Digital skills development scheme brings enhanced confidence in digital literacy

Last year we set up a London wide Functional Skills working group, the prime area this group focused on were digital skills.

We know that digital anxiety exists within all levels of staff so wanted to support this area of lifelong development and gaining confidence in digital literacy.

With much needed college collaboration and engagement, a programme was designed and delivered by Lambeth College. It is an Essential Digital Skills qualification (EDSQ) supporting learners from the very beginning of building knowledge and confidence.

In total we now have 6 NHS Trusts offering this programme and being completed with Lambeth College.

The feedback we received was inspirational for us as a network and for the college, not to mention future learners. The main feedback from staff was:

• They felt more confident
• Were able to open word documents
• Create posters and write freely, saving work
• "Hungry to learn more" now they have completed it
• Feel generally more confident and in control of what they need to do

Support Workers are a massive part of the NHS workforce, and I think raising the profile of this would benefit so many. Massive thanks to Lambeth College Group for supporting this expansion and for Harrow, Richmond and Uxbridge College group in planning delivery for NW London region.

Daniel Gonzalez Curriculum Head Entry to Employment Lambeth College

At Lambeth College, we support employers across London to remove barriers to learning that affect confidence, progression, and day-to-day performance. Digital capability is one of the biggest barriers we see — not because people lack potential, but because many adults have had uneven access to structured digital learning.

That is why our partnership with Homerton Healthcare NHS Trust and South West London and St George’s Mental Health NHS Trust (SWLSTG) to deliver the Digital Skills programme in London has been so meaningful. What began as a training programme quickly became a shared learning journey that built practical skills, strengthened confidence, and helped learners see themselves as capable digital users.

Why this programme mattered

Across many NHS roles, staff are expected to navigate digital systems, complete online learning, communicate effectively, and manage information confidently. Yet digital confidence is not equally distributed. Susan Pieterse and Onika Gregory from the Trusts were clear from the start: they wanted something supportive, practical, and respectful of staff pressures.

Our shared aim was not just to “teach IT”, but to help staff become more independent, comfortable problem-solving, and able to keep learning beyond the classroom.

What we delivered

Our approach focused on accessibility, consistency, and immediate transfer to real life.

Sessions were designed around practical tasks learners face at work and at home, with clear step-by-step scaffolding and lots of guided practice.

We deliberately created a learning culture where questions were welcomed, repetition was normal, and learners could build confidence through steady progress.

The Trust’s feedback helped us adapt pacing and challenge in real time, ensuring the programme stayed responsive to learner needs.

What we observed in learners

The biggest change was confidence and independence.

Many learners started cautiously — worried about making mistakes or unsure how to troubleshoot.

Over time, they became more willing to explore, ask better questions, and take ownership of their learning. We saw improvements that translate directly into impact: reduced anxiety with digital tasks, stronger engagement with online learning, more effective communication habits, and increased willingness to pursue progression opportunities.

Just as importantly, learners’ self-belief shifted — from "I'm not good with computers" to "I can do it, and I know how to work it out."

What made the partnership work

From the college perspective, this programme succeeded because it combined strong delivery with strong partnership. Onika and Susan’s leadership created the conditions for success: clear expectations, encouragement for learners, and a visible commitment to development. On our side, the Lambeth College team went beyond delivery: careful planning, consistent support, and an inclusive adult-learning approach that prioritised confidence alongside technical skills.

What’s next

We’re especially pleased that the programme didn’t end at the final session. We are now focusing on "what next" routes for learners — how they can build on their progress through further learning, workplace development opportunities, or progression pathways where appropriate. This work has shown what’s possible when supportive teaching meets genuine partnership, and we hope it encourages more organisations to invest in digital confidence as a foundation for workforce growth.

Employer Voice - Susan Pieterse Apprenticeship and Work based manager Southwest London and St. George’s Mental Health NHS trust Springfield University Hospital

"This has been highly effective—thank you, Daniel. Following our fourth session yesterday, staff have demonstrated clear improvements not only in their skills but also in their confidence. They consistently enjoy attending the sessions, and the support provided by the teacher is having a measurable positive impact on their learning."

Employer Voice - Onika Gregory – People Development Business Partner Funding and Talent, Homerton Healthcare NHS Foundation Trust

"This programme has had a positive impact in the Trusts. Confidence much improved and they all enjoyed the programme with managers honouring study leave for them to attend.
The first cohort was small, of the 5 who attended there was 100% attendance. It has such good feedback that the Trust will plan a further cohort to start later in the year."