Complaints Procedure

The emphasis in this Complaints Procedure is on informality, with the object of solving problems quickly, simply, and fairly. It is hoped that the great majority of issues can be settled amicably at the First Stage, and that complaints will only exceptionally reach the Second Stage.

Staff of Discover C&T will respond promptly to written complaints and will also expect learners to keep to an agreed timetable for pursuing a complaint.

Constructive criticism, made through learner questionnaire surveys or in discussion with staff, is always welcome as help towards raising service levels.

Definitions

A learner in this procedure means any student, graduate or other user of the Centre.

1. First Stage (Informal Complaint)

1.1 A learner should initially make the complaint to an appropriate member of staff. The member of staff will report the substance of the complaint to the appropriate Partner. If the learner is unwilling or unable to approach a member of staff, the learner should raise the matter with than Associate Trainer.

1.2 The object of this First Stage is to resolve problems quickly and simply with the minimum of formality. The member of staff first has discretion as to how the complaint is investigated and determined.  A member of staff will keep a record of each complainant, the nature of the complaint and how it was resolved. If the complaint has been made in writing, the member of staff will respond in writing within ten working days of receipt.

2 Second Stage (Formal Complaint)

2.1 If the matter cannot be resolved satisfactorily by the member of staff, the Second Stage is handled by a Partner of the company.  The member of staff concerned must be kept fully informed at all stages.

2.2 If a Partner comes to the conclusion that the complaint has already been fairly settled at an earlier stage, or that the complaint is trivial, or wholly lacking in merit or substance, he or she may dismiss the complaint, and advise the complainant of the reasons for the decision.  A Partner will respond to letters of complaint within ten working days of receipt, with as full a response as possible.

2.3 If the Partner comes to the conclusion that there is substance in the complaint, they may either:

2.3.1. seek to resolve the complaint, in discussion with the relevant member of staff or

2.3.2. Submit a report on all the material facts to the second partner who will resolve the matter, or

2.3.3. by agreement with the complainant appoint a person from among the external members of Cache whose decision shall be binding on all concerned.

The Partner will notify the complainant of this decision, in writing, within twenty working days of receipt of the original written complaint.

2.4. A learner who has exhausted the above procedure but remains unsatisfied with the handling or outcome of a complaint may follow the Cache Complaints Flowchart as attached

3. Public Interest Disclosure

3.1 Complaints that are allegations of malpractice or concern some other matter which the learner believes he or she is unable to raise with Discover C&T.

4. Harassment

4.1 Any allegation that an employee is harassing or discriminating against a learner will be dealt with in accordance with the disciplinary arrangements provided under the terms of their contract of employment.

5. Disciplinary Action

5.1 There shall be no disciplinary or other adverse implications for a learner who makes a complaint or allegation providing the learner acts in good faith, within the law, and not vexatious, or with malice, and in accordance with established procedures including those above. Victimisation of a complainant and deterring anyone from making a proper complaint are serious disciplinary offences.

Data Protection Policy

Discover collects and uses information about people with whom it communicates.

This personal information must be dealt with properly and securely however it is collected, recorded, and used – whether on paper, in a computer, or recorded on other material – and there are safeguards to ensure this in the Data Protection Act 1998.

 Discover regards the lawful and correct treatment of personal information as very important to the successful and efficient performance of its functions, and to maintain confidence between those with whom it deals.

 To this end Discover fully endorses and adheres to the Principles of Data Protection, as set out in the Data Protection Act 1998.

 Purpose

The purpose of this policy is to ensure that the staff, volunteers, and trustees of Discover are clear about the purpose and principles of Data Protection and to ensure that it has guidelines and procedures in place which are consistently followed.

 Failure to adhere to the Data Protection Act 1998 is unlawful and could result in legal action being taken against Discover or its staff, or volunteers.

 Principles

The Data Protection Act 1998 regulates the processing of information relating to living and identifiable individuals (data subjects). This includes the obtaining, holding, using, or disclosing of such information, and covers computerised records as well as manual filing systems and card indexes.

 Data users must comply with the data protection principles of good practice which underpin the Act. To comply with the law, information must be collected and used fairly, stored safely and not disclosed to any other person unlawfully.

To do this Discover follows the eight Data Protection Principles outlined in the Data

Protection Act 1998, which are summarised below:

I. Personal data will be processed fairly and lawfully

II. Data will only be collected and used for specified purposes

III. Data will be adequate, relevant, and not excessive

IV. Data will be accurate and up to date

V. Data will not be held any longer than necessary

VI. Data subject’s rights will be respected

VII. Data will be kept safe from unauthorised access, accidental loss or damage

VIII. Data will not be transferred to a country outside the European Economic Area, unless that

country has equivalent levels of protection for personal data.

The principles apply to “personal data” which is information held on computer or in manual filing systems from which they are identifiable. Discover’s employees, volunteers and

trustees who process or use any personal information in the course of their duties will ensure that these principles are always followed.

 Procedures

 The following procedures have been developed to ensure that Discover

meets its responsibilities in terms of Data Protection. For the purposes of these procedures

data collected, stored, and used by Discover falls into 2 broad categories:

 1. Discover’s internal data records.

 Staff, volunteers, and trustees

 2. Discover’s external data records.

 Members, customers, clients.

 Discover as a body is a DATA CONTROLLER under the Act, and the Executive

Committee is ultimately responsible for the policy’s implementation.

 Internal data records

Purposes

 Discover obtains personal data (names, addresses, phone numbers, email addresses), application forms, and references and in some cases other documents from staff, volunteers, and trustees. This data is stored and processed for the following purposes:

 • Recruitment

• Equal Opportunities monitoring

• Volunteering opportunities

• To distribute relevant organisational material e.g. meeting papers

• Payroll

 Access

 The contact details of staff, volunteers and trustees will only made available to other staff, volunteers, and trustees. Any other information supplied on application will be kept in a secure filing cabinet and is not accessed during the day to day running of the organisation.

Contact details of staff, volunteers and trustees will not be passed on to anyone outside the organisation without their explicit consent.

A copy of staff, volunteer, trustee emergency contact details will be kept in the Emergency File for Health and Safety purposes to be used in emergency situations e.g. fire/ bomb evacuations. Staff and volunteers will be supplied with a copy of their personal data held by the organisation if a request is made.

 Discover systems are compliant with McAfee FIPS 140-2 (Federal Information Processing Standards) this set of standards ensures document processing, encryption algorithms and other information technology processes for use within government contractors and vendors who work with these agencies.

 All confidential post must be opened by the addressee only.

 Accuracy

Discover will take reasonable steps to keep personal data up to date and accurate.

Personal data will be stored for 6 years after an employee, volunteer or trustee has worked for the organisation and brief details for longer. Unless the organisation is specifically asked by an individual to destroy their details it will normally keep them on file for future reference. The Director has responsibility for destroying personnel files.

