Occupational therapy degree apprenticeship
As an Occupational therapy apprentice, you can study for a degree and have on-the-job training. This means you can earn an income as well as studying. All degree level occupational therapist apprenticeships have Royal college of occupational therapy accreditation.
This means that they are meeting the education standards, and as a graduate hold a qualification recognised in any World federation member country. The first apprenticeships were launched in 2019. They are offered by over 20 universities across England working with hundreds of employers.
Holly Lee-Croll is currently working with Sefton Council’s occupational therapy and sensory team. Holly has been with the team working as an apprentice for just under 3 years and fingers crossed…. Is due to graduate with a degree in Occupational therapy in March 2026.
Why did you choose an apprenticeship as opposed to the standard degree structure for a BSc in Occupational therapy?
I chose the degree apprenticeship route because it was the most practical and sustainable option for my circumstances. As someone with a partner, a young daughter, and the usual monthly financial responsibilities, the apprenticeship offered the invaluable opportunity to work, earn a salary, and progress academically at the same time. Being able to train without accumulating student debt was a major factor, as it removed a significant financial barrier to accessing higher education.
Additionally, as an adult learner, I find that situated learning - developing knowledge and experience directly within real clinical environments - is a highly effective way for me to grow in both knowledge base, skill and confidence. The apprenticeship provides exactly that blend of academic study and hands-on experience, allowing me to apply learning in real time and develop a stronger, more meaningful understanding of occupational therapy practice.
Before this opportunity arose, I had been preparing to leave my long-held role in the SEN sector to return to full-time university study - a decision that felt risky both financially and professionally. Therefore, the apprenticeship became an ideal pathway: it allowed me to pursue my goal of becoming an occupational therapist without compromising financial stability or stepping away completely from the workforce. It felt like the right balance of opportunity, security, and professional development.
What is the best thing about the apprenticeship?
The best part of the apprenticeship has been the opportunity to grow both academically and professionally in a way that feels meaningful and connected. Learning the theory at university while immediately applying it in real-world clinical settings has allowed my knowledge base and practical skills to develop at a steady and confident pace. The integration of theory and practice has helped concepts make sense more quickly, and I now feel genuinely ready for the responsibilities of qualified practice.
Another highlight has been the personal growth that comes with being continually challenged in a supportive environment. This journey has pushed me far beyond what I thought I was capable of and helped me reach a level of confidence and potential that I didn’t fully recognise in myself before starting. Each placement, academic milestone, and new clinical skill has contributed to a sense of achievement and purpose that I had been searching for.
The apprenticeship has also brought unexpected but invaluable relationships. I’ve formed lifelong friendships with fellow apprentices, colleagues, supervisors, and students from other AHP disciplines. These connections have been a source of motivation, peer support, and shared learning throughout the programme, and they’ve made the experience even more rewarding.
Overall, the apprenticeship has provided not only a pathway into a profession I’m passionate about, but also a transformative personal journey that has shaped who I am as a practitioner and as a person.
What does a typical day/week look like for you?
A typical week starts with receiving and screening my allocations to identify priority cases. I then plan my visits for the week (usually 1-2 dedicated visit days) and spend the remaining time completing documentation such as assessments, case notes, and any follow‑up actions like equipment orders, adaptation recommendations, referrals, or signposting. I also arrange review or follow‑up visits where needed.
My role is fully agile, so my week is a mix of home working, office days, and time out in the community. I really enjoy the flexibility and autonomy - managing my own caseload, planning my schedule, and taking responsibility for my time management. Even though the role is independent, I always feel supported, with colleagues available for joint visits and regular supervision when needed.
On university weeks, my routine looks very different, with a mix of travelling for face‑to‑face teaching and completing online learning from home. I enjoy this variety, as it keeps my weeks dynamic and constantly supports my development in both academic and clinical practice.
How has the role of the apprentice helped you grow in your knowledge and confidence?
Being an apprentice has helped me grow significantly in both my knowledge and confidence. Learning through a combination of academic study and real clinical experience has allowed me to understand theory in a much deeper and more practical way. Each placement, assessment, and complex case has strengthened my clinical reasoning, broadened my knowledge base, and helped me recognise how to apply OT principles in real situations.
Working independently with my own caseload has been another major factor in building my confidence. Managing assessments, decision‑making, and planning interventions has pushed me to trust my judgement while knowing support is always available when needed. The gradual increase in responsibility has made me feel genuinely prepared for qualified practice.
The apprentice role has also helped me develop confidence in myself as a professional. By navigating varied environments, working with different service users, and managing challenging situations, I’ve realised my own capability and potential. This journey has not only shaped my skills but also given me a strong sense of readiness and belief in my ability to thrive as an Occupational Therapist.
