctor in training (PDiT) learning experience. Support for learners is robust, with an increasing number of supervisors available for both undergraduate and postgraduate learners. The Barnsley Recognition of the Acutely Deteriorating (BREAD) patient course, designed to help foundation year one (FY1) doctors recognise the signs of deteriorating patients, is particularly effective in preparing learners for the Advanced Life Support (ALS) course. Investment is made in the skill enhancement of educational supervisors (ES), training is delivered four times a year, typically involving twelve consultants per course.

Educational leadership is well-structured, with designated roles including physician associate (PA) and medical college tutors, an IMG lead, and a new undergraduate lead. Given the increasing pastoral demands, the trust is exploring a split FY1 and FY2 lead role.

Data from the 2024 GMC NTS showed strong performance in anaesthetics, trauma and orthopaedics, and child health for FY1s, with notable improvements in gastroenterology and respiratory medicine. The areas requiring attention were endocrinology and diabetes mellitus, FY2 medicine, and general surgery. It is noted that the 2025 GMC survey data will be available in July.

PARE data highlights positive learner experiences in relation to patient care and workplace culture, with minimal reports of bullying or undermining behaviours. Information Technology (IT) provision features in the lower set of PARE scores as well as access to teaching, and the trust reported that efforts are underway to balance clinical service demands with educational needs. It is to be noted that the lower scores are still very good scores and do not indicate a concern. All placements are audited by the trust, and bimonthly learning environment meetings are held to monitor and address issues. PARE feedback is reviewed monthly and shared with service leads, with any scores below 75% investigated.

The Guardian of Safe Working Hours (GoSWH) has been in post since May 2022 and encourages PDiTs to report issues, especially around long working hours, missed training opportunities, and lack of support. Exception report numbers have remained high, partly due to recent strikes. When urgent safety concerns are raised, they are quickly reviewed and addressed. From January 2023 to March 2025, there were 13 immediate safety concerns, mostly from general medicine, themes are often linked to staff shortages and heavy workloads. In response, actions have included better rota planning, increased staff numbers, improved rest areas, and support for overworked wards. Overtime is a common theme, especially in medical specialties, and reimbursement payments are made. Upcoming contractual changes in September will remove supervisors from the reporting process, although supporting documentation will still be completed. There is interest in observing how the absence of supervisor involvement will affect the reporting process going forward. The GoSWH maintains regular engagement with the education team, enabling timely interventions and improved outcomes.

The trust is an early implementer of the Multiprofessional Preceptorship quality mark across nursing, midwifery and allied health professions (NMAHP) and is transitioning to a digital platform for preceptorship documentation. Recruitment for newly registered nurses and midwives has been strong, with high application numbers for the autumn start. Two pastoral workers, both recipients of Chief Nursing Officer (CNO) awards, provide additional support. Looking ahead, the trust is encouraged to revisit its placement expansion plans considering the imminent release of the 10 Year Health Plan, which anticipates further growth in training demand.

Continuing professional development (CPD) is a trust priority, with leadership programmes for bands 6 and 7 NMAHPs receiving positive evaluations. The trust is currently supporting 42 learners through apprenticeship or OSCE routes, all of whom have secured posts. Approval has been granted for a lead advanced clinical practitioner (ACP) role to help embed the ACP matrix. Learner wellbeing is supported through trained Trauma Risk Management (TRiM) practitioners and a new occupational health framework that includes peer supervision. Learners involved in critical incidents have access to professional nurse advocate (PNA) and professional midwifery advocate (PMA) support.

The trust demonstrated a strong commitment to fostering a positive and inclusive learning and working environment. EDI training is now delivered with a blended learning approach that combines eLearning with monthly online sessions and some face-to-face content. This shift has significantly improved compliance rates, which now exceed 93% and is aligned with the Competency Success Framework (CSF). Feedback from the diversity session at the Proud to Care Conference highlighted that staff would benefit from virtual or face to face EDI training. Feedback from learners and staff indicated a demand to engage in further discussion after completing eLearning modules. The conference has provided a valuable forum for extended dialogue and reflection, reinforcing the trust’s commitment to high quality, interactive learning experiences. The trust has also developed resources such as neurodiversity guides and reasonable adjustment guides, ensuring that education is accessible and responsive to individual needs. The Deputy Director of People is currently leading efforts to review and enhance policies related to staff support and inclusion, including the formation of a working group to explore new approaches. These initiatives reflect the trust’s proactive stance on workforce development and its recognition that high-quality education and training are essential to delivering outstanding care. Further enriching the educational environment, the trust hosts a Schwartz Round every two months. These reflective forums, attended by up to 60 participants, provide a space for staff to share and connect through focusing on reflection rather than problem-solving. Celebrations of Black History Month, Diwali, and other cultural events further demonstrate the trust’s inclusive ethos and commitment to recognising the diverse backgrounds of its workforce.

