Policies and Procedures

Welcome to the Policies and Procedures page of UK Home School online. Here, we strive to promote transparency and trust by outlining the regulations and guidelines that govern our operations.

****Supporting Policy Document for UK Home School ltd**

**1. Introduction**

This policy document outlines the framework and guiding principles for UK Home School ltd, emphasizing the organization’s commitment to providing quality education and support for children with Special Educational Needs and Disabilities (SEND). It aims to articulate the benefits of our purposes and how they impact individual beneficiaries and the broader community.

**2. Objectives**

- To deliver tailored educational support that addresses the unique needs of children with SEND.

- To foster an inclusive environment that encourages participation and engagement from all students.

- To promote awareness and understanding of SEND within the community.

- To enhance the skills and confidence of SEND students, preparing them for future opportunities.

**3. Benefits to Individual Beneficiaries**

- **Personalized Learning:** We provide individualized educational plans that cater to the specific needs of each child, ensuring they receive the support necessary for their academic and personal development.

- **Skill Development:** By focusing on both academic achievements and life skills, we empower SEND students to build confidence and independence.

- **Emotional Well-Being:** Our supportive environment fosters social interactions and emotional growth, helping students to develop positive relationships and resilience.

**4. Benefits to the General Public**

- **Community Inclusion:** By promoting inclusivity in education, UK Home School ltd contributes to a more accepting and understanding society, breaking down barriers and stereotypes associated with SEND.

- **Economic Impact:** Educating SEND students contributes to their future employability, reducing reliance on social services and fostering economic independence.

- **Awareness and Advocacy:** We engage with the community through awareness campaigns, workshops, and events, educating the public about SEND and advocating for the rights and needs of individuals with disabilities.

**5. Evidence of Benefits**

To demonstrate the effectiveness of our programs and the associated benefits, UK Home School ltd will:

- Conduct regular assessments and evaluations of student progress, with outcomes shared with stakeholders.

- Gather feedback from beneficiaries, families, and educators to continuously improve our services and support mechanisms.

- Collaborate with local businesses, community organizations, and educational institutions to evaluate the social and economic impacts of our programs.

**6. Conclusion**

UK Home School ltd is dedicated to fulfilling its purpose of providing essential support and education to children with SEND. Through our tailored programs and community engagement, we aim to foster an inclusive environment that benefits both individual students and society as a whole. This policy document serves as a guiding framework to ensure that our objectives are met and that the positive impact of our work is recognized and celebrated.

**7. Review and Updates**

This policy document will be reviewed annually to ensure its relevance and effectiveness, incorporating feedback from stakeholders and adapting to any changes in legislation or best practices in SEND education.

---

**Approved by:** James Swallow-Gaunt

**Date:** 09/10/2024

**Next Review Date:** 09/10/2026.

Signed by

James Swallow-Gaunt

School Secretary

Signature

Date. 9/10/24

Witnessed Trustee

Emma Swallow-Gaunt

Date 9/10/24

 Safeguarding Policy**

**1. Introduction**

   - **Supporting Policy Document for UK Home School ltd**

**1. Introduction**

This policy document outlines the framework and guiding principles for UK Home School ltd, emphasizing the organization’s commitment to providing quality education and support for children with Special Educational Needs and Disabilities (SEND). It aims to articulate the benefits of our purposes and how they impact individual beneficiaries and the broader community.

**2. Objectives**

- To deliver tailored educational support that addresses the unique needs of children with SEND.

- To foster an inclusive environment that encourages participation and engagement from all students.

- To promote awareness and understanding of SEND within the community.

- To enhance the skills and confidence of SEND students, preparing them for future opportunities.

**3. Benefits to Individual Beneficiaries**

- **Personalized Learning:** We provide individualized educational plans that cater to the specific needs of each child, ensuring they receive the support necessary for their academic and personal development.

- **Skill Development:** By focusing on both academic achievements and life skills, we empower SEND students to build confidence and independence.

- **Emotional Well-Being:** Our supportive environment fosters social interactions and emotional growth, helping students to develop positive relationships and resilience.

**4. Benefits to the General Public**

- **Community Inclusion:** By promoting inclusivity in education, UK Home School ltd contributes to a more accepting and understanding society, breaking down barriers and stereotypes associated with SEND.

- **Economic Impact:** Educating SEND students contributes to their future employability, reducing reliance on social services and fostering economic independence.

- **Awareness and Advocacy:** We engage with the community through awareness campaigns, workshops, and events, educating the public about SEND and advocating for the rights and needs of individuals with disabilities.

**5. Evidence of Benefits**

To demonstrate the effectiveness of our programs and the associated benefits, UK Home School ltd will:

- Conduct regular assessments and evaluations of student progress, with outcomes shared with stakeholders.

- Gather feedback from beneficiaries, families, and educators to continuously improve our services and support mechanisms.

- Collaborate with local businesses, community organizations, and educational institutions to evaluate the social and economic impacts of our programs.

**6. Conclusion**

UK Home School ltd is dedicated to fulfilling its purpose of providing essential support and education to children with SEND. Through our tailored programs and community engagement, we aim to foster an inclusive environment that benefits both individual students and society as a whole. This policy document serves as a guiding framework to ensure that our objectives are met and that the positive impact of our work is recognized and celebrated.

**7. Review and Updates**

This policy document will be reviewed annually to ensure its relevance and effectiveness, incorporating feedback from stakeholders and adapting to any changes in legislation or best practices in SEND education.

---

**Approved by:** James Swallow-Gaunt

**Date:** 09/10/2024

**Next Review Date:** 09/10/2026.

Signed by

James Swallow-Gaunt

School Secretary

Signature

Date. 9/10/24

Witnessed Trustee

Emma Swallow-Gaunt

Date 9/10/24

**Supporting Policy Document for UK Home School ltd**

**1. Introduction**

This policy document outlines the framework and guiding principles for UK Home School ltd, emphasizing the organization’s commitment to providing quality education and support for children with Special Educational Needs and Disabilities (SEND). It aims to articulate the benefits of our purposes and how they impact individual beneficiaries and the broader community.

**2. Objectives**

- To deliver tailored educational support that addresses the unique needs of children with SEND.

- To foster an inclusive environment that encourages participation and engagement from all students.

- To promote awareness and understanding of SEND within the community.

- To enhance the skills and confidence of SEND students, preparing them for future opportunities.

**3. Benefits to Individual Beneficiaries**

- **Personalized Learning:** We provide individualized educational plans that cater to the specific needs of each child, ensuring they receive the support necessary for their academic and personal development.

- **Skill Development:** By focusing on both academic achievements and life skills, we empower SEND students to build confidence and independence.

- **Emotional Well-Being:** Our supportive environment fosters social interactions and emotional growth, helping students to develop positive relationships and resilience.