 Storage

Personal data is kept in paper-based systems and on a password-protected computer system.

Every effort is made to ensure that paper-based data are stored in organised and secure

systems. Discover always operates a clear desk policy.

Use of Photographs

Where practicable, Discover will seek consent from individuals before displaying photographs in which they appear. If this is not possible (for example, a large group photo), the

organisation will remove any photograph if a complaint is received. This policy also applies to photographs published on the organisation’s website or in the Newsletter.

 External data records

 Purposes

Discover obtains personal data (such as names, addresses, and phone numbers) from members/clients. This data is obtained, stored, and processed solely to assist staff and

volunteers in the efficient running of services. Personal details supplied are only used to send material that is potentially useful. Most of this information is stored on the organisation’s database. Discover obtains personal data and information from clients and members in order to provide services. This data is stored and processed only for the purposes outlined in the agreement and service specification signed by the client/ member.

 Consent

Personal data is collected over the phone and using other methods such as e-mail. During this initial contact, the data owner is explained how this information will be used.

Written consent is not requested as it is assumed that the consent has been granted when an individual freely gives their own details.

 Personal data will not be passed on to anyone outside the organisation without explicit consent from the data owner unless there is a legal duty of disclosure under other legislation, in which case the Director will discuss and agree disclosure with the Chair/ Vice Chair. Contact details held on Discover’s database may be made available to groups/ individuals outside of the organisation. Individuals are made aware of when their details are being collected for the database and their verbal or written consent is requested.

 Access

Only the organisation’s staff, volunteers and trustees will normally have access to personal data.

All staff, volunteers and trustees are made aware of the Data Protection Policy and the obligation not to disclose personal data to anyone who is not supposed to have it.

Information supplied is kept in a secure filing, paper and electronic system and is only accessed by those individuals involved in the delivery of the service.

Information will not be passed on to anyone outside the organisation without their explicit consent, excluding statutory bodies e.g. the Inland Revenue.

Individuals will be supplied with a copy of any of their personal data held by the organisation if a request is made.

 Accuracy

Discover will take reasonable steps to keep personal data up to date and accurate.

Personal data will be stored for as long as the data owner/ client/ member uses our services and normally longer. Where an individual ceases to use our services and it is not deemed

appropriate to keep their records, their records will be destroyed according to the schedule in Appendix B. However, unless we are specifically asked by an individual to destroy their details, we will normally keep them on file for future reference. If a request is received from an organisation/ individual to destroy their records, we will remove their details from the database and request that all staff holding paper or electronic details for the organisation destroys them. This work will be carried out by the Information Officer.

 This procedure applies Discover is informed that an organisation ceases to exist.

Storage

 Personal data may be kept in paper-based systems and on a password-protected computer system. Paper-based data are stored in organised and secure systems.   

Discover systems are compliant with McAfee FIPS 140-2 (Federal Information Processing Standards) this set of standards ensures document processing, encryption algorithms and other information technology processes for use within government contractors and vendors who work with these agencies.

Criminal Records Bureau

 Discover will act in accordance with the CRB’s code of practice. Copies of disclosures are kept for no longer than is required. In most cases this is no longer than

6 months in accordance with the CRB Code of Practice. There may be circumstance where it is deemed appropriate to exceed this limit e.g. in the case of disputes.

 Responsibilities of staff and volunteers

 During their duties with Discover, staff and volunteers will be dealing with information such as names/addresses/phone numbers/e-mail addresses of members/clients/volunteers. They may be told or overhear sensitive information while working for Discover. The Data Protection Act (1988) gives specific guidance on how this information should be dealt with. In short to comply with the law, personal information must be collected and used fairly, stored safely and not disclosed to any other person unlawfully. Staff, paid or unpaid must abide by this policy.

 To help staff, volunteers, trustees meet the terms of the Data Protection Act, the attached Data Protection/Confidentiality statement has been produced. Staff, volunteers, and trustees are asked to read and sign this statement to say that they have understood their responsibilities as part of the induction programme.

Compliance

Compliance with the Act is the responsibility of all staff, paid or unpaid. Discover will regard any unlawful breach of any provision of the Act by any staff, paid or unpaid, as a serious

matter which will result in disciplinary action. Any employee who breaches this policy statement will be dealt with under the disciplinary procedure which may result in dismissal for gross misconduct. Any such breach could also lead to criminal prosecution. Any questions or concerns about the interpretation or operation of this policy statement should in the first instance be referred to the line manager.

 Retention of Data

 No documents will be stored for longer than is necessary. All documents containing personal data will be disposed of securely in accordance with the Data Protection principles.

 Incident of breach process

If there was a data breach where confidential and sensitive information is accessed without permission did occur, then this would be identified at ‘cyberattack’.  Individuals whose data had been accessed would be contacted immediately to inform them of the nature of the breach and the content of the information.  A full report made by Discover Management and Abtec ICT security and would be reported to Information Commissioner’s Office (ICO) (the regulator for data protection).  More serious incidents will need to be investigated to establish what went wrong and identify measures to prevent reoccurrence at a team and wider level.  Finally, all incidents and breaches will be logged. 

GDPR

 The General Data Protection Regulation (GDPR) took effect on May 25, 2018, and has been designed to provide individuals with greater control over how their personal data is collected, stored, transferred, and used, while also simplifying the regulatory environment across the European Union (EU). This new regulation impacts Discover Training CIC as we hold large amounts of personal data on potential and existing learners which could potentially breach their information security and data privacy.

 Key GDPR principles to which have been implemented at Discover Training CIC include:

• Integrity: Securing and safeguarding personal data using appropriate technical and organisational security measures.  All learners’ personal details are kept on a secure password protected database.  All paper-based enrolment forms are kept in a locked cabinet in head office until they are submitted to the college.

•     Lawfulness: Discover Training CIC must, among other things, ensure they have a legal basis for processing personal data, and process that data in a fair and transparent manner.  This includes the DBS process which is completed securely online with UKCRB. 

• Limited Use: Personal data is only to be collected for specific, explicit, and legitimate purposes.

• Data Minimisation: Only collect data that is relevant and necessary for its intended use.

• Accuracy: Personal data must be accurate and up to date.

• Storage Limitation: Subject to relevant exceptions, maintain personal data only for as long as is deemed necessary and reasonable.

Conflict of Interest Policy

Discover is a local community interest company who employs local tutors and assessors.  A conflict of interest can occur if a learner is known to either the tutor or assessor.  The learner will be asked to attend a different location for teaching or be allocated another assessor. Discover regards conflict of interest as a priority as it could affect the learner’s success and performance whilst on programme, and to maintain confidence between those in conflict.

 Purpose

The purpose of this policy is to ensure that the staff of Discover are clear about the purpose and principles of Conflict of Interest and to ensure that it has guidelines and procedures in place which are consistently followed. Also, where the tutor or assessor has delivered development to a learner already and knows their background.

