Unleashing the power of off-the-job learning
Protected Apprenticeship Time, also commonly known as ‘off-the-job training’, is a statutory requirement for an apprenticeship.
It’s learning that the apprentice completes during their normal working hours, for the purpose of achieving new knowledge, skills and behaviours.
Download your Protected Apprenticeship Time guide
The amount of Protected Apprenticeship Time, and the learning activities that count towards it, varies by apprenticeship. Download the full guides below to see how much Protected Apprenticeship Time is required for your apprenticeship, which activities are eligible, and how to accurately record your hours.
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How much Protected Apprenticeship Time is needed?
Level 3 Dental Nurse Apprenticeship:
The new minimum requirement for Protected Apprenticeship Time is 326 hours across the full duration of the Level 3 Dental Nurse apprenticeship. For apprentices completing the programme over 18 months (approximately 78 weeks), this averages out to 4.5 hours of Protected Learning Time per week.
Level 4 Oral Health Practitioner Apprenticeship:
The new minimum requirement for Protected Apprenticeship Time is 326 hours across the full duration of the Level 4 Oral Health Practitioner. For apprentices completing the programme over 12 months (approximately 52 weeks), this averages out to 6.3 hours of Protected Learning Time per week.
Level 4 Dental Practice Manager Apprenticeship:
The new minimum requirement for Protected Apprenticeship Time is 418 hours across the full duration of the Level 4 Dental Practice Management apprenticeship. For apprentices completing the programme over 17 months (approximately 74 weeks), this averages out to 5.7 hours of Protected Learning Time per week.
Importantly, Protected Apprenticeship Time hours are flexible and do not need to be completed evenly each week. For example, an apprentice might do 2 hours one week and 7 hours the next. As long as the total minimum hours is met by the end of the programme, the distribution of hours is entirely within your control.
Please note, Protected Apprenticeship Time can be completed outside of working hours if it is agreed, documented and confirmed that the learner was paid for these hours, or time given back in lieu. Completing these hours outside of working hours should be an exception, not the norm, for example, when there is a staff shortage.
What makes your ‘off-the-job’ training evidence valid?
To meet government requirements, all Protected Apprenticeship Time tasks should be:
• Planned: It should be part of your apprenticeship journey.
• Relevant: Clearly linked to your apprenticeship standards and development.
Don’t forget, when logging your Protected Apprenticeship Time hours in BUD, always include a summary of what you learned.
Ask yourself:
- What do I know now that I didn’t before?
- This reflection helps turn your experiences into valuable learning evidence.
- Where possible, also link your activity to specific Knowledge, Skills, and Behaviours (KSBs) in your apprenticeship standard.
Looking for more ways to log your off-the-job training hours?
Here are some examples you might not have considered - all of these can contribute meaningfully to your development while completing your dental apprenticeship
Formal training completed
Any mandatory or optional training sessions, such as Basic Life Support (BLS), infection control, medical emergencies, or radiography safety.
E-learning modules or webinars
Completing online courses about dental materials, communication skills, patient management software, or specific dental specialities.
Independent research
Looking up dental conditions like periodontitis or endodontic issues, or researching legislation such as the General Dental Council (GDC) standards or CQC regulations.
Professional reading
Reading articles or newsletters from dental journals (e.g., Dental Nursing, British Dental Journal) about best practice in dentistry.
Shadowing or coaching
Observing and learning from experienced colleagues or dental professionals—e.g., shadowing a dentist during a complex procedure or learning how to use new dental equipment.
Cross-department learning
Spending time with reception staff, dental laboratory technicians, or dental hygienists to understand how each role contributes to overall patient care.
Mock assessments or exams
Preparing for your End-Point Assessment with practice questions, role-play scenarios (e.g., patient communication), or reflective writing on clinical situations.
Role-specific development
Learning to use electronic patient record systems, dental imaging software, impression materials, or sterilisation equipment.
Company information
Reading through updates, new practice policies, or procedures -like safeguarding changes, new cross-infection protocols, or updated reporting requirements
Meetings attended
Practice meetings, clinical governance meetings, or patient care discussions where you learn about new approaches, updates in dental procedures, or service improvements.
Patient updates
Understanding changes in patient medical histories, new treatment plans, or health and wellbeing updates that require you to adapt your care and communication.
Support or guidance received
Learning through one-to-one conversations with senior dentists, dental hygienists, dental therapists, or external professionals such as dental engineers or laboratory technicians.