**4. Benefits to the General Public**

- **Community Inclusion:** By promoting inclusivity in education, UK Home School ltd contributes to a more accepting and understanding society, breaking down barriers and stereotypes associated with SEND.

- **Economic Impact:** Educating SEND students contributes to their future employability, reducing reliance on social services and fostering economic independence.

- **Awareness and Advocacy:** We engage with the community through awareness campaigns, workshops, and events, educating the public about SEND and advocating for the rights and needs of individuals with disabilities.

**5. Evidence of Benefits**

To demonstrate the effectiveness of our programs and the associated benefits, UK Home School ltd will:

- Conduct regular assessments and evaluations of student progress, with outcomes shared with stakeholders.

- Gather feedback from beneficiaries, families, and educators to continuously improve our services and support mechanisms.

- Collaborate with local businesses, community organizations, and educational institutions to evaluate the social and economic impacts of our programs.

**6. Conclusion**

UK Home School ltd is dedicated to fulfilling its purpose of providing essential support and education to children with SEND. Through our tailored programs and community engagement, we aim to foster an inclusive environment that benefits both individual students and society as a whole. This policy document serves as a guiding framework to ensure that our objectives are met and that the positive impact of our work is recognized and celebrated.

**7. Review and Updates**

This policy document will be reviewed annually to ensure its relevance and effectiveness, incorporating feedback from stakeholders and adapting to any changes in legislation or best practices in SEND education.

---

**Approved by:** James Swallow-Gaunt

**Date:** 09/10/2024

**Next Review Date:** 09/10/2026.

Signed by

James Swallow-Gaunt

School Secretary

Signature

Date. 9/10/24

Witnessed Trustee

Emma Swallow-Gaunt

Date 9/10/24

**Supporting Policy Document for UK Home School ltd**

**1. Introduction**

This policy document outlines the framework and guiding principles for UK Home School ltd, emphasizing the organization’s commitment to providing quality education and support for children with Special Educational Needs and Disabilities (SEND). It aims to articulate the benefits of our purposes and how they impact individual beneficiaries and the broader community.

**2. Objectives**

- To deliver tailored educational support that addresses the unique needs of children with SEND.

- To foster an inclusive environment that encourages participation and engagement from all students.

- To promote awareness and understanding of SEND within the community.

- To enhance the skills and confidence of SEND students, preparing them for future opportunities.

**3. Benefits to Individual Beneficiaries**

- **Personalized Learning:** We provide individualized educational plans that cater to the specific needs of each child, ensuring they receive the support necessary for their academic and personal development.

- **Skill Development:** By focusing on both academic achievements and life skills, we empower SEND students to build confidence and independence.

- **Emotional Well-Being:** Our supportive environment fosters social interactions and emotional growth, helping students to develop positive relationships and resilience.

**4. Benefits to the General Public**

- **Community Inclusion:** By promoting inclusivity in education, UK Home School ltd contributes to a more accepting and understanding society, breaking down barriers and stereotypes associated with SEND.

- **Economic Impact:** Educating SEND students contributes to their future employability, reducing reliance on social services and fostering economic independence.

- **Awareness and Advocacy:** We engage with the community through awareness campaigns, workshops, and events, educating the public about SEND and advocating for the rights and needs of individuals with disabilities.

**5. Evidence of Benefits**

To demonstrate the effectiveness of our programs and the associated benefits, UK Home School ltd will:

- Conduct regular assessments and evaluations of student progress, with outcomes shared with stakeholders.

- Gather feedback from beneficiaries, families, and educators to continuously improve our services and support mechanisms.

- Collaborate with local businesses, community organizations, and educational institutions to evaluate the social and economic impacts of our programs.

**6. Conclusion**

UK Home School ltd is dedicated to fulfilling its purpose of providing essential support and education to children with SEND. Through our tailored programs and community engagement, we aim to foster an inclusive environment that benefits both individual students and society as a whole. This policy document serves as a guiding framework to ensure that our objectives are met and that the positive impact of our work is recognized and celebrated.

**7. Review and Updates**

This policy document will be reviewed annually to ensure its relevance and effectiveness, incorporating feedback from stakeholders and adapting to any changes in legislation or best practices in SEND education.

---

**Approved by:** James Swallow-Gaunt

**Date:** 09/10/2024

**Next Review Date:** 09/10/2026.

Signed by

James Swallow-Gaunt

School Secretary

Signature

Date. 9/10/24

Witnessed Trustee

Emma Swallow-Gaunt

Date 9/10/24

**Supporting Policy Document for UK Home School ltd**

**1. Introduction**

This policy document outlines the framework and guiding principles for UK Home School ltd, emphasizing the organization’s commitment to providing quality education and support for children with Special Educational Needs and Disabilities (SEND). It aims to articulate the benefits of our purposes and how they impact individual beneficiaries and the broader community.

**2. Objectives**

- To deliver tailored educational support that addresses the unique needs of children with SEND.

- To foster an inclusive environment that encourages participation and engagement from all students.

- To promote awareness and understanding of SEND within the community.

- To enhance the skills and confidence of SEND students, preparing them for future opportunities.

**3. Benefits to Individual Beneficiaries**

- **Personalized Learning:** We provide individualized educational plans that cater to the specific needs of each child, ensuring they receive the support necessary for their academic and personal development.

- **Skill Development:** By focusing on both academic achievements and life skills, we empower SEND students to build confidence and independence.

- **Emotional Well-Being:** Our supportive environment fosters social interactions and emotional growth, helping students to develop positive relationships and resilience.

**4. Benefits to the General Public**

- **Community Inclusion:** By promoting inclusivity in education, UK Home School ltd contributes to a more accepting and understanding society, breaking down barriers and stereotypes associated with SEND.

- **Economic Impact:** Educating SEND students contributes to their future employability, reducing reliance on social services and fostering economic independence.

- **Awareness and Advocacy:** We engage with the community through awareness campaigns, workshops, and events, educating the public about SEND and advocating for the rights and needs of individuals with disabilities.

**5. Evidence of Benefits**

To demonstrate the effectiveness of our programs and the associated benefits, UK Home School ltd will:

- Conduct regular assessments and evaluations of student progress, with outcomes shared with stakeholders.

- Gather feedback from beneficiaries, families, and educators to continuously improve our services and support mechanisms.

- Collaborate with local businesses, community organizations, and educational institutions to evaluate the social and economic impacts of our programs.

**6. Conclusion**

UK Home School ltd is dedicated to fulfilling its purpose of providing essential support and education to children with SEND. Through our tailored programs and community engagement, we aim to foster an inclusive environment that benefits both individual students and society as a whole. This policy document serves as a guiding framework to ensure that our objectives are met and that the positive impact of our work is recognized and celebrated.