What were the challenges you faced as an OT apprentice, and how did you overcome them?
Throughout my apprenticeship, I experienced several challenges that ultimately helped shape my development into a confident practitioner. One of the biggest early challenges was developing strong clinical reasoning. In the first year, I often found it difficult to synthesise information, prioritise risks, and clearly justify my decisions. I usually knew what I wanted to recommend, but not always how to articulate why. This improved through university modules, reflective supervision, and gradual exposure to increasingly complex cases. Over time - especially through co‑working with senior OTs who validated and constructively challenged my reasoning - I became much more confident in planning and explaining my clinical decisions.
Another significant challenge was building my knowledge of health conditions, surgical procedures, and their functional impact. At first, I struggled to connect diagnoses with real‑world occupational performance issues, such as pain, fatigue, mobility, cognition, or balance. To overcome this, I invested time into independent study, creating “health profiles” for conditions I encountered and mapping symptoms to functional implications. My placements, both acute and community, were essential in helping me understand how presentations can vary and how to anticipate risks or deterioration. With supervisor support, this knowledge gradually became second nature, and I now feel confident applying it to guide safe, effective assessments and interventions.
Self‑advocacy was another area of growth. As an apprentice, I sometimes felt hesitant to speak up in MDT discussions or worried that my contributions would be dismissed because I was “just a student.” Through supportive supervision, honest conversations with my mentor, and reassurance from peers, I learned that these feelings were common. I made a conscious effort to contribute when I had relevant knowledge and to step out of my comfort zone during meetings. As my confidence and clinical knowledge grew, so did my ability to advocate for my professional opinion.
A further challenge, and one that was particularly intense at times, was finding the delicate balance between work, university, and family life. Managing a full caseload alongside academic deadlines, while also being present as a parent and partner, required constant organisation and emotional resilience. There were periods where the workload felt overwhelming, and balancing competing demands was genuinely difficult. I overcame this by planning ahead, being honest about when I needed support, and giving myself permission to step back and recharge when needed. Over time, I found a rhythm that allowed me to manage my responsibilities without compromising my wellbeing or family life.
Overcoming these challenges has been transformative. Overcoming these challenges have all prepared me to transition into a newly qualified role with confidence, autonomy, and a clear professional identity.
What has been your proudest achievement?
My proudest achievement has been the personal transformation I’ve experienced throughout this apprenticeship. Before starting the course, I was in a job with no real progression, feeling stuck and aware that I had so much untapped potential. I knew I was capable of more and needed a challenge, but taking the step to retrain in a completely new profession at 30 felt huge.
When I began the apprenticeship, I often felt out of my depth - especially meeting peers who already had experience as OT assistants or in similar roles. It was intimidating stepping into a new field and rebuilding my confidence from the ground up. But gradually, through each placement, assignment, and new experience, I started to see myself grow, develop, and eventually thrive.
Looking back now, I barely recognise the person I was before this journey. I’ve grown not only professionally, but personally too. I’ve proved to myself what I can achieve with hard work, dedication, and passion. I’ve stepped out of my comfort zone, pushed through moments of doubt, and allowed myself to become the practitioner and person I always hoped I could be.
Most of all, I’m proud of the example I’m setting for my little girl. Showing her that if you work hard, stay committed, and dream big, you can achieve anything. Knowing that I am becoming the role model she can look up to is, without question, my greatest achievement.
What are your career goals for the future?
In the immediate future, my goal is to remain within the council and the team that has supported me throughout my apprenticeship journey. They have played such a significant part in my development, and I would love to continue supporting the community of Sefton and contributing to a service that has helped shape me into the practitioner I am becoming.
Looking further ahead, my long-term passion has always been rooted in supporting children and young people with special educational needs, particularly those with sensory processing difficulties. My dream is to return to university to complete a postgraduate qualification in Sensory Integration and eventually become a specialist sensory OT.
This goal brings my professional journey full circle. Before training in occupational therapy, my career in the SEN sector shaped my understanding, empathy, and commitment to supporting children and families. Entering the OT profession has given me the clinical skills and theoretical foundation to build on that passion. Becoming a sensory integration specialist would allow me to blend both parts of my career - my previous SEN experience and my OT training - to make a meaningful difference to children, young people, their families, carers, and the professionals who support them.
Ultimately, my aim is to continue growing as an OT while working towards the role I’ve always envisioned: helping children and young people thrive through sensory-informed, evidence-based practice.
*Personal note
I can’t thank Sefton, my managers, colleagues, and peers enough for the support, guidance, and transformational opportunities they have given me. This apprenticeship has truly been life-changing - filled with highs, lows, and everything in between - and I wouldn’t change any part of the journey.
Thank you for believing in me, for challenging me, and for giving me the chance to shape my own future.