  Process

Tutors and Assessors must identify the full postcode of their home address. There is a risk that an actual or perceived conflict of interest may arise where Tutors and Assessors live close to a learner. (May know the same people). Tutors and Assessors must disclose any conflict of interest at any point throughout the programme so as administration at head office can make appropriate changes swiftly.

If there is a conflict of interest identified between tutor and learner, then a higher percentage of work supplied by the learner and marked by the tutor or assessor will be IQA sampled.

The aim of this policy is to communicate the commitment of Discover Consultancy and Training CIC and its partners and learners to the promotion of equality of opportunity.

It is our policy to provide equality of working relations to all.

The following characteristics are protected against discrimination by law in the UK under the Equality Act 2010:

• Age – Discrimination based on either someone’s age or because they are part of a particular age group.

• Sex – Discrimination based on a person’s gender, applies to all ages but excludes transsexuals as this is considered gender reassignment discrimination.

• Sexual orientation – Discrimination against a person based on their sexual orientation or the sexual orientation of someone they know, this can include a parent child or friend.

• Gender reassignment – Discrimination due to somebody being transsexual.

• Race – Discrimination based on the colour of someone’s skin, their nationality or ethnic or national origin.

• Gypsy and traveller - This is another form of race discrimination specifically targeting the gypsy and traveller communities.

• Religion or belief – Discrimination based on being part of an organised religion.

• Marriage and partnership – Discrimination based on a marriage or civil partnership.

• Disability – Discrimination based on physical or mental impairment which has a substantial and long-term adverse effect on someone’s ability to carry out normal day- to- day activities.

 We are opposed to all forms of unlawful and unfair discrimination. All members of the organisation will be treated fairly and will not be discriminated against on any of the above grounds. Decisions on working practice, selection for office, training or any other benefit will be made objectively, without unlawful discrimination, and based on aptitude and ability. We recognise that the provision of equal opportunities in all our activities will benefit the organisation. Our equal opportunities policy will help members to develop their full potential and the talents and resources of the members will be utilised fully to maximise the effectiveness of the organisation.

Discover C&T recognises that there is a statutory duty under the NI Act 1998, to implement an equal opportunities policy. This policy applies to applicants for employment, volunteers, and members of the group alike. Discover C&T is committed to the principles and practice of Equality. Discover C&T values the diversity of the local population. We want our services, facilities, and resources to be accessible and useful to every citizen regardless of gender, age, ethnic origin, religious belief, disability, marital status, sexual orientation, or any other individual characteristic which may unfairly affect a person’s opportunities in life.

Equality Commitments

We are committed to:

• promoting equality of opportunity for all persons

• promoting a good and harmonious learning environment in which all persons are treated with respect and dignity and in which no form of intimidation or harassment is tolerated.

• preventing occurrences of unlawful direct discrimination, indirect discrimination, harassment, and victimisation

• fulfilling all our legal obligations under the equality legislation and associated codes of practice

• complying with our own equal opportunities policy and associated policies

• taking lawful affirmative or positive action, where appropriate

• breaches of our equal opportunities policy will be regarded as misconduct and could lead to termination of membership.

Implementation

The Partners have specific responsibility for the effective implementation of this policy. We expect all members to abide by the policy and help to create the equality environment which is its objective.

 To implement this policy, we shall:

• Communicate the policy to members by issuing an induction pamphlet to all existing, and new members.

• Discover C&T will endeavour through appropriate training to ensure that it will not consciously, or unconsciously discriminate in the selection or recruitment of applicants for membership of the group.

• Incorporate specific and appropriate duties in respect of implementing the equal opportunities policy into roles and responsibilities of committee members.

• Incorporate equal opportunities notices into general communications practices (e.g., announcements, annual report at annual general meeting, notices, and newsletters). This policy will be read out to all members at each annual general meeting.

• Ensure that adequate resources are made available to fulfil the objectives of the policy.

Monitoring and Review

 We will establish appropriate information and monitoring systems to assist the effective implementation of our equal opportunities policy. The effectiveness of the equal opportunities policy will be reviewed regularly (at least annually) and action taken as necessary.

Complaints

Members who believe that they have suffered any form of discrimination, harassment or victimisation are entitled to raise the matter through the agreed procedures.  All complaints of discrimination will be dealt with seriously, promptly and confidentially.

 Every effort will be made to ensure that members who make complaints will not be victimised. Any complaint of victimisation will be dealt with seriously, promptly and confidentially. Victimisation will result in disciplinary action and may warrant dismissal.

Information, Advice & Guidance Process

Good quality, timely information, advice, and guidance is crucial in helping participants to achieve their goals and aspirations. This is expressed and delivered in several ways across Discover’s provision, including helping participants to:

•  make informed decisions about their programme

• address barriers

• understand where they are concerning their goals and ambitions, and the steps they need to take to get there

• feel confident their current activity is leading them in the right direction

• be proactive in their independent research about their career and learning prospects

• have a greater awareness of the options available to them

• seek additional support where necessary

Discover expects the delivery of good information, advice and guidance will contribute to:

•  motivated and engaged participants

• good levels of attendance, retention, achievement, and progression

• a high level of participant satisfaction

• a high level of employer satisfaction

Discover works with participants from a wide range of backgrounds, who often face multiple and complex barriers to education and employment. Discover aims to ensure the provision of information, advice and guidance within centres and the workplace is relevant, accurate, timely and appropriate to each participant, to maximise their chances of success and progression. To ensure this is done well, a series of processes are followed.

EQUALITY AND DIVERSITY

• Marketing literature, website information and participant/employer handbooks will be clearly and simply presented with appropriate illustrations/images to aid understanding

• at any stage, participants can be accompanied to meetings and interviews by a friend, family member or another representative

• build and maintain effective networks and partnerships to support this function

RECRUITMENT

• recruitment practices ensure relevant qualifications and experience are sought before an enrolment, or offered as a development opportunity where a candidate shows the right attributes

• a comprehensive programme of learning and development is in place and supported

 PRE-ENTRY

We provide information and advice to potential participants about the full range of learning programmes, eligibility criteria for each programme, qualifications available on each programme and support available to them during their learning at Discover. In doing this, we work with key referral agencies to ensure we reach potential participants in the right way. Contact can be via telephone, email, social media or from a referral agent who will act as the participant’s representative. Each learner will also take an initial assessment to determine the level of maths & English attainment they’re working at, highlighting key skill areas which can be addressed prior to the commencement of the qualification. The learner is briefed about this mandatory requirement in the initial communication they have with us, ensuring transparency from the beginning to allow for informed decision making on their part and ours. Once a learner is enrolled with us, they are registered with the awarding body within 10 days.

