12-14 months (£6000)
An Accounts/Finance Assistant is an integral part of the team responsible for maintaining an efficient and accurate finance function within a business.The Accounts/Finance Assistant is responsible for assisting the team of accountants with junior accounting duties. These can vary massively depending on the team structure and size of business. An Accounts/Finance Assistant’s work could include basic bookkeeping activities, working with sales and purchase ledgers, running calculations to ensure that records and payments are correct, recording of cash and data entry. Accounts/Finance Assistants can work in almost any sector. Potential employers include corporate businesses, sole traders, partnerships, Public Sector, not-for-profit organisations and educational institutions. Accounts/Finance Assistants may work in-house for an organisation or they might work for accountancy firm, bookkeeping practice, and Shared Service provider, self-employed or on behalf of several different clients.
This flexible apprenticeship is delivered in partnership with Mindful Education and combines online learning with face-to-face lessons in the classroom.
The course will be completed over a 12-14 month period, which will include weekly delivery of knowledge modules through classroom sessions held at Stevenage. The learners will also be observed in the workplace on at least 2 occasions to identify the standards of competence are being met. There will also be recorded professional discussions covering competence towards the standard.
Learners will need to evidence 20% off the job hours using teaching sessions, shadowing in the workplace, time spent writing tasks; Off-the-job training is defined as learning which is undertaken outside of the normal day to-day working environment and leads towards the achievement of an apprenticeship.
Typical applicants will display a good attitude, a positive approach to learning & development and a high level of ambition. Apprentices will need to sit an initial assessment in both English and Maths and if they are starting the course without a GSCE grade 3 (C) or above they will need to sit Functional Skills Level 2 English and Maths prior to taking their end point assessment.
On completion, the apprentice will be able to apply for the appropriate level of professional membership aligned with this apprenticeship, dependent on the qualification chosen. Professional body memberships that are relevant to the options for this apprenticeship are:
Neither AAT nor ACCA offer professional registration upon completion of this Apprenticeship. However, the Assistant Accountant Level 3 apprenticeship standard that we offer will allow this. This would be the clear progression route form Level 2 up to level 3.
We have partnered with Mindful Education Mindful Education to deliver this apprenticeship through our Online and On Campus model. Apprentices will attend college once every two weeks and will study online materials during allotted time at work.
Online lessons can be accessed at any time, using a mobile, tablet or desktop – meaning apprentices can fit their study around work commitments, minimising disruption in the workplace. Each lesson lasts around 45 minutes and is accompanied by animations and motion graphics to bring concepts to life. Exercises, interactive case studies and analytical tools help to enhance the learning experience further.
On campus, apprentices benefit from face-to-face classes at college with an experienced tutor. A combination of classroom-based lessons, group exercises and discussion encourage apprentices to apply theory to real-life workplace situations.
This modern, flexible approach to apprenticeship training empowers learners, minimises disruption to employers, and delivers tangible results in the workplace.
Note regarding Coronavirus (COVID-19): Due to the nature of our Online and On Campus apprenticeships, with key concepts being taught online through high-quality video lectures, apprentices are able to continue their studies seamlessly with social distancing in place. Some of the regular ‘On Campus’ lessons can be replaced by remote ‘virtual classroom’ sessions led by college tutors. This flexible approach can be easily adapted to suit government guidance and college policies