**7. Review and Updates**

This policy document will be reviewed annually to ensure its relevance and effectiveness, incorporating feedback from stakeholders and adapting to any changes in legislation or best practices in SEND education.

---

**Approved by:** James Swallow-Gaunt

**Date:** 09/10/2024

**Next Review Date:** 09/10/2026.

Signed by

James Swallow-Gaunt

School Secretary

Signature

Date. 9/10/24

Witnessed Trustee

Emma Swallow-Gaunt

Date 9/10/24

 **Supporting Policy Document for UK Home School ltd**

**1. Introduction**

This policy document outlines the framework and guiding principles for UK Home School ltd, emphasizing the organization’s commitment to providing quality education and support for children with Special Educational Needs and Disabilities (SEND). It aims to articulate the benefits of our purposes and how they impact individual beneficiaries and the broader community.

**2. Objectives**

- To deliver tailored educational support that addresses the unique needs of children with SEND.

- To foster an inclusive environment that encourages participation and engagement from all students.

- To promote awareness and understanding of SEND within the community.

- To enhance the skills and confidence of SEND students, preparing them for future opportunities.

**3. Benefits to Individual Beneficiaries**

- **Personalized Learning:** We provide individualized educational plans that cater to the specific needs of each child, ensuring they receive the support necessary for their academic and personal development.

- **Skill Development:** By focusing on both academic achievements and life skills, we empower SEND students to build confidence and independence.

- **Emotional Well-Being:** Our supportive environment fosters social interactions and emotional growth, helping students to develop positive relationships and resilience.

**4. Benefits to the General Public**

- **Community Inclusion:** By promoting inclusivity in education, UK Home School ltd contributes to a more accepting and understanding society, breaking down barriers and stereotypes associated with SEND.

- **Economic Impact:** Educating SEND students contributes to their future employability, reducing reliance on social services and fostering economic independence.

- **Awareness and Advocacy:** We engage with the community through awareness campaigns, workshops, and events, educating the public about SEND and advocating for the rights and needs of individuals with disabilities.

**5. Evidence of Benefits**

To demonstrate the effectiveness of our programs and the associated benefits, UK Home School ltd.

For more details please get in touch 

 

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UK Home school ltd

Appeals Policy and Procedure Jan 2025

 ‘Competent’ or ‘Pass’ cannot be contested. ‘Not yet competent’ or ‘fail’ can be contested.

 Sources of disagreement may include:

 • the interpretation of the candidate’s behaviour in relation to values/good practice,

 • the assessor may miss some working practice which the candidate believes supports their claim to competence in a unit,

 • the assessor may require more evidence that assessment criteria is being met than the candidate believes necessary.

 Where candidates believe that they have grounds to appeal against the judgement of an assessor they should:

 • advise the assessor of this and ask the assessor to consider taking appropriate action to rectify the situation,

 • If this is unsuccessful the candidate should refer the matter to the IQA for consideration,

 • If the candidate is still not satisfied with the process he/she should contact the centre coordinator to implement a formal appeal.

 The Appeal Panel:

 • is independent of employers,

 • will be strictly neutral,

 • will make use of evidence gathered during assessment,

 • will be comprised of the Quality Assurance Coordinator and other appropriate assessors or Internal Quality Assurers, depending upon the nature of the appeal.

 Candidates can ask for support(from mentors and others) to assemble their evidence for an appeal against a ‘not yet competent’ or ‘fail’ decision.

 The appeal should be registered with the Centre Qualifications Coordinator within 21 days of the assessment decision being given to the candidate. The Coordinator will acknowledge receipt within 5 working days. (Unless out of the office, then immediately on return.)

 The Appeals Panel will meet within 20 working days of the appeal being received by the Centre Coordinator to consider the appeal. If the Appeals Panel require further information or evidence the Centre Coordinator will gather this on behalf of the Panel.

 The Panel’s decision will be given in writing to all those involved in the Appeal.

 If the Appeals Panel decision is not acceptable the person concerned can then appeal to the Awarding Organisation whose decision is final. Addresses are available from Head office 54 Ward Street, Penistone, Sheffield S36 6EP

For Highfield qualifications

This will be the final route of escalation within our company. Therefore, if you remain unhappy after following our own internal appeals procedure then please contact the Awarding Organisation directly. The Awarding Organisation is Highfield Awarding Body for Compliance (HABC) and their appeals policy can be located on their website: www.highfieldabc.com. Alternatively please speak to the HABC team on 0845 2260350.

Should you address your appeal to HABC and remain unhappy with the outcome you may then raise your appeal to the relevant qualification regulator. Either a representative of E&J or HABC will be able to offer you guidance on the appropriate qualification regulator in each instance and provide contact details.

The following relates to appeals regarding publicly funded qualifications in Scotland only. Should you have undertaken a publicly funded qualification in Scotland, wish to make an appeal and you have exhausted the procedures of E&J , HABC as the Awarding Organisation, and the relevant qualification regulator then you do have one final route of appeal. Please contact the Scottish Public Services Ombudsman (SPSO) directly, details can be located on their website: www.spso.org.uk

If you have any queries about the contents of this policy, please contact the centre co-ordinator directly on 01226 828737 or email ej.educationalservices@gmail.com

 All contacts regarding an appeal will be treated as urgent and confidential.

 All records relating to appeals will be kept by the centre for a minimum of three years.

-------------

 

Complaints Policy

 

 

Introduction

UK Home School are a recognised alternative provision who work with a number of Awarding Organisation regulated by Ofqual, and NGBs the qualification regulator for England and Northern Ireland. The Awarding Organisation is committed to high levels of quality assurance and policies that are open, seeks to support learners and study centres to comply with our policies and procedures. 4all are a UK training provider with a registered UK PRN

Overview

UK Home School are committed to offering a high standard of service to all customers, including learners and study centres. We aim to provide a service that is:

• consultative and responsive;

• open and informative;

• prompt and efficient;

• streamlined and manageable;

• cost-effective.

UK Home School ensure complaints are dealt with quickly and efficiently avoiding the need for a formal written complaint wherever possible. However, should the matter necessitate a formal complaint, the procedures detailed in this document will be followed. Individuals should not be discouraged from making a complaint, on financial or any other grounds, unless it is vexatious, malicious or frivolous. All complaints will be dealt with fairly and in a timely manner, and will be recorded so that analysis is facilitated. Formal complaints should be sent in writing (by letter or email) and should state clearly the form of redress or recompense (if any) or change in operations (if any) that are sought. All complaints will be acknowledged speedily, recorded clearly, and resolved as quickly as possible and as practicable. No-one who was involved in the actions or behaviours complained against will be involved in determining the outcome of the complaint.