ON PROGRAMME/TRAINING

We provide participants with information about the requirements of the programme, ground rules, policies and procedures, their individual learning plan and support arrangements. We provide support for learning as well as pastoral support. We provide additional confidential support for those participants who need it. We help participants overcome barriers to achievement by helping them access external support agencies when necessary. One-to-one tutorial sessions also highlight any barriers on the commencement of their learning and at intervals during their programme. Weekly feedback is sought and documented from the learner and tutor to highlight any areas for development and confirmation of achievement.

We undertake a file check interim IQA after 6/7 weeks to ensure consistency of assessment decisions, providing a timely opportunity for any appeals or amendments. 

OBSERVATION

The delivery of information, advice and guidance is embedded throughout the entire participant journey. Learning observations take place in an appropriate setting, which are discussed in detail prior to the date/time when they take place. This is followed up by a development action plan which is shared between the assessor and learner. Observations are timed in the learner’s programme to ensure there is sufficient time to implement any recommendations or developmental actions.

ON EXIT

We provide support to participants to complete programme objectives and confidential, impartial information, advice, and guidance, for them to progress to employment, further education, or training through one-to-one and small group support sessions. We invite experts in the employment of the appropriate sector attached to the qualification they’re undertaking, ensuring they are provided with accurate information and guidance to take them on to the next part of their learner journey. On successful completion of the qualification, Discover completes the final IQA to ensure the learner’s certificate can be claimed via the awarding body. This is completed on a timeframe of 10 days from submission.

Appeals procedure

We do not think that you will ever have to use our appeals procedure, but if you do, the process is described below.

 You should first try and resolve the issue with your tutor/assessor, but, if you can still not agree, then you have the right to refer the matter in writing to:

a) Your Internal Quality Assurer in the first instance, and

b) The Head of Studies if the matter is still unresolved and

c) The External Quality Assurer who may be consulted providing the internal appeals procedure has not resolved the appeal.

 All claims will receive serious consideration and mediation where necessary.

 If you intend to refer the matter to the External Quality Assurer, then you must provide written details relating to the appeal prior to the verifier’s visit to the centre.

 In extreme circumstances, if the External Quality Assurer has been unable to bring the matter to a satisfactory conclusion, then you may appeal in writing directly to your Awarding Body.

 Office support – 01942 356580 or letstalk@discoverct.co.uk

What is Academic Malpractice?

Academic malpractice can be broadly defined as trying to gain an advantage over other students by unfair methods. Students who are found guilty of academic malpractice can face heavy penalties which can have a devastating effect on your academic career. It is important that you have a good understanding of what constitutes malpractice, so you can take steps to ensure you don’t unwittingly fall foul of the rules.

What is Plagiarism?

Plagiarism is presenting someone else's work as your own. Work means any intellectual output, and typically includes text, data, images, sound or performance.  Most written work will need to include sections or ideas from other people's work.  However, it is important that where you do this you show which words or ideas are your own and which came from someone else. This is done by clearly referencing other people's ideas, text, or diagrams in an assignment.

Common examples of plagiarism include:

• Submitting somebody else’s work and claiming it as your own.

• Copying words or ideas from somebody else’s work and claiming it as your own.

• Failing to annotate a quotation with quotation marks.

• Giving incorrect information about the source of a quotation.

• Changing words but copying the sentence structure of a source without giving credit.

• Copying so many words or ideas from a source that it makes up most of your work, whether you give credit or not.

• Submitting the same piece of work twice for more than one coursework assessment.

 What is Collusion?

Collusion is work which is submitted in collaboration with another person without official approval. This can include working with another student to produce a piece of work, copying from another student either with or without their prior consent, allowing another student to copy from work you have written, assuming another person’s identity with the intent to deceive or sharing your work with another student. If a student copies work you have given to them without your knowledge or permission and submits this could be found guilty of collusion as it would be difficult to convince a panel that you didn’t knowingly allow the other student to copy.

 Investigation process

In all suspected cases of Plagiarism and/ or Collusion, the centre is required to notify the awarding organisation within 10 working days.

In most cases, this will be followed by a full investigation by the centre; including the gathering of evidence and obtaining written statements from all parties involved. The centre will then present a record of the full investigation and evidence to the awarding organisation, for consideration by the relevant independent Malpractice Panel or Committee. Further to consideration of the investigation and its findings, the awarding organisation will determine:

• whether malpractice has occurred

• where the culpability lies for the malpractice

• the nature of any sanction or penalty to be applied to both the candidate and the centre

The conclusion of the investigation involves the awarding organisation advising the centre whether any sanctions are to be imposed. The following sanctions may be applied individually or in combination. Written warning: the awarding organisation will issue a warning to warn that if the offence is repeated further sanctions may be applied. Assessment evidence will be disallowed: submitted evidence is disallowed, either in part (for the relevant section or unit) or in full (the entire qualification) and learner must submit new evidence for assessment. Disqualification from the unit: the learner is disqualified from a unit or qualification for a set period, the learner can only re-submit work after the set time has elapsed. Disqualification from the whole qualification: the learner is disqualified from the whole qualification for a set period, the learner can only re-enter for the qualification after the set period has elapsed.

Further and future registration of the learner will not be accepted (for qualifications or programmes).

Certificate will not be issued or will be cancelled: the awarding organisation may withhold a certificate that has not yet been claimed or cancel a certificate that has been issued if there is evidence to prove or found that the certificate issued is invalid due to learner malpractice.

Managing Allegations Against Staff Policy

Discover Consultancy and Training CIC is a local community interest company who employs local tutors and assessors. Allegations related to issues such as abuse, conflicts of interest, bias, harassment, and exclusion in rare instances may be made against members of staff. Discover CIC recognises that an allegation made against a member of staff or associate trainer may be made for a variety of reasons and that the facts of the allegation may or may not be true. It is imperative that those dealing with an allegation maintain an open mind, and that investigations are thorough and not subject to delay (Safeguarding Policy section D).

Allegations made against a member of staff should be reported immediately to the Senior Staff Member or Designated Persons (Joanna Lack, Director and Tina Ratcliffe, Director). A formal investigation may be required to ensure that the allegation is thoroughly investigated. The safety of the child, young person or an adult at risk is of paramount importance. In rare circumstances when an allegation involves a possible criminal offence, Discover CIC may need to open the investigation to outside of the organisation, such as communications with local authorities.

 Related policies

• Safeguarding Policy (C)

• Conflict of Interest Policy

Safeguarding Policy

Contents

A General Policy Statement

B The Designated Staff with Responsibility for Safeguarding

C Reporting and Dealing with Allegations of Abuse against Members of Staff

General Policy Statement (A)

Discover Consultancy and Training CIC has a statutory and moral duty to ensure that the company and its Associate Trainers with a view to safeguarding and promoting the welfare of children, young and vulnerable people receiving education and training at all delivery premises. It recognises its role in facilitating the well-being of children, young and vulnerable people. Discover Consultancy and Training CIC embraces and will promote the expected outcomes for children and young people as set out in the Ofsted Education Inspection Framework.