Trust inductions are regularly updated in response to feedback and the onboarding process takes consideration of inclusivity and the provision of reasonable adjustments for those who require additional support. It was noted that the demand for support in terms of mental health, neurodiversity and wellbeing requirements has significantly increased. In response to evolving workforce needs, the trust has implemented several innovative strategies, such as self-rostering to give learners more flexibility and to better manage the complexities of less-than-full-time (LTFT) working patterns. A dedicated student WhatsApp group, links to the lecturing team, social media, and virtual student boards have been introduced, helping to maintain strong connections between learners and educators. The trust has been proactive in supporting international medical graduates (IMGs). These individuals are provided with a two-week supernumerary period and tailored induction, including access to Competence, Assessment and Recommendations for Additional Training and Support (CARATS) with any additional training sessions provided as needed.

The trust is a signatory to the Sexual Safety Charter and upholds a zero-tolerance stance on misconduct. A sexual misconduct policy is currently under development, further formalising the trust’s commitment to creating a safe and respectful environment. Learners are encouraged to report concerns, supported by initiatives such as the Freedom to Speak Up programme and the presence of a domestic abuse support officer. The Freedom to Speak Up Guardian (FTSUG) has held a dedicated role within the trust for the past two years, working to promote a culture of openness and psychological safety. Although no learners have approached the FTSUG during this time, the role has evolved to become more proactive, and practice focused. Rather than responding solely to issues as they arise, the FTSUG conducts walkarounds during evenings and weekends and actively participates in open forums alongside business partners, chaplaincy, and other departments where general themes affecting staff and learners are discussed. The FTSUG reports to the Executive Team and has regular meetings with the medical director and the director of NMAHP. A particular emphasis has been placed on supporting overseas-educated nurses, encouraging them to speak up without fear and helping to dismantle cultural and systemic barriers. This work has been instrumental in creating a more inclusive and supportive learning environment, where learners feel empowered to contribute and seek help when needed. The FTSUG also plays a key role in policy development, including current work on the trust’s sexual safety policy, further reinforcing the commitment to creating a safe, respectful, and inclusive environment.

The trust has made significant progress in implementing the Safe Learning Environment Charter (SLEC), demonstrating a strong commitment to developing a supportive, inclusive, and high-quality educational experience for all learners. Following the completion of the maturity self-assessment, the trust is well-equipped across nursing, midwifery and AHP clinical areas with SLEC implementation. Financial transparency was an area highlighted for improvement. As scrutiny increases around how educational funding is allocated and utilised, trusts need to develop clearer reporting mechanisms. This includes demonstrating how funds support educators and ensuring that financial planning is closely tied to the teaching strategy. Although significant progress has been made, feedback from educators suggests that more structured support and protected time for training are needed. Developing a comprehensive educator strategy that addresses these concerns will be vital to sustaining high-quality teaching.

The trust has established itself as a positive outlier in the region, offering high-quality educational experiences across undergraduate, postgraduate, and NMAHP programmes. Learners consistently report excellent training and support, reflecting the trust’s commitment to education. The trust demonstrates a strong ethos around EDI and has cultivated a breadth of training opportunities that are well-aligned with its strategic ambitions. The clear and effective communication between the education teams and the Executive Team further reinforces the trust’s dedication to embedding education at the heart of its operations.

Good practice

Areas for improvement

Recommendations

Report approval

Report completed by: Kim Mills, Quality Support Manager
Review lead: Adam Burns, Quality Associate Dean
Date approved by review lead: 8 July 2025

NHS England authorised signature: Jon Hossain, Deputy postgraduate Dean
Date authorised: 4 July 2025

Final report submitted to organisation: 23 July 2025