NOTE: if you are dissatisfied with a decision made by E&J, including decisions made about reasonable adjustments, special consideration, malpractice or assessment results, this cannot be dealt with as a complaint, and you must follow the relevant Review and Appeals procedure, available on request from E&J – ej.educationalservices@gmail.com If you have a comment about the quality of service you have received from us we welcome your feedback and see this as an opportunity to improve our service.

How to complain

If you have a complaint about our service, please contact us in order that we can investigate this using our complaints procedure. When making a complaint, please give us the following information if you have it:

• what the complaint is about;

• your full name and learner reference number (if you have one);

• your program and tutor name;

• the qualification or unit title and qualification reference number;

• copies of any relevant supporting documents. We promise to:

• acknowledge receipt of your complaint within two working days of receiving it;

• give you a full response within 30 working days. If this is not possible, we will let you know after 15 working days.

Procedure

1. Complaint relating to a UK Home School approved study centre If you have a complaint which concerns an issue within the control of a study centre, you should complain to that study centre in the first instance, and copy any correspondence relating to the matter to UK Home School ltd 54 ward street, Penistone, Sheffield. Having been through the college, centre or training provider’s complaints or grievance procedure, the matter may remain unresolved. In these circumstances we may consider, if it is appropriate, intervening on your behalf. You should write to us with full details of the steps taken to date to try to resolve your complaint with the study centre, and their responses.

2. Complaint relating to Customer Service If you wish to complain about any aspect of 4all Customer Service, the centre coordinator and Centre manager should be contacted (see contact details in Section 4). All complaints will be

acknowledged within 3 working days and the complaint will be investigated by the Quality Assurance and Compliance Manager. The outcome will be communicated in writing within ten working days of the acknowledgement where reasonably practicable. The centre coordinator will be responsible for collating all complaints and identifying any quality improvements where necessary.

3. Complaint relating to any UK Home School If you wish to raise a complaint relating to 4all that is not included in the Review and Appeals Policy, you should notify the Head of Awarding Organisation in writing within two weeks of the alleged incident. Correspondence should be sent to 4all at the address below, addressed to the Head of centre of 4all. You will be sent an acknowledgement letter within ten working days and we will investigate the complaint, and communicate findings to you in writing. Wherever possible, this will be completed within one month of the date the complaint was received. If the matter is not resolved we may undertake further investigations, including where necessary arranging for an independent review of the case.

4. Contact details: To access a copy of our complaints policy and procedure write to centre coordinator 54 Ward Street, Penistone, Sheffield S366EP Telephone: 01226 828737 Complaints about us, as a UK regulated awarding organisation. If you have complained to us and are still unhappy with the outcome, you can take your complaint to Ofqual who will look into it. You can make Ofqual aware of your complaint by letter, phone or email. Ofqual Spring Place Herald Avenue Coventry CV5 6UB Telephone: 0300 303 3346 info@ofqual.gov.uk

Complaints for Highfield qualifications

Appealing after an initial complaint has been raised

In the unlikely event that you remain unhappy after your complaint has been investigated and a decision reached then you may escalate your complaint to our centre coordinator. Please include any further items for consideration and state clearly why you remain unhappy with the decision taken so far. The Head of centre will investigate in full and respond to you within 21 days.

The coordinator can be contacted on:

Call: Emma Swallow-Gaunt

E-mail:ej.educationalservices@gmail.com

Write to: complaints, E&J Educational Services, 54 Ward street, Penistone S36 6EP

This will be the final route of escalation within our company. Therefore, if you remain unhappy after following our own internal complaints procedure and your complaint refers to services you have received relating to your course and achieving your qualification then please contact the Awarding Organisation directly. The Awarding Organisation is Highfield Awarding Body for Compliance

(HABC) and their complaint policy can be located on their website: www.highfieldabc.com. Alternatively please speak to the HABC team on 0845 2260350.

Should you address your complaint to HABC and remain unhappy with the outcome you may then raise your complaint to the relevant qualification regulator. Either a representative of E&J or HABC will be able to offer you guidance on the appropriate qualification regulator in each instance and provide contact details.

The following relates to complaints regarding publicly funded qualifications in Scotland only. Should you have undertaken a publicly funded qualification in Scotland, wish to make a complaint and you have exhausted the procedures of E&J , HABC as the Awarding Organisation, and the relevant qualification regulator then you do have one final route of complaint. Please contact the Scottish Public Services Ombudsman (SPSO) directly, details can be located on their website: www.spso.org.uk

If you have any queries about the contents of this policy, please contact the centre coordinator directly on 01226 828737 or email ukhomeschoolonline@gmail.com 

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Health and Safety

Health & Safety Policy Jan 2025

KEYPOINTS:

1 Success of health and safety regulations

2 Duty of care applied to everyone

3 Key Responsibilities: Head of centre and staff

4 Induction on joining

5 Full training within two months

6 Visitors and contractors:

7 Use of protective clothing and equipment

8 Risk assessment of the premises of 4all, employers and contractors

9 Regular risk monitoring

10 Good housekeeping

11 Electrical equipment

12 Harmful substances

13 First aid

14 Accident reporting

15 Fire safety

16 Safe access including for people with disabilities

17 Sanctions for breach

HEALTH AND SAFETY

This Policy has been designed taking in account the Health and Safety at work act 1974. Since the introduction of strict health and safety regulations 30 years ago, deaths at work have fallen by three-quarters. Serious injury and long-term illness caused by exposure to hazardous processes and substances have also fallen sharply.

Despite that impressive progress in ensuring that working lives are healthy and secure, health and safety is sometimes mocked or ignored. 4all takes the health and safety of every learner, every member of staff, every visitor extremely seriously. It is the job of everyone in the 4all community not only to stay safe themselves, but to watch over the safety of others, intervening or reporting unsafe practices where necessary. Those duties are not only sensible but are legal obligations. They stand whether training is taking place at 4all premises or with one of 4all partner employers or contractors.

RESPONSIBILITIES

Leadership in health and safety is the responsibily is the head of centre James Swallow-Gaunt. The day to day lead of health and safety is the responsibilities of all UK Home School staff and all learners full training is given on induction of staff and learners.

Their annual report will include records of notified and serious injuries and the steps taken to mitigate problems in the future. On a day-to-day basis, all staff are responsible for the health and safety of all who have dealings with 4all assisted by the Health and Safety Manager. In law, everyone in the 4all community must act responsibly and carefully to achieve healthy and safe learning and work, under the guidance of those who are given the leadership roles.

INDUCTION AND TRAINING

Every learner and staff member of 4all receives a general introduction to health and safety on joining, and more detailed training related to their area of activity within two months. Visitors to 4all and contractors are given a summary of 4all health and safety regulations and are supervised while they are on 4all premises. Learners must not use equipment for which they have not been trained and only carry out technical and practical work under supervision. The objective of training is to develop a healthy and safe working culture, to which everyone can subscribe.