 Throughout these policies and procedures, reference is made to “children and young or vulnerable people”. This term ‘children’ is used to mean “those under the age of 18”. Discover CIC recognises that some adults are also vulnerable to abuse. Accordingly, the procedures may be applied (with appropriate adaptations) to allegations of abuse and the protection of young or vulnerable adults.

 Discover CIC is committed to ensuring that training:

• Provides a safe environment for all its students to learn in

• Identifies children and young or vulnerable people who are suffering, or likely to suffer, significant harm, and

• Takes appropriate action to help ensure that such children and young or vulnerable people are kept safe, both at home and at the College.

 In pursuit of these aims, Discover CIC will approve and annually review policies and procedures with the aim of:

• Raising awareness of issues relating to the welfare of children and young or vulnerable people and the promotion of a safe environment for the children and young or vulnerable people learning within the courses.

• Aiding the identification of children and young or vulnerable people at risk of significant harm, and providing procedures for reporting concerns

• Establishing procedures for reporting and dealing with allegations of abuse against members of staff

• The safe recruitment of staff

In developing the policies and procedures, Discover CIC will consult with, and take account of, guidance issued by the Department for Education and other relevant bodies and groups. The procedures have been developed in cooperation with the Wigan Safeguarding Children Board WSCB). Discover CIC and its associate trainers will refer concerns that a child or young or vulnerable person might be at risk of significant harm to Social Services or an appropriate agency. All associate trainers have undertaken appropriate training in Child Protection issues, and those affecting young or vulnerable people, and Discover CIC will hold copy certificates and request refresher training at least every 3 years.

Discover CIC recognises the following as definitions of abuse:

Physical Abuse

Physical abuse causes harm to a person. It may involve hitting, shaking, throwing, poisoning, burning, scalding, drowning, or suffocating. It may be done deliberately or recklessly or be the result of a deliberate failure to prevent injury occurring.

Neglect

Neglect is the persistent or severe failure to meet a person’s basic physical and/or psychological needs. It will result in serious impairment of the person’s health or development.

Sexual Abuse

Sexual abuse involves a person being forced or coerced into participating in or watching sexual activity. It is not necessary for the person to be aware that the activity is sexual and the apparent consent of the person is irrelevant.

Emotional Abuse

Emotional abuse occurs where there is persistent emotional ill treatment or rejection. It causes severe and adverse effects on the person’s behaviour and emotional development, resulting in low self worth. Some level of emotional abuse is present in all forms of abuse.

Child-on-child abuse

All staff should be aware that children can abuse other children (often referred to as child-on-child abuse), and that it can happen both inside and outside of school or college and online. All staff should be clear as to the school or college’s policy and procedures with regard to child-on-child abuse and the important role they have to play in preventing it and responding where they believe a child may be at risk from it.

Child Criminal Exploitation (CCE) and Child Sexual Exploitation (CSE)

Both CCE and CSE are forms of abuse that occur where an individual or group takes advantage of an imbalance in power to coerce, manipulate or deceive a child into taking part in sexual or criminal activity, in exchange for something the victim needs or wants, and/or for the financial advantage or increased status of the perpetrator or facilitator and/or through violence or the threat of violence. CSE and CCE can affect children, both male and female and can include children who have been moved (commonly referred to as trafficking) for the purpose of exploitation.

Domestic Abuse

Domestic abuse can encompass a wide range of behaviours and may be a single incident or a pattern of incidents. That abuse can be, but is not limited to, psychological, physical, sexual, financial or emotional. Children can be victims of domestic abuse. They may see, hear, or experience the effects of abuse at home and/or suffer domestic abuse in their own intimate relationships (teenage relationship abuse). All of which can have a detrimental and long-term impact on their health, wellbeing, development, and ability to learn.

Female Genital Mutilation (FGM)

Whilst all staff should speak to the designated safeguarding lead (or a deputy) with regard to any concerns about female genital mutilation (FGM), there is a specific legal duty on teachers. If a teacher, in the course of their work in the profession, discovers that an act of FGM appears to have been carried out on a girl under the age of 18, the teacher must report this to the police.

Mental Health

All staff should be aware that mental health problems can, in some cases, be an indicator that a child has suffered or is at risk of suffering abuse, neglect, or exploitation. Only appropriately trained professionals should attempt to make a diagnosis of a mental health problem. Education staff, however, are well placed to observe children day-to-day and identify those whose behaviour suggests that they may be experiencing a mental health problem or be at risk of developing one. Schools and colleges can access a range of advice to help them identify children in need of extra mental health support, this includes working with external agencies.

Serious violence

All staff should be aware of the indicators, which may signal children are at risk from, or are involved with, serious violent crime. These may include increased absence from school or college, a change in friendships or relationships with older individuals or groups, a significant decline in educational performance, signs of self-harm or a significant change in wellbeing, or signs of assault or unexplained injuries. Unexplained gifts or new possessions could also indicate that children have been approached by, or are involved with, individuals associated with criminal networks or gangs and may be at risk of criminal exploitation.

Designated Staff with Responsibility for Safeguarding (B)

Senior Staff Members have Lead Responsibility.

The designated senior members of staff with lead responsibility for safeguarding issues is Joanna Lack, Director and Louise Nutter, Designated Lead. They have a key duty to take lead responsibility for raising awareness with associate trainers of issues relating to the welfare of children and young or vulnerable people, and the promotion of a safe environment for the children and young or vulnerable people. They have received training in child and young or vulnerable learner protection issues and inter-agency working, as required by the Wigan Safeguarding Children Board WSCB) and will receive refresher training at least every 2 years. They should keep up to date with developments in all relevant protection issues.

 The designated senior member of staff is responsible for:

• Overseeing the referral of cases of suspected abuse or allegations to the relevant investigating agencies

• Providing advice and support to other staff and associate trainers on issues relating to child and young or vulnerable people’s protection

• Maintaining a proper record of any protection referral, complaint, or concern (even where that concern does not lead to a referral)

• Liaising with the LEA and WSCB and other appropriate agencies

• Liaising with employers and training organisations that receive children or young or vulnerable people from the programmes on long term placements to ensure that appropriate safeguards are put in place.

• Ensuring that staff and associate trainers receive basic training in protection issues and are aware of Discover CIC’s protection procedures.

Reporting and Dealing with Allegations of Abuse against Members of Staff or Associate Trainer (C)

 The procedures apply to all staff and associate trainers.

1 Introduction

1.1 In rare instances, staff of education institutions have been found responsible for abuse. Because of their frequent contact with children and young or vulnerable people, staff may have allegations of abuse made against them. Discover CIC recognises that an allegation of abuse made against a member of staff or associate trainer may be made for a variety of reasons and that the facts of the allegation may or may not be true. It is imperative that those dealing with an allegation maintain an open mind, and that investigations are thorough and not subject to delay.

1.2 Discover CIC recognises that statute states that the welfare of the child is the paramount concern, and that this is equally applicable to young or vulnerable adults. It is also recognised that hasty or ill-informed decisions in connection with a member of staff can irreparably damage an individual’s reputation, confidence, and career. Therefore, those dealing with such allegations within the Company will do so with sensitivity and will act in a careful, measured way.

2 Receiving an Allegation

2.1 A member of staff or associate trainer who receives an allegation about another member of staff should follow the guidelines in Part C for dealing with disclosure.

2.2 The allegation should be reported immediately to the Senior Staff Member with Lead Responsibility, who should:

2.2.1 Obtain written details of the allegation from the person who received it, that are signed and dated. The written details should be countersigned and dated by a witness id possible.

2.2.2 Record information about times, dates, locations, and names of potential witnesses.

3 Initial Assessment by The Senior Staff Member

3.1 The designated person should make an initial assessment of the allegation, consulting with the Senior Staff Member with Lead Responsibility, and the Area Child Protection Committee as appropriate. Where the allegation is either a potential criminal act or indicates that the child or person has suffered, is suffering or is likely to suffer significant harm, the matter should be reported immediately to the WSCB or other appropriate supporting agencies.

3.2 It is important that the designated person does not investigate the allegation. The initial assessment should be based on the information received and is a decision whether or not the allegation warrants further investigation.

3.3 Other potential outcomes are:

3.3.1 The allegation represents inappropriate behaviour or poor practice by the member of staff or associate trainer and is neither potentially a crime nor a cause of significant harm to the child or person.

3.3.2 The allegation can be shown to be false because the facts alleged could not possibly be true.

4 Enquiries and Investigations

4.1 The College shall hold in abeyance its own internal enquiries while the formal police or social services investigations proceed; to do otherwise may prejudice the investigation. Any internal enquiries shall conform with the existing staff disciplinary procedures.

4.2 If there is an investigation by an external agency, for example the police, the Director (or designated person) should normally be involved in, and contribute to, the inter-agency strategy discussions. The designated person is responsible for ensuring that Discover CIC gives every assistance with the agency’s enquiries. He/she will ensure that appropriate confidentiality is maintained in connection with the enquiries, in the interests of the member of staff about whom the allegation is made. The designated person shall advise the member of staff that he/she should consult with a representative, for example, a trade union.

4.3 Subject to objections from the police or other investigating agency, the designated person shall:

4.3.1 inform the child/children/person or people or parent/carer making the allegation that the investigation is taking place and what the likely process will involve.

4.3.2 ensure that the parents/carers of a child making the allegation have been informed that the allegation has been made and what the likely process will involve.

4.3.3 inform the member of staff against whom the allegation was made of the fact that the investigation is taking place and what the likely process will involve.

4.4 The designated person shall keep a written record of the action taken in connection with the allegation.

5 Suspension of Staff

5.1 Suspension should not be automatic.

5.2 Suspension may be considered at any stage of the investigation. It is a neutral, not disciplinary. Consideration should be given to alternatives: e.g., paid leave of absence; agreement to refrain from attending work; change of, or withdrawal from, specified duties.

5.3 Suspension should only occur for a good reason. For example:

5.3.1 where a child or young or vulnerable adult is at risk.

5.3.2 where the allegations are potentially sufficiently serious to justify dismissal on the grounds of gross misconduct.

5.3.3 where necessary for the good and efficient conduct of the investigation.

5.4 If suspension is being considered, the member of staff or associate trainer should be encouraged to seek advice, for example from a trade union.

5.5 Prior to making the decision to suspend, the designated lead should interview the member of staff. This should occur with the approval of the appropriate agency from the WSCB. If the police are engaged in an investigation the officer in charge of the case should be consulted.

5.6 The member of staff or associate trainer should be advised to seek the advice and/or assistance of his/her trade union and should be informed that they have the right to be accompanied by a friend. The member of staff or associate trainer should be informed that an allegation has been made and that consideration is being given to suspension. It should be made clear that the interview is not a formal disciplinary hearing, but solely for raising a serious matter which may lead to suspension and further investigation.

5.7 During the interview, the member of staff or associate trainer should be given as much information as possible, the reasons for any proposed suspension, provided that doing so would not interfere with the investigation into the allegation. The interview is not intended to establish the member of staff’s/associate trainer’s innocence or guilt but given the opportunity for them to make representations about possible suspension. The member of staff/associate trainer should be given the opportunity to consider any information given to him/her at the meeting and prepare a response, although that adjournment may be brief.

5.8 If Discover CIC considers that suspension is necessary, the member of staff/associate trainer shall be informed that he/she is suspended from duty. Written confirmation of the suspension, with reasons, shall be despatched as soon as possible, and ideally within one working day.

5.9 Where a member of staff/associate trainer is suspended, the following issues should be addressed:

5.9.1 all parties should be informed of the suspension in writing.

5.9.2 the Governing Body should receive a report that a member of staff/associate trainer has been suspended pending investigation, the detail given to the governing body should be minimal.

5.9.3 the parents/carers of a child making the allegation should be informed of the suspension, as should a young or vulnerable adult making the allegation. They should be asked to treat the information as confidential. Consideration should be given to informing a child making the allegation of the suspension.

5.9.4 senior staff who need to know of the reason for the suspension should be informed.

5.10 The designated lead shall consider carefully and review the decisions as to who is informed of the suspension and investigation. The WSCB and external investigating authorities should be consulted.

5.11 The suspended member of staff/associate trainer should be given appropriate support during the period of suspension. He/she should also be provided with information on progress and developments in the case at regular intervals.

6 The Disciplinary Investigation

6.1 The disciplinary investigation should be conducted in accordance with the existing disciplinary procedures.

6.2 The member of staff/associate trainer should be informed of:

6.2.1 the disciplinary charge against him/her.

6.2.2 his/her entitlement to be accompanied or represented by a trade union representative or friend.

6.3 Offer counselling.

6.4 The child or children, person or people making the allegation and/or their parents as appropriate should be informed of the outcome of the investigation and proceedings.

6.5 The designated person should consider what information should be made available to the general population of the Company. 

7 Allegations without foundation

7.1 Obviously false allegations may be indicative of problems of abuse elsewhere. A record should be kept, and consideration given to a referral to the Area Child Protection Committee in order that other agencies may act upon the information.

7.2 In consultation with the designated senior member of staff they shall:

7.2.1 inform the member of staff/associate trainer against whom the allegation is made orally and in writing that no further disciplinary or child protection action will be taken. Consideration should be given to offering counselling/support.

7.2.2 inform the parents/carers of the alleged victim that the allegation has been made and of the outcome.