PROTECTIVE EQUIPMENT

Learners are introduced to the requirements for protective clothing and equipment during induction. This may include overalls, safety helmets, eye protectors, ear defenders, protective boots and a range of specialist items – for example, heavy gloves or welding goggles – which are used when carrying out particular tasks. It is everyone’s duty to ensure that they wear the appropriate items at all times when they are required to do so. Even where there may appear to be little risk of immediate injury, long-term exposures can impair such vital senses as hearing.

RISK ASSESSMENT

 instructors and assessors are appropriately qualified and experienced to operate the equipment and in the environments required to carry out 4all programmes of learning. They carry out a weekly safety inspection of the areas for which they are responsible in 4all, and an annual, formal, risk assessment. H&S Manager will carry out quarterly inspections of their areas to ensure that equipment and facilities are safe and to notify the Head of centre of any improvements needed.

Employers’ premises or those of subcontractors, are risk assessed by 4all before any learner is allowed to go there. Monitoring checks are carried out every 12 months to ensure that any hazards or unsafe practices are identified, recorded and remedied.

Partner employers are required to produce their health and safety policies and procedures and to comply with the statutory regulations on reporting and investigating accidents. Partner employers and subcontractors are required to produce relevant certificates of insurance.

GOOD HOUSEKEEPING

Safe and efficient learning and working are greatly helped by clean and orderly environments. 4all will ensure that:

Corridors and passageways are sufficiently wide and free from obstruction

Floors are clean and dry

Rubbish and litter are removed daily and workshops and classrooms are kept tidy

Emergency exits are clear

Signs are legible and clear

Equipment is clean and in good order

There is adequate lighting

There is appropriate heating, ventilation and dust/fume extraction

Shelving is not overloaded and heavy items are kept low

Materials are properly stored.

ELECTRICAL EQUIPMENT

UK Home School staff will ensure that:

Only authorised and qualified people install, maintain and repair electrical equipment

Equipment is tested annually by a qualified person

Faulty equipment is secured beyond use

Multi-socket adaptors are not used

Private electrical equipment is not used on 4all premises, and client premises.

HARMFUL SUBSTANCES

UK Home School will ensure that:

Materials are assessed in accordance with the Control of Substances Hazardous to Health (CoSHH) regulations

Hazardous substances are safely and properly stored

Training is provided in the use of hazardous substances

Hazardous substances are not used without appropriate protection.

FIRST AID

UK Home School will ensure that:

First aiders will be trained, qualified and regularly updated, in appropriate numbers

Names of first aiders will be clearly displayed

First aid materials and equipment will be readily available in all areas where hazards may be met

First aiders and other staff have ready access to the emergency services.

ACCIDENT REPORTING

UK Home School will ensure that:

Accidents and incidents are recorded on forms which match Health and Safety Executive guidelines

All accidents and incidents are investigated by Health & Safety Manager

All serious accidents are reported to the Centre manager

A summary of accidents, incidents and remedial action is made every year to the Board for inclusion in an annual report.

RIDDOR requirements are met (injury, diseases and dangerous occurrences’ register).

FIRE

UK Home School will ensure that:

Fire exits are kept clear and are clearly marked

Evacuation routes and assembly points are clearly identified and marked

Safe evacuation is practised at least twice a year

Fire alarms are tested weekly

Appropriate fire extinguishers are provided in sufficient numbers, well maintained and clearly marked

Fire marshals are appropriately trained

All visitors to 4all are notified on arrival of fire evacuation routes and procedures

All learners and 4all staff are notified annually of fire evacuation routes and procedures, including use of extinguishers where appropriate

Fire marshals and other staff have ready access to the emergency services

Smoking is not permitted on 4all or client premises.

SAFE ACCESS

UK Home School will ensure that:

Exterior areas are properly lit

Where possible, there is secure access to vehicle parking

Convenient access is provided for people with disabilities

Wherever possible learning is facilitated for people with disabilities or impairments

Learners under the age of 16 are clearly identified so that they can be safeguarded.

SANCTIONS

Learners should be aware that deliberate breaches or avoidance of health and safety rules are disciplinary offences and will be dealt with under the 4all procedures on Discipline. Serious offences may be regarded as gross misconduct, leading to dismissal.

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Dealing with Malpractice and Maladministration

 

 

Scope of the policy This policy is aimed at our customers, including learners and mentors, and staff who are using or delivering the training services listed and who are involved in suspected or actual malpractice.

• National Qualifications

• course devised courses accredited by BFA and NFPS

• 4all devised courses

Purpose of the policy

The purpose of this policy is to set out the steps you, your learners or other personnel follow when reporting suspected or actual cases of malpractice and our responsibilities in dealing with such cases. It is also in place to review those processes which led to the suspected or actual case of malpractice and maladminstration to support you in any investigations. We will act upon any reports of suspected or actual cases of malpractice we receive about your activities, your personnel or your learners which may affect the integrity of the training programme(s) and quality assurance systems. We also have a professional responsibility to report non adherence to the code of conduct. Location of the policy You can review a copy of this policy from our website: www. or request copies from our Professional Services Team on 01226 828737 or by ukhomeschoolonline@gmail.com

 We have also signposted the policy in our Student Handbook which is available to use for each of our courses. Communication of the policy It is important that both personnel involved in the management, assessment and quality assurance of our programmes and your learners studying our programmes are fully aware of the contents of the policy. Please ensure that you have made your learners aware of the policy. Review of the policy We will review the policy annually and revise it as and when required in response to customer and stakeholder feedback, changes in our practices, or external agencies or changes in legislation. Our review will ensure that our procedures continue to be consistent with the regulatory criteria and are applied properly and fairly in arriving at judgements.

Definitions

Malpractice

Malpractice is essentially any activity or practice which deliberately contravenes regulations and compromises the integrity of the assessment process and/or the validity of certificates. For the purpose of this policy this term also covers professional misconduct. The categories listed below are examples of centre and candidate malpractice. Please note that these examples are not exhaustive and are guidance on our definition of malpractice:

Maladministration

Maladministration is essentially any activity or practice which deliberately contravenes regulations and compromises the integrity of the assessment process and/or the validity of certificates during the adminstration process. It covers any actions that do not follow the administration regualtions and requirements required by the awarding body. For the purpose of this policy this term also covers professional misconduct. The categories listed below are examples of centre and candidate malpractice. Please note that these examples are not exhaustive and are guidance on our definition of malpractice and Maladminstration.

• Forgery of evidence

• Plagiarism of any nature by learners

• Submission of false information to gain a proxy or a qualification

• Discriminatory, bullying or harassing behaviour

• Unprofessional conduct

• Behaviour likely to endanger the health or safety of the public

• Breach of confidentiality of patients, learners or organisation

• Failure to meet the awarding body or regulator’s requirements in claiming certificates.