7.2.3 where the allegation was made by a child other than the alleged victim, consideration to be to be given to informing the parents/carers of that child.

7.2.4 prepare a report outlining the allegation and giving reasons for the conclusion that it had no foundation and confirming that the above action had been taken.

 8 Records

8.1 It is important that documents relating to an investigation are retained in a secure place, together with a written record of the outcome and, if disciplinary action is taken, details retained on the member of staff’s/associate trainer’s personal and confidential file.

8.2 If a member of staff is dismissed or resigns before the disciplinary process is completed, he/she should be informed about the statutory duty to inform the statutory body under the current legislative safe recruitment procedures.

 9 Monitoring Effectiveness

9.1 Where an allegation has been made against a member of staff/associate trainer the nominated senior staff member with lead responsibility should, at the conclusion of the investigation and any disciplinary procedures, consider whether there are any matters arising from it that could lead to the improvement of Discover CIC’s procedures and/or policies and/or which should be drawn to the attention of the WSCB. Consideration should also be given to the training needs of staff/associate trainer.

10 Keeping Children Safe in Education

10.1 All Discover staff and practitioners must ensure their approach to safeguarding children is child-centred, always considering what is in the best interests of the child / individual. It is everyone’s responsibility to safeguard and promote the welfare of the child. No single practitioner can have a full picture of a child’s needs and circumstances, therefore, sharing of information is paramount to ensuring safeguarding is implemented.

 10.2 Safeguarding Children encompasses:

• Protecting children from maltreatment

• Preventing the impairment of children’s mental and physical health or development.

• Ensuring that children grow up in circumstances consistent with the provision of safe and effective care

• Taking action to enable all children to have the best outcomes

• Children includes everyone under the age of 18

 10.3 All Discover staff have a responsibility to provide a safe environment in which children can learn.

 10.4 All of Discover’s staff must be prepared to identify children who may benefit from early help, ensuring support is provided as soon as a problem emerges from foundation years through to teenage years.

 10.5 Any member of staff who has any concerns about a child’s welfare should follow the organisation’s process for referrals and should expect to support social services such as children’s social care and social workers.

 10.6 All staff should be aware of the systems and processes which Discover have in place including:

• Child protection policy, including the policy and procedures to deal with peer-on-peer abuse

• Behaviour policy, including bullying, cyberbullying, prejudice-based and discriminatory bullying

• Staff behaviour policy / Code of Conduct

• Safeguarding response to children who go missing from education

• Role of designated safeguarding lead and any deputies

 10.7 Where there is a victim of abuse, Discover staff must ensure the individual is being taken seriously and that they will receive support from this institution. They should be heard, not shamed   in any way, or made to feel that their reporting of abuse is ‘a problem’.

 10.8 In light of the UK Council for Internet Safety’s 2020 report, there must be an awareness of the sharing of nude, and semi-nude images and videos.

 10.9 All staff must be aware of child exploitation and how it doesn’t always have to be long-term occurrences, once is still sexual exploitation and is sexual abuse. Vulnerability may not always be apparent to adult observers. All children under the age of 18 can experience sexual exploitation.

 10.10 All staff are aware of how to support children with mental health, knowing where / who to signpost them.

 10.11 Child on child abuse must be recognised and not excused as ‘banter’ or ‘boys will be boys. Staff must report any concerns to Discover’s designated Safeguarding lead.

 10.12 Serious violence must always be reported to the designated lead, risk factors to this are:

• Being male

• Being a victim of abuse

• Involvement in crime

10.13 It is the management of Discover who are responsible for record keeping, including:

• A clear and complete summation of the concern

• Information of how the concern was followed up and dealt with

• A record of all actions, decisions and the result

 10.14     Discover directly responsible for ensuring that there is an appropriate level of security protection procedures in place in order to safeguard their systems, staff will review the effectiveness of these procedures periodically to keep up with evolving cyber-crime technologies. Using links and training guidance from National Education Network as well as being registered and holding Cyber Essentials Certificate

OBSERVATION OF LEARNING POLICY

Lesson observations can be categorised as either formal or informal.

Informal lesson

Informal lesson observations should be used for:

Monitoring students (behaviour, work, attainment). Any records made will not be admissible as evidence in the monitoring and evaluation of a teacher without their prior permission.

Peer observation and constructive feedback as a method of sharing good practice.

Formal Lesson

Formal lesson observations are a key tool in ensuring that teaching and learning are in line with expectations and policies. All lesson observations that are identified as being formal can be used as evidence in the monitoring and evaluation of learners.

Formal lesson observations will be conducted by qualified tutor / assessor staff appointed and verified by the Directors of Discover Consultancy & Training.

Occasionally peer mentor observations will be used to monitor students in the following areas:

• Student participation

• Student- student interaction

• Student behaviour

Procedure for the Formal Observation of Learning and Teaching

This process will be overseen by Discover Consultancy & Training Staff

General

1. Sufficient notice given to the learner to ensure they inform school and staff and have time to prepare for the observation with ample time for queries or questions.

2.The observer will identify the specific class & session that will observed

3.Notes of the observation will be kept confidential between the learner, assessor, tutor, and IQA/EQA if selected.

4.There should be at least one formal observation for all learners on a programme of learning where it is a mandatory part of the qualification.

Before the Observation

The assessor should:

• Ensure the learner has a copy of the lesson observation summary sheet and teaching and learning policy

• Agree with the learner which lesson will be observed and when feedback will be given

• Obtain a copy of the lesson plan and any additional resources (worksheets, handouts etc.)

• Ask the learner to alert staff / children to your presence and to reassure them that you are observing them; make it clear that you will not be participating in the lesson.

• Reassure the learner that the observation will be as unobtrusive as possible but that it may be necessary for you to speak to pupils and see their work; ask the learner at what point in the lesson this would be most appropriate

• Clarify with the learner anything on the lesson plans or scheme of work that is unclear

• Gather any relevant information about pupils, including identification of those with needs

During the Observation

The assessor should complete the relevant observation documents which will guide the assessor to ascertain whether learners are learning and demonstrating skills, knowledge, and behaviours effectively. The assessor may look at other holistic methods of assessment if required.

After the Observation

Learners have the option to appeal any assessment decisions, as per the appeals policy provided at induction. All learners have the option to discuss assessment decisions with the assessor or a different member of Discover Consultancy & Training staff.

Volunteer and Paid Placement Policy

Supporting Teaching and Learning Levels 2 and 3

As part of the Supporting Teaching and Learning suite of courses which includes;

Level 2 Certificate Support Teaching and Learning

Level 3 Certificate Support Teaching and Learning

The learners must have confirmed hours before enrolment and be working in the secured volunteer or paid placement within 2 weeks of starting the course

Learner must attend either a volunteer or paid placement in a school for a minimum of 72 hours and 120 hours for Level 3.

The placement must be with children at any age from Key Stage One (age 5) to 16-19-year-olds. This can be conducted across multiple classes so that the learner gets a broad range of experience.

A minimum of two (Level 2) and three (Level 3) observation visits from a member of the course team must be conducted over the duration of the course.

Discover do not expect school staff to undertake any observations of learners whilst on placement, however, we do encourage staff to become involved through writing a witness testimony to outline how the student has been able to meet any criteria which is provided.

During the placement, the student will complete a log sheet to record the hours they spend in school as part of the placement. This must be signed by a member of the school staff (ideally the class teacher or a teaching assistant who works alongside the teacher) to confirm the hours of support.

Whilst on placement it is important that the student is expected to support children’s learning through carrying out tasks that a level 2 or 3 Teaching Assistant at the school would be reasonably expected to undertake, depending on which course they are undertaking. This could involve supporting individual and group learning activities under the direction of the class teacher. It is expected that learners may take on more responsibilities as the placement progresses.

The placement school or college is expected to do an Induction with the learner on the first day of placement and sign off the risk assessment documentation that has been supplied in the Induction Pack.

Reasonable Adjustment Policy

The aim of this policy is to acknowledge that under the Equality Act 2010 we must make changes in our approach or provision to ensure that our services are accessible to disabled people as well as everybody else.

Reasonable adjustments can mean alterations to buildings by ensuring the premises we use for training and education have suitable lifts, wide doors, ramps, and tactile signage.

We will review, and change when required, our policies, procedures, and staff training to ensure that services work equally well for people with learning disabilities where and when necessary.

We will carefully consider if the adjustment will:

• Remove or reduce the disadvantage for the person with the disability.

• Is practical to make.

• Is affordable by organisation.

• Could harm the health and safety of others.

If a learner requires a reasonable adjustment, they can do so via the following methods:

• Email or letter to the directors of Discover Consultancy & Training CIC.

• Contact Discover via telephone.

• Accessing the policy via our website.

• Accessing the policy in our induction paperwork and the copy provided to each learner.

We will keep a record of any adjustments requested and ensure they are:

• Correct

• Practical

• Up to date

Registration and Certification Policy

Aim:

• To register individual learners to the correct programme within agreed timescales

• To register individual learners to the correct external assessment within agreed timescales

• To claim valid learner certificates within agreed timescales

• To construct a secure, accurate and accessible audit trail to ensure that individual learner registration and certification claims can be tracked to the certificate which is issued for each learner

 In order to do this, Discover will:

Register each learner within the awarding body requirements provide a mechanism for programme teams to check the accuracy of learner registrations and external assessment entries make each learner aware of their registration status if required inform the awarding body of withdrawals, transfers or changes to learner details ensure that certificate claims are timely and based solely on internally verified assessment records audit certificate claims made to the awarding body.

Audit the certificates received from the awarding body to ensure accuracy and completeness keep all records safely and securely for three years post certification.

Procedures

These procedures are in place to enable us to comply with the registration and certification requirements of NCFE/Cache and prevent inaccurate or false registrations, external assessment entries, or certification.

Overall responsibilities

Quality Manager: responsible for timely, accurate and valid registration, transfer, withdrawal and certificate claims for learners

Administration Manager: responsible for ensuring learner details held by Cache  are accurate and that an audit trail of learner attendance, assessment and achievement is accessible

Lead Internal Verifier (IQA): responsible for ensuring that an audit trail of learner assessment and achievement is accessible and supports certification claims.

Quality Manager: responsible for coordinating and monitoring registration and certification procedures within the Centre

Directors: responsible for ensuring registration and certification policy and procedures are regularly reviewed, disseminated to staff and overseeing the registration, transfer, withdrawal and certificate claims for learners to ensure that awarding body deadlines are met.

Registration procedure:

1. Students should be enrolled on Maytas on the correct course/class within two weeks of enrolment.

2. At course enquiry stage the PLRs should be accessed and downloaded and check that they are accurate before passing to submitting to Maytas, retaining a copy in the programme file.  IA’s should be carried out to determine learner is on the correct level of programme.

3. Make any required changes and submit to confirm once these have been made.

4. New arrivals/late entries can be made within two weeks of starting or leaving the programme using the agreed procedures.

5. Ensure attendance data is accurately maintained throughout the year using LJ2 document.

 Certification procedure:

6.  Ensure assessment records support learner achievement via the LJ2 documents completed weekly by tutors.

7. IQA to check accuracy of Learner files: once confirmed as accurate, pass as completed along with assessment records that need retaining for three-year period. Retain copies in Programme File

8. Claim to be made

9. Admin Manager to check accuracy of certificates against assessment records once received: notify Ncfe/Cache of any inaccuracies and recheck amended certificates on receipt.

10. Head Office to issue certificates to learners and log on internal database and Maytas

Audit procedure:

Directors to review implementation of procedures at key points throughout each academic year for all active learners

Discovery of inaccurate, early/late and fraudulent registrations and certifications procedure:

Where any inaccurate, early/late and fraudulent registrations or certification claims are discovered, Directors to escalate to Contract Head to instigate internal Malpractice procedures and report to NCFE/Cache.

Teaching and Learning Strategy

Teaching and learning strategies are defined as the techniques and methods that a teacher uses to support student learning and the things students can do to enhance their learning.

Our key strategic priorities are:

• Effective lesson planning – lesson planning involves learning objectives, effective activities and content, and learning outcomes to support student learning.

• Learning aims and objectives – learning aims and objectives outline a students progression throughout the session, focusing on what they have learnt and skills they have developed during the classroom session and their directed learning.

• Learning outcomes – learning outcomes are the measurable achievements of what has been learnt during the unit, these are recorded on the learner feedback sheet.

• Reflective – this supports the learner in reflecting on their own practice, looking at what they do well and areas that they may struggle in, students can then reflect on how to improve their skills and knowledge.

• Reviews – students can review their work and progress independently, in small groups or as a whole class depending on the task/ assignment. Independent reviews include students completing weekly Learner Journey 2 documents.

• Feedback sheets – feedback sheets are an effective way for tutors to reflect on their teaching strategies and adapt their lesson plans and learning objectives appropriately.

• Independent practice (directed learning) – independent practice enhances student learning as students are able to build on their in-class work, including further research and examples from their placement.

• Class discussions and group activities – peer communication is an effective method to support learning, it gives students the opportunity to compare ideas and knowledge.

Enabling and implementing our teaching and learning strategy:

• Develop mechanisms to support meaningful and professional student-staff relationships during the learning experience

• Provide high-quality professional support and services that are accessible to all students and staff

• Encourage post-qualification development throughout the course, this may include additional education through Discover CIC (including Level 3 teaching qualifications, L3 Diploma, and CYPMH) career development (encouraged through agency participation during sessions) and workplace opportunities.

• Team and standardisation meetings

• Peer and management class observations