• Falsifying assessment records Reporting procedure Anybody identifying cases of malpractice should report them to our Professional Services Team and ask to be contacted by the Managing Director regarding a claim of malpractice.

Malpractice, Maladministration and its Investigation

We have to investigate all cases of malpractice in liaison with the parties concerned. If an investigation finds evidence of maladministration, we will have to take the necessary steps to ensure that the learners’ interests are protected as far as is reasonably possible. This may include making arrangements for re-assessment. If the investigation reveals that certification is inappropriate we will have to take the necessary steps to revoke the certification in order to protect the health and safety of the public. Following contact by telephone, you should submit your own report accompanied by supporting evidence. Reports must include:

• The learner’s name

• UK Home School personnel’s details (name, job role) if they are involved in the case

• The title of the UK Home School affected or nature of the service affected

• The date(s) suspected or actual malpractice occurred

• The full nature of the suspected or actual malpractice Post, email or fax your completed form or report to our Centre coordinator as soon as possible. Then

• We will acknowledge your report within 3 working days of receipt

• We will arrange for appropriate 4all personnel to review the report and commence the investigation

• We will aim to action and resolve all investigations within 10 working days of receipt of the report

• We will advise you of the outcome of our investigation within 2 working days of making our decision When we receive your report, we will allocate a panel comprising Buttercups senior personnel and, where appropriate, external advisors such as external verifiers. The panel will review the report and supporting evidence and carry out the investigation. The investigation process During the investigation the panel’s review may involve:

• A request for further information

• Interviews (face to face or by telephone) with personnel involved in the investigation

• Arranging for UK Home School staff to carry out a workplace visit

• Informing the Regulatory/Awarding body. Where applicable, we’ll inform the appropriate regulatory authorities of any investigation into suspected or actual cases of serious malpractice and will agree the appropriate course of remedial action with them. Please note that in exceptional cases, the regulatory authorities may lead the investigation We will make informed decisions based on the evidence. We will protect the identity of the ‘informant’ as required. We will also share information with other external parties, as required. Learner malpractice If the investigation confirms that learner malpractice has taken place, we may have no alternative but

to impose one or more of the following sanctions on the candidate. Please note that this list is not exhaustive:

• Disallowing all or part of the candidate’s assessment evidence

• Disallowing all or part of the candidate’s external assessment marks

• Not issuing the candidate’s certificate(s)

• Not accepting any further registrations for the candidate

• Disqualification from the programme In cases of malpractice by learners, you should make your learners aware that their final results may be void if the case is proven and any certificates which have already been issued may be deemed to be invalid and will need to be returned to the awarding body. If you have any queries about the contents of the policy, please contact our Centre Support Team.

Centre’s Responsibility

It is our Centre’s responsibility to have in place the following:

1.0 Robust procedures for preventing and investigating incidents of malpractice or maladministration which are up to date and communicated across the Centre, its satellite centres, sub-contractors and third parties;

1.2. Regularly review procedures for preventing and investigating incidents of malpractice or maladministration and make any improvements necessary to ensure they remain relevant and fit for purpose;

1.3. Take all reasonable steps to prevent incidents of malpractice or maladministration from occurring;

Reduction of Risk

2.1. Whilst it is nearly impossible to completely remove the risk of maladministration or malpractice occurring within Centres, we feel the following would go some way to strengthening a Centre’s internal arrangements:

2.2. Ensure all Centre staff are aware of awarding body Policies and Procedures;

2.3. Centre staff have clear roles and responsibilities;

2.4. There is a documented internal quality assurance procedure and methodology that is clearly in place and is subject to regular internal reviews

2.5. There are documented internal standardisation arrangements in place and evidence that these take place at least once a year (if not more);

2.6 Learners are informed of their roles and responsibilities, and in terms of not doing anything that may be deemed malpractice and jeopardise their potential achievements;

2.7 All assessment and internal verification activities are accurately recorded and carried out in accordance with their internal quality assurance arrangements and in line with your expectations as outlined in your qualification guides;

2.8. All registration and certification records are subject to appropriate internal review before submission to Awarding Bodies.

Advice on staff "How to reduce the risk"

 3.1. Whilst it is nearly impossible to completely remove the risk of maladministration or malpractice occurring within training Centres, here are some tips below for Centre staff to be aware of when delivering approved Awarding Body & Qcf qualifications. Be aware that this list is for guidance alone and is not exhaustive. 4all encourages its approved Centres staff to be ‘self-aware’ and be proactive in identifying and managing malpractice and maladministration. The list is not intended to be exhaustive:

3.2. Inspect the examination room to ensure that the accommodation is suitable and the seating is arranged in such a way to avoid malpractice;

3.3. Ensure that all learning aids (such as wall posters) that may assist learners with the examination are covered or removed;

3.4. Ensure learners turn off and put away mobile phones, smart devices, laptops and/or any other form of device that could be classed as a learning aid;

3.5. Ensure absolute silence is maintained throughout the examination;

3.6. In the event that an Invigilator/Assessor observes or suspects a learner of cheating, that learner should be asked to stop. Should the action be considered serious enough, a learner’s examination paper and answer sheet should be collected and the learner asked to leave the examination room

If you have any doubts questions or concerns regarding the above contact Emma Swallow-Gaunt 01226 828737 or email

ukhomeschoolonline@gmail.com

 

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GUIDANCE ON INTERNAL QUALITY ASSURANCE

HELPING YOU TO RAISE STANDARDS

 

 

01/05/2024

CONTENTS

1 INTRODUCTION

2 THE ROLE OF THE IQA

3 PLAN, OPERATE AND EVALUATE INTERNAL ASSESSMENT AND QUALITY SYSTEMS

4 SUPPORT AND DEVELOP TUTORS AND ASSESSORS

5 MONITOR AND IMPROVE THE QUALITY OF ASSESSMENT PRACTICE

6 APPLY POLICIES, PROCEDURES AND LEGISLATION TO MEET REQUIREMENTS

7 SAMPLE FORMS AND DOCUMENTS

1 INTRODUCTION

The aim of this guidance document is to specify 4all programme ltd & Street Safe 4all (Known hereforth as 4all) requirements for the management and delivery of internal quality assurance by centre staff without being overly prescriptive. This guidance is linked to the TAQA internal quality assurance requirements in the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice and should be read in conjunction with other guidance from standard setting and regulatory bodies.

E&J is committed to ensuring that qualifications retain value and credibility. The key to this is valid and reliable assessment. Effective internal quality assurance plays a vitally

important role in achieving and maintaining reliable assessment practice. These requirements apply irrespective of the medium through which the centre provide access to qualifications.

Section 7 of this document lists example of forms and documents that may be used as part of an internal quality assurance process. They are not intended to provide a comprehensive system but rather to provide examples of key documentation. The Centre staff may wish to adapt some or all of these forms to suit their particular needs, or simply to use them as a benchmark for their existing documents.

Internal Quality Assurers (IQAs) who hold the D34 and/or V1 qualifications may find this document useful as a Continuing Professional Development (CPD) exercise to update themselves on TAQA requirements. Training, Assessment, Quality, Assurance (TAQA) internal quality assurance candidates may find it useful as a source of information and for reference purposes.

Holders of D34 or V1 are deemed qualified IQAs so do not have to undertake the TAQA IQA qualifications. All IQAs must however ensure that their internal quality assurance practice meets the requirements contained in Standard 11 of the National Occupational Standards for Learning and Development March 2010

IQAs must ensure that all assessors are aware that their practice must meet the requirements contained in Standard 9 of the National Occupational Standards for Learning and Development March 2010

In this document the following terms are used to cover the following:

Tutor includes everyone on the team who is facilitating or delivering learning e.g. trainer, coach, teacher, facilitator etc in any environment Assessor includes everyone on the team who takes assessment decisions. These decisions could be of competence based performance in a work environment, however they could also be the marking of assignments, assessing simulations, carrying out tests etc.

2 THE ROLE OF THE IQA

The Internal Quality Assurer (IQA) is the driver of quality assurance in qualifications, both within national frameworks and within the quality and management systems of each approved centre. The role, in terms of managing assessment so that it consistently meets national standards*, is central to maintaining public confidence in each and every qualification issued. Therefore internal quality assurance is a key factor in managing ‘risk’ and ensuring that when certificates are claimed for learners the requirements of the national standards have been reliably met. ‘Qualifications unit and/or qualification achievement sheet and certification request

It is in everyone’s interest for the delivery of training, assessment and quality assurance of qualifications to be of the highest quality.

At E&J we are committed to supporting staff to improve levels of quality. In line with this we view internal quality assurance as being fundamental to ensuring the quality of all vocational learning and qualifications.

High quality learning, assessment and quality assurance are required to get the most out of all qualifications. There are tangible benefits for all from this approach as it means:

• Improved learner experience

• Raised learner achievement rates

• Increased learner retention rates

• More cost effective programmes

• Regulatory requirements are met

• Support for other planning and monitoring processes such as self-assessment

To achieve this - quality and quality assurance must be included from the planning stage of programmes of learning – as they are integral to the programmes themselves.

Quality and quality assurance measures need to be built into all processes in the ‘learner journey’ – these include the:

• Recruitment process

• Induction process

• Initial assessment

• Learning plans

• Teaching

• Facilitating learning

• Reviews of progress

• Assessment processes

• Achievement

• Progression planning

INTERNAL QUALITY ASSURANCE

All centre staff must have effective quality assurance systems to ensure optimum delivery and assessment of qualifications.

Centre staff are responsible for internal quality assurance while 4all is responsible for external quality assurance.

For all qualifications centre staff must develop a sampling strategy and plan which must be implemented by all those undertaking the internal quality assurance role. Centre staff with experience of offering N/SVQs will find that their internal verification process can be adapted to establish an internal quality assurance system.

The internal quality assurance system needs to contain:

• A set of written internal quality assurance procedures

• Sample planning based on the principles of ‘CAMERA’

• Effective communication

• Interim sampling

• Summative sampling

• Monitoring of assessor practice (including observation)

• Standardisation activities

• Sound administration

• Records of the above

There are four main aspects to the Internal Quality Assurer (IQA) role:

• Plan, operate and evaluate internal assessment and quality assurance systems

• Support and develop tutors and/or assessors

• Monitor and improve the quality of assessment practice

• Apply policies, procedures and legislation to meet external/regulatory requirements

Each of these key areas are discussed in this document guidance on accepted best practice.

3 PLAN, OPERATE AND EVALUATE INTERNAL ASSESSMENT AND QUALITY SYSTEMS

This is a primary focus for the IQA which entails ensuring that the centre’s internal processes demonstrably meet external regulators’ requirements. This includes having the following in place:

• Written procedures or a strategy for internal quality assurance (Proforma 13)

• Quality assurance systems that are ‘fit for purpose’ and do actually monitor the quality of the learner journey

• Quality assurance where sampling is planned for and carried out throughout the learner journey and not just at the end of assessment

• Learning and training that is delivered models ‘best practice’ and meets all requirements – and that this is monitored

• An objective system for recruiting and selecting assessors

• Assessment practice that is in line with the relevant current NOS for assessment

• Tutors and assessors who are regularly observed carrying out their roles

• Team members (including assessors) who are supported, get feedback on their practice and investment in their development.

• Record keeping that is maintained as required

• IQA practice which is in line with the current NOS for internal quality assurance

• CPD being maintained by all members of the team year on year

• Effective communication with Awarding Bodies and qualifications regulators

• An appeals system that is accessible, transparent and understood

• Standardisation activities that develop consistency between assessors

• Systems to promote year on year continuous improvement

Management of resources should also include forward planning to guarantee that resources ensure access to assessment, internal quality assurance and appropriate materials/equipment/facilities continue to be available for the duration of the programme or qualification. When seeking approval to deliver qualifications centre staff must ensure that the IQA has a channel for feeding communication into the organisation’s management systems. This will assist in ensuring that appropriate decisions concerning resources are made.

The IQA should also have a full and accountable role in managing the qualification delivery team and this must include responsibility for tutors and assessors. To do this effectively the IQA must have accurate and meaningful information on a number of key points such as learner needs, location and current workloads of team members.

An essential part of this should be the use of a systematic initial assessment process that identifies any additional or special learning/development needs that learners may have. These may include the need for:

• Technical aids

• Physical adaptations (eg large print materials, ICT equipment)

• Extra support

• Training and/or assessment taking place in ‘unsocial’ hours etc.

 Thereafter, the IQA should maintain up-to-date information on:

• Individual learner progress

• An overall picture of potential new learners

• Average timescales for the achievement of different qualifications

• Tutor and assessor availability (both current and projected).

The IQA should monitor learner progress against initial equal opportunities information provided by the learner. Where it is found that learners are not progressing as expected, a plan and then a record of actions taken to support the learners should be made.

The IQA must be able to call meetings of the tutor and assessor team, and have the support of management to require attendance.

The IQA clearly has a key role ensuring quality in the delivery and assessment of qualifications. As such, their duties and responsibilities should be included as an integral part of the organisation’s quality procedures and manuals. The IQA should also have the responsibility for carrying out self- assessment of the centre’s performance against the requirements of Ofqual ‘The General Conditions of Recognition, Awarding Bodies Centre Manuals, Awarding Bodies Quality Assurance requirements.

The IQA must ensure that they have up-to-date information and guidance issued by relevant bodies – awarding organisations, standard setting bodies, industry and professional bodies – and that this information is passed on to all team members. In relation to disseminating this information it is good practice to:

• Issue relevant documents to team members

• Provide website addresses where relevant information can be found • Ensure that team members are registered to receive appropriate updates

• Record information relating to accessing up to date information in the minutes of meetings

PLANNING

The IQA is responsible for creating sampling plans for the qualification outlining what will be monitored is analysed and recorded in detail. This plan could be in a range of formats - it might be recorded on paper or be held electronically, it may consist of a range of documents or be entirely on one.

The most important features are that the plan must be a representative sample based on sound principles and take into consideration the risk factors in the centre or in the qualification team.

Typical risk factors that would be taken into consideration when initially planning the sample would be areas such as:

• The number of learners in the cohort or qualification

• Numbers of tutors and assessors

• Centre model – such a multi sites, satellites or one site • Experience and confidence of tutors and assessors

• Changes to the qualifications

• Known problem areas/units/learning outcomes

When the above has been taken into account then the IQA will use the principles in ‘CAMERA’ to ensure that the sample is representative. This means that the sample plan must include something from all types of:

− Candidates/Learners

− Assessors

− Methods of assessment

− Evidence

− Records

− Assessment sites

If a risk management approach is taken and the sample planned according to the principles in ‘CAMERA’ then what is found as a result is likely to be representative of the whole and should give an accurate picture of what is happening in the delivery and assessment of the qualifications.

The information found by carrying out a sample can then form the basis of what the IQA does with the team, how they may adapt systems and will inform how they can support and develop team members to improve their practice.

INTERNAL QUALITY ASSURANCE SAMPLING

The IQA must record and report on all sampling and monitoring undertaken in sufficient detail to justify their decisions. Underpinning all IQA activity is the validity of the internal quality assurance sample. It is not a good use of IQA resources to maintain 100% checks on assessment decisions: it implies a lack of confidence in both assessment practice and the internal quality assurance strategy. The assessment process must be left to assessors following feedback by the IQA. Quite often, centres maintaining 100% checks are simply adding a second signature to each and every learner’s work at the summative stage rather than carrying out effective internal quality assurance.

REFERENCING

The audit trail must be clear and accessible to all. Poor referencing that is difficult to follow can raise queries as to how well assessors and IQAs understand the requirements and the validity of the internal quality assurance process undertaken. The best approach to referencing is to ‘keep it simple’.

Whilst it is imperative that learners should not be prevented from achieving qualifications simply because they cannot reference evidence, a balanced approach should be taken.. Both assessors and the IQA must also consider whether the qualifications being claimed include a requirement to reference or organise evidence (eg customer service or administration qualifications demand the ability to file and retrieve information; learners undertaking management qualifications need to gather and present information to aid decision making). It may therefore indicate a development need if their work is badly organised. However, if there is no such skill required in the qualifications then learners should not be disadvantaged because they struggle to reference work. In this case, assessor records and reports must clearly indicate the basis for their decision, ie where the evidence is to support each unit. It is not acceptable for the IQA (and then the external quality assurer) to have to search extensively to find what has been assessed and what criteria are being claimed with it.

An IQA sampling strategy which involves reviewing the quality of assessor judgements at both interim and summative stages is a key part of this process.

IQA REPORTING

The IQA report must be completed for every IQA activity. A copy of the report should be given to each tutor or assessor and the appropriate IQAC/QAC. Learners should not be given copies of IQA report forms as they are written to address tutor or assessor practice and may therefore contain comments that might undermine learner confidence in team members.

• The IQA must ensure that their written feedback to team members is recorded on the IQA report form. The feedback must be directed to each person and should address their practice. The IQA should avoid generalised statements such as ‘Well done to both of you. Lots of hard work undertaken’.

• Precise, focused comments on the work sampled support tutor/assessor development and evidence the rigour of internal quality assurance activity.

• The IQA is required to check some part of the unit(s) identified in the sampling plan. The IQA should indicate the actual items of work or evidence sampled by initialling and dating what has been reviewed.

• The IQA must record the unit and learning outcomes sampled on the report form to ensure that an auditable system exists in the centre records.

• Depending on the experience and qualifications of tutors and assessors, the IQA may be reviewing more than one unit during an internal quality assurance session, and should indicate all the units considered on the report form.

• In addition to the sampling of work or evidence the IQA will also record (by ticking as appropriate) the method of assessment used, the assessment focus and whether the evidence is valid, authentic, reliable, current and sufficient, and that there is evidence of consistent practice.

• The IQA will also note whether the records have been signed and dated by tutors (where required) and assessors and authenticated by learners.

• Where necessary the IQA will check that assessments are countersigned and that the appropriate records are being made on the countersigning report form.

• If a standardisation issue is identified, the IQA will need to record and discuss this at the IQA meeting with tutors and assessors.

• On action plans for tutors and assessors, the IQA will record what action is required by when and, at a later date, whether the action was completed.

• When observation of tutor or assessor practice is undertaken during the internal quality assurance, the outcomes should be recorded on the IQA observation and questioning checklist.

• On completion of the portfolio/qualification, the IQA final portfolio/qualification report form should be completed.

• Occasionally the IQA may have serious concerns which need to be brought to the attention of the Quality Assurance Co-ordinator and/or centre management group. In this situation the IQA concerns for should be completed and passed on to the Quality Assurance Co- ordinator.

• Unit achievement should be recorded on the Qualifications unit and/or qualification achievement sheet and certification request, and passed to the centre coordinator administrator in order that they can update the centre learner database. - Where unit achievement is to be certificated, the IQA must ensure that the statement at the bottom of the sheet remains undeleted. - Full certification requests should also be recorded on this form and sent to the centre administrator/exam secretary.

• On completion of qualifications or periods of assessment, all original IQA records must be passed to the IQAC/QAC who will store them with the learner assessment records for the period required by the regulator.

• Learners who leave or withdraw from assessment, prior to the achievement of their full qualification, are entitled to have achieved units certificated. The IQA must ensure that the same process identified for unit and qualification completion is followed, to ensure certification takes place and the necessary records are retained by the centre. A written declaration that the evidence is authentic and that the assessment was conducted under the specified conditions or context should be recorded on the Unit Assessment and Verification Declaration

• Learners may have their completed portfolios and other work returned after the EQA activity following the claim but must be advised to keep them intact and safe for a period of three years.

INTERIM SAMPLING

In order to enable the IQA to evaluate the quality of formative guidance given to learners it is vital that the IQA participates in the process at different stages in their work. This might include reviewing learner work: