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Centre Quality Handbook

2014-2015

B

TEC

The John Warner School

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Index

1. Introduction 3

2. Roles and Responsibilities 4

3. Staffing 2014-2015 5

4. Policies and Procedures 6

i) Assessment 7

ii) Internal Verification 8

iii) Appeals 15

iv) Assessment Malpractice 20

v) Registration, Certification & Storage of Records 22

vi) Extra Entries Policy and Procedure 23

vii) Reasonable adjustment and special consideration

viii) Accreditation of Prior Learning 31

ix) Health & Safety 43

x) Equal Opportunities 50

xi) Management of the Lead Internal Verifier 52

xii) Ongoing Approval Conditions 53 xiii) Resubmission and extenuating circumstances 54

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1. INTRODUCTION

Dear All

I would like to welcome to The John Warner School and especially with regards to your involvement

in our successful BTEC programmes. This document holds all the information you need with regards

to the overview of the BTEC at our school. Not only does it include staffing and course details, but

also all the policies and procedures which are common to every course. It is advisable you read these

at least once a year especially at the beginning of the year, so you have a full understanding of your

responsibilities and what to do if a situation arises. Remember this is a working document and you

contribution is invaluable to ensure the smooth running of the centre. . If there are any comments or

points that you need clarification for don’t hesitate to contact me and we can get these resolved.

Regards

David Allman

Quality Nominee

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2. Roles and Responsibilities

Within the BTEC system there are a range of roles outlined below

Programme Leader: Responsible for ensuring learner details held by Edexcel are accurate and that an audit trail of learner assessment and achievement is accessible. Quality Nominee: Responsible for coordinating and monitoring the learner details held with Edexcel. Exams Officer: Responsible for timely, accurate and valid registration, transfer, withdrawal and certificate claims for learners. Senior Management: Responsible for overseeing the registration, transfer, withdrawal and certificate claims for learners to ensure that awarding body deadlines are met.

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3. Staffing – 2014-2015

* Qualified Lead Internal Verifiers

A more detailed staffing structure, including Team Leaders and Verifiers is available in the JWS BTEC

Operational Chart Booklet, which includes courses and levels assessed.

Quality Nominee Mr David Allman

ART & DESIGN Lead Internal Verifier Ms Lisa Wood*

SPORT Lead Internal Verifier Mr Danny Bidwell*

HOSPITALITY Lead Internal Verifier Ms Anne Cairns*

CREATIVE MEDIA Lead Internal Verifier Dr William Grey*

MUSIC Lead Internal Verifier Ms Deanne Tucker*

BUSINESS & SERVICES Lead Internal Verifier Mr Matthew Walker*

IT Lead Internal Verifier Dr William Grey*

ENGINEERING Lead Internal Verifier Mr Stuart Higham

PERFORMING ARTS – (Dance) Lead Internal Verifier Ms Suzanne Carey*

TRAVEL & TOURISM Lead Internal Verifier Ms Lisa Patterson

PERFORMING ARTS – (Acting) Lead Internal Verifier Ms Karen Dean Arshadi

SCIENCE Lead Internal Verifier Mr Matthew Briscoe

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4. Policies and Procedures

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i) Assessment Policy

Aim:

To ensure that assessment methodology is valid, reliable and does not disadvantage or advantage

any group of learners or individuals.

To ensure that the assessment procedure is open, fair and free from bias and to national standards.

To ensure that there is accurate and detailed recording of assessment decisions.

In order to do this, the centre will:

• Ensure that learners are provided with assignments that are fit for purpose, to enable them to produce appropriate evidence for assessment.

• Assess learner’s evidence using only the published assessment and grading criteria. • Ensure that assessment decisions are impartial, valid and reliable. • Not limit or ‘cap’ learner achievement if work is submitted late. • Develop assessment procedures that will minimise the opportunity for malpractice. • Maintain accurate and detailed records of assessment decisions. • Maintain a robust and rigorous internal verification procedure. • Annually provide samples for external verification, as required by the awarding

body. • Monitor external verifier reports and undertake any remedial action required. • Share good assessment practice between all BTEC programme teams. • Ensure that BTEC assessment methodology and the role of the assessor are

understood by all BTEC staff. • Provide resources to ensure that assessment can be performed accurately and

appropriately.

This policy will be reviewed every 24 months by David Allman, Quality Nominee – Next date

– December 2014

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ii) Internal Verification Policy

Aim:

To ensure there is an accredited lead internal verifier in each principle subject area

To ensure that internal verification is valid, reliable and covers all assessors and programme activity.

To ensure that the internal verification procedure is open, fair and free from bias.

To ensure that there is accurate and detailed recording of internal verification decisions.

In order to do this, the centre will:

a lead internal verifier for each principal subject area is accredited by Edexcel via the successful completion of an online standardisation exercise

each lead internal verifier oversees effective internal verification systems within each principal subject area

staff are briefed and trained in the requirements for current internal verification procedures

effective internal verification roles are defined, maintained and supported

internal verification is promoted as a developmental process between staff

standardised internal verification documentation is provided and used

all centre assessment instruments are verified as fit for purpose

an annual internal verification schedule, linked to assessment plans, is in place

an appropriately structured sample of assessment from all programmes, sites and teams is internally verified, to ensure centre programmes conform to national standards and standards verification requirements

secure records of all internal verification activity are maintained

the outcome of internal verification is used to enhance future assessment practice.

This policy will be reviewed every 24 months by David Allman, Quality Nominee – Next date

December 2014

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INTERNAL VERIFICATION – ASSIGNMENT BRIEFS

Award

Unit

Assessor

INTERNAL VERIFIER CHECKLIST Comments

Are accurate programme details shown? Y/N*

Are accurate unit details shown? Y/N*

Are clear deadlines for assessment given?

Y/N*

Is this assignment for whole or part of a

unit? W/P

Are the Assessment and Grading Criteria

to be addressed listed? Y/N*

Does each task show which criteria are

being addressed? Y/N*

Are these criteria actually addressed by

the tasks? Y/N*

Is it clear what evidence the learner needs

to generate? Y/N*

Are the activities appropriate? Y/N*

Is there a scenario or vocational context? Y/N*

Is the language and presentation

appropriate? Y/N*

Is the timescale for the assignment

appropriate? Y/N*

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Overall, is the assignment fit for purpose? Y/N*

*If ‘No’ is recorded and the Internal Verifier recommends remedial action before the brief is issued, the

Assessor and the Internal Verifier should confirm that the action has been undertaken

Internal Verifier Date

Lead Internal Verifier

(if required) Date

Action required:

Action taken:

Assessor

Signature Date

Internal Verifier

Signature Date

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INTERNAL VERIFICATION – ASSESSMENT DECISIONS

Award Assessor

Unit(s)

Assignment title

Learner’s name

List which assessment and grading

criteria the assessor has awarded

Pass Merit Distinction

Do the assessment and grading

criteria awarded match those

targeted by the assignment brief?

Y/N Details:

Has the work been assessed

accurately?

Y/N Details:

Is the feedback to the learner:

Constructive?

Linked to relevant grading criteria?

Identifying opportunities for improved performance?

Agreeing actions?

Y/N Details:

Does the grading decision need

amending?

Y/N Details:

Remedial action taken Details:

Internal Verifier Date

Lead Internal Verifier (if required) Date

Confirm Action completed Date

Assessor signature Date

Internal Verifier signature Date

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Observation record

Learner name

Qualification

Unit number and title

Assignment

Description of activity undertaken (please be as specific as possible)

Assessment and grading criteria

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How the activity meets the requirements of the assessment and grading criteria

Assessor

signature Date

Assessor name

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Witness statement

Learner name

Qualification

Unit number and title

Assignment

Description of activity undertaken (please be as specific as possible)

Assessment and grading criteria

How the activity meets the requirements of the assessment and grading criteria,

including how and where the activity took place

Witness name Job role

Witness signature Date

Assessor name

Assessor signature Date

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iii) Appeals Policy

Aim:

To enable the learner to enquire, question or appeal against an assessment decision.

To attempt to reach agreement between the learner and the assessor at the earliest opportunity.

To standardise and record any appeal to ensure openness and fairness.

To facilitate a learner’s ultimate right of appeal to the awarding body, where appropriate.

To protect the interests of all learners and the integrity of the qualification.

In order to do this, the centre will:

• Inform the learner at induction, of the Appeals Policy and procedure. • Record, track and validate any appeal. • Forward the appeal to the awarding body when a learner considers that a decision

continues to disadvantage her/him after the internal appeals process has been exhausted.

• Keep appeals records for inspection by the awarding body for a minimum of 18 months.

• Have a staged appeals procedure. • Will take appropriate action to protect the interests of other learners and the

integrity of the qualification, when the outcome of an appeal questions the validity of other results.

• Monitor appeals to inform quality improvement.

This policy will be reviewed every 24 months by David Allman, Quality Nominee – Next date

December 2014

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Student Version

The Appeals Procedure and What to do

A member of the Senior Management Team will be responsible for the management of internal appeals

The Head of the Centre will be provided with any appeals and their outcome

Appeals will be considered by at least 3 people (at least one of whom should not have been involved with the assessment decision)

A clear timescale in terms of the student getting a response to the appeal is laid out on the appeals form

Students will be allowed representation by a parent/guardian/friend if requested

Written records of all appeals will be kept by the school including the outcome of the appeal and reasons for the outcome

A copy of the appeals record will be given to the student

Edexcel will be informed by the school if any outcome of an appeal has implications for the conduct of assessments of the issue of results at the school

Students can only appeal on the following grounds:-

1. If they feel the grading criteria is being met

2. If they feel that they have not been supported during the assessment of the unit

3. If the teacher is not willing to accept alternative evidence as meeting the evidence requirement

What to do:-

1. You must get a request appeals form within a week of the assessment.

2. Then see the Course Leader with the form within two weeks of the assessment. The Course Leader will make the arrangements for the appeal meeting within a week of the form being handed in.

3. You will be informed by letter of the time and place for the appeals meeting at

least 48 hours before as well as a copy of the completed appeals request form stating what has been done so far.

4. You will be informed of the decision in writing within 48 hours of the appeals

meeting

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Appeals Form

Learner’s name:

Qualification: BTEC 1st Diploma in Design

Unit number & title:

Reason for Appeal

I feel the grading criteria is being met I feel that I was not being supported during the assessment of the unit

I feel the teacher is not willing to accept alternative evidence as meeting the evidence requirement.

Please tick as appropriate

Form handed in - date:

Learner’s signature:

Course Leader Action

Date of Meeting

Place for Meeting

Time of Meeting

SLT Member in charge

Additional staff to be present

Letter Given

Received Letter - Signed: Date:

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Appeals Decision Form

Learner’s name:

Qualification:

Unit number & title:

Reason for Appeal

I feel the grading criteria is being met

I feel that I was not being supported during the assessment of the unit

I feel the teacher is not willing to accept alternative evidence as meeting the evidence requirement.

Please tick as appropriate

Form handed in - date:

Course Leader Action leading up to meeting

Date of Meeting

Place for Meeting

Time of Meeting

SLT Member in charge

Additional staff to be present

Date meeting letter given:

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Action to follow:

Person responsible for follow up:

Record of Meeting:

Date follow up procedure completed:

Decision:

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iv) Assessment Malpractice Policy

Aim:

To identify and minimise the risk of malpractice by staff or learners.

To respond to any incident of alleged malpractice promptly and objectively.

To standardise and record any investigation of malpractice to ensure openness and fairness.

To impose appropriate penalties and/or sanctions on learners or staff where incidents (or attempted

incidents) of malpractice are proven.

To protect the integrity of this centre and BTEC qualifications.

In order to do this, the centre will:

Seek to avoid potential malpractice by using the induction period and the student handbook to inform learners of the centre’s policy on malpractice and the penalties for attempted and actual incidents of malpractice.

Show learners the appropriate formats to record cited texts and other materials or information sources.

Ask learners to declare that their work is their own.

Ask learners to provide evidence that they have interpreted and synthesised appropriate information and acknowledged any sources used.

Conduct an investigation in a form commensurate with the nature of the malpractice allegation. Such an investigation will be supported by the Head Teacher and all personnel linked to the allegation. It will proceed through the following

stages: o Programme Leader does initial investigation and then reports to Quality Nominee

and discuss action o Undertake further investigation if necessary o Develop approach subject to result of investigation and consultation with Edexcel

and SLT

Make the individual fully aware at the earliest opportunity of the nature of the alleged malpractice and of the possible consequences should malpractice be proven.

Give the individual the opportunity to respond to the allegations made.

Inform the individual of the avenues for appealing against any judgment made.

Document all stages of any investigation.

Where malpractice is proven, this centre will apply the following penalties/ sanctions: To be agreed

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Definition of Malpractice by Learners

This list is not exhaustive and other instances of malpractice may be considered by this centre at its

discretion:

Plagiarism of any nature.

Collusion by working collaboratively with other learners to produce work that is submitted as individual learner work.

Copying (including the use of ICT to aid copying).

Deliberate destruction of another’s work.

Fabrication of results or evidence.

False declaration of authenticity in relation to the contents of a portfolio or coursework.

Impersonation by pretending to be someone else in order to produce the work for another or arranging for another to take one’s place in an assessment/examination/test.

Definition of Malpractice by Centre Staff

This list is not exhaustive and other instances of malpractice may be considered by this centre at its

discretion:

Improper assistance to candidates.

Inventing or changing marks for internally assessed work (coursework or portfolio evidence) where there is insufficient evidence of the candidates’ achievement to justify the marks given or assessment decisions made.

Failure to keep candidate coursework/portfolios of evidence secure.

Fraudulent claims for certificates.

Inappropriate retention of certificates.

Assisting learners in the production of work for assessment, where the support has the potential to influence the outcomes of assessment, for example where the assistance involves centre staff producing work for the learner.

Producing falsified witness statements, for example for evidence the learner has not generated.

Allowing evidence, which is known by the staff member not to be the learner’s own, to be included in a learner’s assignment/task/portfolio/coursework.

Facilitating and allowing impersonation.

Misusing the conditions for special learner requirements, for example where learners are permitted support, such as an amanuensis, this is permissible up to the point where the support has the potential to influence the outcome of the assessment.

Falsifying records/certificates, for example by alteration, substitution, or by fraud.

Fraudulent certificate claims, that is claiming for a certificate prior to the learner completing all the requirements of assessment.

This policy will be reviewed every 24 months by David Allman, Quality Nominee – Next date

December 2014

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v) Registration, Certification and Storage of Records Policy Aim: To register individual learners to the correct programme 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. To ensure all record and assessment decisions are stored securely for three years In order to do this, the centre will: Registration

• register each learner within the awarding body requirements – lists will be sent out by the Examinations Officer for Programme leaders to check – completion by 15th October. Students will then be registered • a mechanism for programme teams to check the accuracy of learner registrations will follow once students are registered - completion date 22nd October – Final date for entry 1st November • make each learner aware of their registration status • inform the awarding body of withdrawals, transfers or changes to learner details – Withdrawal deadline 31st January - names to the Examination Officer by 15th January

Certification

• ensure that certificate claims are timely and based solely on internally verified assessment records

ensure that unit certifications are processed based solely on internally verified assessment records for those learners not completing full qualifications.

• audit certificate claims made to the awarding body • audit the certificates received from the awarding body to ensure accuracy and completeness. A double checking system is in place within the Examinations office.

Storage of Records

• keep all records safely and securely for three years post certification.

• That all subject areas store their records in a secure place within their department and inform the Quality Nominee where this is. • A second set of records to be given to the Quality Nominee on the completion of the year’s cohort within two months of the final certification of that cohort and these are stored with the central archives

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This policy will be reviewed every 24 months by David Allman, Quality Nominee – Next date

December 2014

vi) Extra Entries Policy and Procedure

Background

During the academic year, new students can join the centre or even transfer from other courses

outside the BTEC suite. For those who transfer within the BTEC suite at the centre or from other

centres, this can be processed be the examinations officer when appropriate, although it is

recommended the examinations officer contact Edexcel for clarification and processing instructions.

The policy for students leaving during a course is explained in the ‘Registration, Certification and

Storage of Records Policy’ within the BTEC Centre handbook

Aim

To ensure new students, who join either a BTEC course or the centre, but are outside the

registration window in the early part of the autumn term due to whatever reason, are effectively

registered to ensure certification and recording of the success.

The procedure is:

When a student joins their names and details must be logged with the subject leader for that

course, the examinations officer and the Quality Nominee.

The Quality Nominee will store these names in the central system and it is the responsibility

of the subject leader that they are processed at the correct time.

If the student is on a two year course, and they join within the first year, they will then be

registered in the autumn window of the second year.

If the student is outside this and is only on a one year course. The subject leader will discuss

the candidate/student with the Quality Nominee and the Quality Nominee will make the

necessary judgement about by whom the late entry fee will be paid. This will be done on a

case by case basis and it is the responsibility of the subject leader to present the necessary

information for the Quality Nominee to make a fair and just decision.

If the candidate involved is unhappy about the result of the decision they can appeal, but

this must be 14 working days after they have received the decision. In this case a full appeals

committee will be held with the candidate, the subject leader, Quality Nominee and the

centre leader, as well as any additional persons such as the pastoral team and

parents/carers who can inform and clarify the situation to allow the right decision to be

made. The result of this meeting will be final

This policy will be reviewed every 12 months by David Allman, Quality Nominee – Next date

July 2014

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vii) Reasonable adjustment and special consideration Policy

The centre aims to facilitate open access to BTEC qualifications for learners who are eligible for reasonable adjustment and/or special consideration in assessments, without compromising the assessment of the skills, knowledge, understanding or competence being measured. This will be achieved through: • Reasonable Adjustment – This is agreed at the pre-assessment planning stage and is any action that helps to reduce the effect of a disability or difficulty, which places the learner at a substantial disadvantage in the assessment situation. Reasonable adjustments must not, however, affect the reliability or validity of assessment outcomes nor must they give the learner an assessment advantage over other learners undertaking the same or similar assessments. • Special Consideration – This is a post-assessment allowance to reflect temporary illness, injury or indisposition that occurred at the time of assessment. Any special consideration granted cannot remove the difficulty the learner faced at the time of assessment and can only be a relatively small adjustment to ensure that the integrity of the assessment is not compromised. Special consideration cannot apply to “licence to practice” units within a qualification, or to “licence to practice” qualifications. Edexcel will only consider requests for Reasonable Adjustment and Special Consideration submitted by the Head of Centre/Principal/CEO.

This policy will be reviewed every 24 months by David Allman, Quality Nominee – Next date

December 2014

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Guidance 1.1 Explanation of reasonable adjustment A reasonable adjustment helps to reduce the effect of a disability or difficulty that places the learner at a substantial disadvantage in the assessment situation. Reasonable adjustments must not affect the validity or reliability of assessment outcomes, but may involve: • changing usual assessment arrangements • adapting assessment materials • providing assistance during assessment • re-organising the assessment physical environment • changing or adapting the assessment method • using assistive technology. Reasonable adjustments must be approved (internally or externally) and set in place prior to assessment commencing. It is an arrangement to give a learner access to a qualification. The work produced following a reasonable adjustment must be assessed in the same way as the work from other learners. Below are examples of reasonable adjustment. It is important to note that not all adjustments described below will be reasonable, permissible or practical in particular situations. The learner may not need, nor be allowed the same adjustment for all assessments. Reasonable adjustments permitted by Edexcel may fall into the following categories: • changes to assessment conditions • the use of mechanical and electronic aids • modification to the presentation of assessment material • alternative ways of presenting responses • use of access facilitators. Please note that a reasonable adjustment must never affect the validity or reliability of assessment, influence the outcome of assessment or give the learner(s) in question an unfair assessment advantage

Examples of reasonable adjustments as defined by the above categories are listed below. • Allowing extra time, e.g. assignment extensions • Using a different assessment location • Use of coloured overlays, low vision aids, CCTV • Use of assistive software • Assessment material in large format or Braille • Readers/scribes • Practical assistants/transcribers/prompters • Assessment material on coloured paper or in audio format • Language-modified assessment material • British Sign Language (BSL) • Use of ICT/responses using electronic devices

.

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1.2 Centre recruitment It is vital that centres recruit with integrity onto BTEC and Edexcel NVQ qualifications. Centres must ensure that learners have the correct information and advice on their selected qualifications and that the qualifications will meet their needs. The recruitment process should include the centre assessing each potential learner and making justifiable and professional judgments about the learner’s potential to successfully complete the assessment and achieve the qualification. Such assessment must identify, where appropriate, the support that will be made available to the learner to facilitate access to the assessment. Where the recruitment process identifies that the learner may not be able to demonstrate attainment and thus gain achievement in all parts of assessment for the selected qualification, this must be communicated clearly to the learner. A learner may still decide to proceed with studying a particular qualification and not be entered for all or part of the assessment. The centre is advised to ensure that learners are aware of: • the range of options available, including any reasonable adjustments that may be necessary, to enable the demonstration of attainment across all required assessment; and • any restrictions on progression routes to the learner as a result of not achieving certain outcomes.

1.3 Applying reasonable adjustment Reasonable adjustments are approved before an assessment and are intended to allow attainment to be demonstrated. A learner does not have to be disabled (as defined by the DDA) to qualify for reasonable adjustment; nor will every learner who is disabled be entitled to reasonable adjustment. Allowing reasonable adjustment is dependent upon how it will facilitate access for the learner. A reasonable adjustment is intended to allow access to assessment but can only be granted where the adjustment does not: • affect the validity or reliability of the assessment • give the learner(s) in question an unfair advantage over other learners taking the same or similar assessment • influence the final outcome of the assessment decision.

Edexcel expects all centres to apply reasonable adjustment in a transparent and unbiased manner. All reasonable adjustments made must be recorded using the Edexcel form RA1 (see website for forms www.edexcel.com). Once completed, these must be held by the centre in the learner’s file and should be available at all times for scrutiny by Edexcel if so requested. All reasonable adjustments implemented by centres are subject to meeting the requirements of the appropriate assessment strategy for an NVQ and the qualification specification and assessment criteria for BTEC qualifications. It is the responsibility of the Head of Centre/Principal/CEO (or designated nominee) to ensure that any access arrangement implemented by the centre on behalf of the learner, is based on firm evidence of a barrier to assessment. If further clarification is required in relation to the application of reasonable adjustment, then please e-mail qualitystandards@edexcel.com For BTEC qualifications that are internally assessed the centre will not need to apply to Edexcel to implement a reasonable adjustment, but it must: • only make reasonable adjustments that are in line with this policy • record all reasonable adjustments made on form RA1 • keep all RA1 forms on the appropriate learner’s record • make RA1 forms available to Edexcel as required.

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1.4 Requesting reasonable adjustment from Edexcel For BTEC and Edexcel NVQ qualifications that contain externally assessed assessment such as Edexcel-set and Edexcel-marked tests, reasonable adjustment requests must be submitted to and authorised by Edexcel prior to implementation of the adjustment. Such requests must be submitted using form RA2 within twenty days of learner registration. Edexcel will respond to your request within two working weeks. See website for forms www.edexcel.com. Where such external assessments are part of a short course of study, the reasonable adjustment request must be submitted at least three working weeks prior to the assessment(s) in question. Where the centre is uncertain about the learner’s ability to achieve the assessment criteria please email qualitystandards@edexcel.com

1.5 Assessing achievement Centres must ensure that for all internal assessment, achievement is given only for the skills demonstrated by the learner and that reasonable adjustments do not compromise the outcomes of assessment (as identified in 1.3 above).

1.6 Special Educational Needs Centres should note that a Statement of Special Educational Needs (SEN) does not automatically qualify the learner for reasonable adjustment to assessment, as: • the SEN statement may not contain a recent assessment of the needs; and • the reasonable adjustment may compromise assessment (as identified in 1.3 above). 1.7 Inappropriate use of reasonable adjustment If a centre’s misuses the reasonable adjustment policy, then Edexcel will take appropriate action. Such action will range from advice and action for the centre through to the implementation of steps to manage assessment malpractice; this could ultimately lead to the recall of certificates, removal of qualification approval or removal of centre approval.

2. Special Considerations 2.1 What is special consideration? A special consideration is consideration given following a period of assessment for a learner who: • was prepared for and present at an assessment but who may have been disadvantaged by temporary illness, injury or adverse circumstances that have arisen at or near to the time of assessment • misses part of the assessment due to circumstances outside their control. It is important to note that it may not be possible to apply special consideration in instances where: • assessment requires the demonstration of practical competence • criteria have to be met fully • units/qualifications confer licence to practice. Where assessment is in the form of on demand assessment, such as electronic tests set and marked by computer, then it is probably more appropriate to offer the learner an opportunity to take the assessment at a later date. A special consideration cannot give the learner an unfair advantage, nor must its use cause the user of a certificate to be misled regarding a learner’s achievement. The learner’s results must reflect real achievement in assessment and not potential ability. To this end, special considerations can only be a small post-assessment adjustment to the mark or outcome.

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Edexcel’s decision will be based on various factors, which may vary from learner to learner, and from one subject to another. These factors may include the severity of the circumstances, the date of the assessment, the nature of the assessment (e.g. practical, oral presentation, etc). A learner who is fully prepared and present for a scheduled assessment may be eligible for special consideration if: • performance in an assessment is affected by circumstances beyond the control of the learner, e.g. recent personal illness, accident, bereavement, serious disturbance during the assessment • alternative assessment arrangements which were agreed in advance of the assessment proved inappropriate or inadequate • part of an assessment has been missed due to circumstances beyond the control of the learner. A learner will not be eligible for special consideration if: • no evidence is supplied by the centre that the learner has been affected at the time of the assessment by a particular condition • any part of the assessment is missed due to personal arrangements including holidays or unauthorised absence • preparation for a component is affected by difficulties during the course, eg disturbances through building work, lack of proper facilities, changes in or shortages of staff, or industrial disputes. The following are examples of circumstances which might be eligible for special consideration (this list is not exhaustive): • terminal illness of the learner • terminal illness of a parent • recent bereavement of a member of the immediate family • serious and disruptive domestic crises leading to acute anxiety about the family • incapacitating illness of the learner • severe car accident • recent traumatic experience such as death of a close friend or distant relative • flare-up of severe congenital conditions such as epilepsy, diabetes, severe asthmatic attack • recent domestic crisis • recent physical assault trauma • broken limb on the mend. Unlike reasonable adjustment, there are no circumstances whereby a centre can apply its own special consideration. Applications must be made to Edexcel.

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2.2 Applying for special consideration Edexcel expects a centre to put arrangements in place to enable a learner, in extenuating circumstances, to complete assessment and thus achieve the qualification. Only when this is unsuccessful should an application for special consideration be made. All applications for special consideration can only be made on a case-by-case basis and thus separate applications must be made for each learner. The only exception to this is where a group of learners has been affected by a similar circumstance such as a fire alarm during an assessment; in this case a group application is permissible. In this situation, however, a list of learners affected should be attached to the application. Applications for special consideration should be submitted to the BTEC Quality Standards Team. To ensure effective processing of the application the centre should submit: • form SC1 • the learner’s Student Report Form (SRF) • evidence to support the application such as a medical certificate, a doctors letter, a statement from the invigilator (if relevant), or any other appropriate information.

The Head of centre/Principal/CEO must authorise all applications for special consideration. Applications must be submitted to the BTEC Quality Standards Team within seven days of the assessment having taken place. Following receipt, Edexcel will confirm receipt within two working days and will usually give a decision within a further ten working days. Where a case is complex, Edexcel will inform the centre if a decision cannot be made within the time scale specified. During the processing of an application, Edexcel will only liaise with the centre making the claim on the learner’s behalf and not with the learner or their designated third party. It is important to note that special consideration applications will not be considered where learner achievement has been claimed and certificated.

2.3 Posthumous certification Applications for posthumous certification should be submitted on form SC1 together with the learner’s Student Report Form (SRF). The Head of Centre/Principal/CEO must authorise this form. Edexcel will liaise only with the centre making the claim for the learner. Edexcel reserves the right to see a copy of the death certificate prior to granting posthumous certification.

2.4 Lost or damaged work

When a learner’s work has been lost or damaged, Edexcel may consider accepting a grade for which there is no available evidence. In all cases, the centre must be able to verify that the work was done and that it was monitored whilst it was in progress. Applications to accept grades, for which there is no available evidence should be submitted on SC1. With this completed form, the centre must also provide evidence of learner achievement (assessment/IV records) and include a signed Student Report Form (SRF).

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3. Complying with policy Centres should note that failure to comply with the requirements contained within this policy document could lead to assessment malpractice, which will impact on the learner’s result. Failure to comply is defined as any or all of the following: • where applicable, putting in place arrangements without Edexcel’s approval • exceeding the allowance agreed by Edexcel • agreeing delegated adjustments that are not supported by evidence • failing to maintain records • failing to report delegated adjustments when requested to do so by Edexcel • implementing delegated adjustments that affect the validity and reliability of assessment, compromises the outcomes of assessment or gives the learner in questions an unfair assessment advantage over other learners undertaking the same or similar assessment. For further information about malpractice in assessment, please refer to the Edexcel Policy Assessment Malpractice Mal 06-3.

4. Right to appeal Where a centre fails to agree with an Edexcel decision made in respect of this policy, then the centre has the right of appeal. Appeals must be submitted to qualitystandards@edexcel.org.uk within ten working days of receipt of the decision from Edexcel. Upon receipt of an appeal, Edexcel will acknowledge receipt within two working days and adjudicate within s further ten working days. Detail of the appeals process for BTEC and Edexcel NVQ qualifications is contained within the Appeals Policy (Appeals 04-07).

5. Forms These are available from the Edexcel website and are the following: RA1 - Application of Reasonable Adjustment Form – Internal Use – Issue 1 – March 2006

RA2 - Application of Reasonable Adjustment Form – Edexcel Use – Issue 1 – March 2006

SC1 – Application for Special Consideration Form – Issue 2 – October 2009

This policy will be reviewed every 24 months by David Allman, Quality Nominee – Next date

December 2014

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viii) Accreditation of Prior Learning Policy

APL is a process which recognises that learning is continuous – at work, home and at leisure, as well as in

the classroom. APL provides a route for the recognition of the achievements resulting from continuous

learning.

The use and application of APL is of particular value to learners without formal qualifications, who are either in employment, preparing to enter or returning to employment. It enables them to gain all or part of a qualification on the evidence of their past achievements.

APL is an assessment process which enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of APL is acceptable for accrediting part of a unit, unit(s) or a qualification. Evidence submitted for APL must be: • authentic

• current

• relevant

• sufficient

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Guidance on APL

The APL process is not concerned with allowing for exceptional entry to, or exemption from, a programme

of study. It focuses on assessment and certification of prior learning which may count as evidence

towards:

• a part of a unit or unit(s) accumulated towards a full qualification

• unit or units recognised by an Edexcel Certificate of Achievement

• a full Edexcel qualification.

The APL process does not allow the accreditation of any externally assessed unit because these units are

subject to specific evidence requirements, for example, the externally assessed units of the Applied GCE or

a BTEC Short Course qualification where a qualification contains a mandatory externally assessed

component. Learners must complete the required external assessment to be awarded the overall

qualification. Some NVQs also have external assessment associated with selected units; again these units

cannot be accredited via APL. Learners must complete the NVQ external assessment component to be

awarded the overall qualification. The assessment strategy for each NVQ must be referred to, as this

stipulates the assessment requirements for the NVQ.

Contextual unit grading is an integral part of some qualifications, for example, the GCSE in vocational

subjects, Applied GCE, BTEC Firsts and Nationals. When grading APL evidence for these particular

qualifications, the guidance in the specification must be adhered to and the learner’s performance must

be judged against the criteria in the unit grading grid. The requirements of each grading criterion must be

met in full. For instance, if the grading criterion requires the demonstration of independence, the APL

evidence for this must demonstrate independence.

Although it is possible to claim for an entire qualification through APL, this is not the norm. For example, a qualification with externally assessed units cannot be accredited in its entirety using APL. Furthermore, it would be unusual for an APL learner to be able to offer prior achievement that completely matches every aspect of the qualification’s assessment requirements.

When appropriate, Edexcel reserves the right to require samples from additional units, should a significant

number of learners be claiming for APL.

An exact guide cannot be given to the prior achievement that would provide evidence of current

knowledge, understanding and skills. This will vary from employment sector to employment sector; with

the extent of the experience; with technological changes and with the nature of the outcome claimed (for

example, cognitive competence may diminish rapidly). If the currency of any evidence is in doubt, the

assessor may use questions to test any reservations.

For detail and procedures staff are asked to refer to the Edexcel document APL 06-14

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1.1 Positioning APL within the centre The centre arrangements for APL, is identified

through two basic models of operation:

• centrally-based

• BTEC Centre/department/division/programme-

based.

Which APL process we choose within a centre will

depend upon the circumstances of those involved

and will be judged case by case basis. This is

because as a school centre it is envisaged that this

will be a rare occasion and would only really take

place under exceptional circumstances. Whichever

process undertaken will be managed by the Quality

Nominee and advice from Edexcel may be sort.

The operation model and related procedures will be

documented and will be transparently clear to all

staff and learners.

1.2 Restrictions on APL Any restrictions on APL must be made clear to all

staff and learners. It is possible, but unlikely, for a

learner to be able to claim for an entire

qualification through APL. For example, a

qualification with externally assessed units cannot

be accredited in its entirety using APL. Parts of

some qualifications (for example

outcomes/competences on health and safety or

licence to practise) will not permit APL but will

require traditional assessment. Also, it will be

unusual to be able to offer prior achievement that

completely matches every aspect of the

qualification’s assessment requirements. Any

restrictions on APL must be explained to the APL

learner in the introductory meetings held between

centre staff and the APL learner.

1.3 The centre checklist To develop an effective, economic and clear

process, centres are advised to include APL as part

of their normal admission, support, programme

delivery and assessment procedures. A centre

checklist follows, which indicates the significant

impact on centre structures, resources and

procedures, resulting from introducing an APL

process.

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2. The APL process

The main stages in the APL process are shown below

Centre activity Main stages in the

APL process

APL learner activity

• Marketing

• Respond to initial enquiry

← 2.1 Recruitment → • Apply to centre

• Provide guidance to the learner • Identify and agree an action plan and assessment strategy with the APL learner • Provide guidance on timescale • Map achievement and identify gaps • Determine and set the standard • Register learner with Edexcel • Identify learning and assessment not covered by APL

← 2.2 Assembling an APL claim

→ • Reflect on experience to identify achievement • Establish an action and assessment plan • Agree timescale • Map achievement and identify gaps • Provide evidence of achievement in a portfolio, for example this may be paper-based, electronic, video recorded evidence, etc

• Assess the evidence and check its authenticity • Grade where relevant • Provide learner with regular feedback • Arrange additional learning • Arrange internal verification/ moderation/ standardisation

← 2.3 Assessing an APL

claim

→ • Review action and assessment

plan

• Possibly provide new evidence

• Acknowledge additional learning

• Submit final portfolio

• Arrange external verification/

moderation of the APL evidence

following the procedure for each

qualification

• Provide learner feedback on achievement

← 2.4 Accrediting an APL claim

→ • Receive feedback on the portfolio

submitted

2.5

External Verification/ Moderation carried out by Edexcel

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2.1 Recruitment

Marketing

Responding to Initial enquires

The Centre will have an advisory system in place to deal with more detailed enquiries which will be managed by the Quality Nominee. It is expected that these detailed enquiries will require a more personal approach, for example extended telephone calls and face-to-face meetings. The kinds of issues that centres may wish to approach in these initial exchanges include: • the emphasis APL places on learning and achievement • putting the APL claim within the context of an overall qualification • an overview of what would be needed from the learner when putting together an APL claim • an overview of the issues surrounding assessment of APL. How this information is supplied will depend on the nature of the enquiry and the learner as well as the structure of the qualification and the learner’s experience and needs.

The marketing strategy for APL will include the use of advertisements and leaflets either printed or provided on the Internet. The aim is to raise awareness of the possibilities offered by APL across a wide audience. Examples of how to market APL are: • reference to APL within printed course prospectuses and/or on the Internet • leaflets for education guidance staff • leaflets directly to the public. Any marketing material developed should take into account its target audience and how to access this audience. Key points regarding APL that may be included in any marketing material are: • a definition of APL • a statement that evidence of achievement is required and that this will be assessed against the qualification requirements • examples of suitable evidence • any costs involved • sources of further information and advice.

Recruitment is a very important element of APL and below explains the policy

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2.2 Assembling an APL claim

APL learners will require considerable staff encouragement

and guidance in compiling their APL evidence.

Staff guidance Guiding APL learners is a staff-intensive activity. While one-

to-one contact is essential, there are advantages in holding

workshops – both in economy of staff time and in helping to

overcome any sense of isolation felt by the learners. All APL

learners will need support in two areas; with the APL process

and subject-specific support.

Support with the APL process, including initial screening and

pre-entry guidance, may be provided by the centre or by an

external agent. The external support may, for example, be

provided by a careers service or by an adviser from the

learner’s workplace. It is important for the successful

implementation of APL that the roles and responsibilities of

those involved in offering support is clarified from the

outset. For the external agencies to be useful, they will need

to have an understanding of APL, the APL process and the

differing needs of APL learners.

Most learners will be unfamiliar with the process of putting

together an APL claim. It is important that learners receive

adequate advice and guidance on how to proceed. This will

involve:

• helping the learner to understand the opportunities that

APL provides

• encouraging reflection and self-evaluation

• helping to identify possible sources of achievement

• helping to identify possible evidence of achievement

• advising on the structure and presentation of evidence

• explaining assessment requirements.

Support with the APL process

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Subject-specific support Subject-specific support will require specialists who have a detailed knowledge of the content and assessment of Edexcel qualifications. They will assist the learner in their preparations for assessment. It may be helpful to have a mentor system for some learners. Later in the APL process specialist staff will act as assessors. In the interests of fairness, it is important that the roles of supporting staff and assessors are clearly defined. Subject-specific staff will need to offer regular guidance that

will involve:

• identifying the learner’s aspirations

• identifying, through an action plan, the learner’s targets and

how and when to achieve them

• encouraging reflection and self-evaluation

• helping to identify actual sources of achievement within a

specific context

• helping to identify actual evidence of achievement within a

specific context

• advising the learner on how to assemble and present

evidence of past achievements in a concise and effective

manner

• advising on further work to be done

• identifying the assessment requirements.

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Reflecting on Experience Recruitment may not be a consideration for all centres but

where it is, the following guidance may be useful.

Centres will need to have an advisory system in

place to deal with more detailed enquiries. These

detailed enquiries will require a more personal

approach, for example extended telephone calls

and face-to-face meetings. The kinds of issues that

centres may wish to approach in these initial

exchanges include:

• the emphasis APL places on learning and

achievement

• putting the APL claim within the context of an

overall qualification

• an overview of what would be needed from the

learner when putting together an APL claim

• an overview of the issues surrounding assessment

of APL.

How this information is supplied will depend on the

nature of the centre (see Section 1.2: Positioning

APL within the centre), the structure of the

qualification and the learner’s experience and

needs.

The starting point for any learner wishing to claim for

APL is to reflect on their experience in order to identify

relevant achievement. They should think about

experience gained:

• at work

• in any relevant voluntary work and leisure activities

• in formal or informal education and training – for

example, adult education courses or in-company

training

• from independent study

• from home-based activities, such as care of the

young, the elderly or the sick or involvement in the

family business.

A useful starting point would be to compile a selective

autobiographical account of the learner’s experience, a

curriculum vitae or a portfolio of practical work. This

exercise can help support staff and assessors to gain a

broad overview of the learner’s experience. In

addition, the exercise will encourage the learner, with

the help of support staff, to identify:

• the key components of their experiences

• what they needed to know or do

• what actions were successful or unsuccessful

• what has been learnt and achieved

• how this achievement relates to the requirements of

the Edexcel unit(s) or part(s) of a unit(s).

APL learners will need to understand the relevant

assessment requirements associated to the unit(s) or

part of the unit(s) they are claiming. Then they will be

able to work towards assembling evidence to support

these claims.

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Providing evidence of achievement – the

portfolio

Learners will need to provide evidence which shows that they have covered the requirements of the unit(s), or part(s) of a unit(s). This will usually take the form of a portfolio, prepared by the learner, which sets out the qualification assessment requirements claimed, together with any supporting evidence. To help them produce their portfolio, APL students should have access to examples of the best way to present evidence of their prior achievements. Professional discussions or oral assessment can be used to contribute towards portfolio evidence, which must be documented and can be supported by audio/video tape recordings. Appendix 2: Portfolio evidence and assessment of the Edexcel document APL 06-14 shows examples of APL evidence that learners can include in their portfolios.

Mapping achievement

Listing the learning and assessment requirements of

individual Edexcel qualification units clearly, enables

both the support staff and the learner to focus on

what is required and what has been achieved. This

mapping will allow for continuous self-assessment by

the APL learner.

For qualifications where unit grades are awarded, it

will be essential to follow the guidance given in the

specification. Support staff will need to inform learners

how the different grades can be achieved and how

they are assessed and highlight units or parts of units

that cannot be gained by APL; specifically units that are

externally assessed.

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Guidelines on how to structure the portfolio may apply across the centre or they may be department based. Most portfolios will require at least: • a statement of the claim for accreditation • a statement of authenticity • a brief curriculum vitae or autobiography, to put the claim into context • a summary of the learning and assessment requirements claimed • a commentary which identifies prior achievement against individual learning and assessment requirements • a list of evidence against each assessment requirement claimed • full evidence against each assessment requirement claimed. Assessors will be looking for evidence that is: • authentic • current • relevant • sufficient. Separate evidence is not required for each qualification assessment criterion. Where possible, learners should be encouraged to present a small number of complex pieces of evidence that demonstrate the achievement of a number of unit assessment requirements.

Both the learner and the centre must have a clear understanding of what is required for a given Edexcel unit(s), or part(s) of a unit(s), or qualification being claimed by APL. The standard of the evidence submitted to satisfy all the requirements must be made clear to the APL learner. For NVQ units, the learner must be aware of the number of times a particular competence must be demonstrated. In setting out these requirements, centres must ensure that the language used is clear and unambiguous. The standard required of an APL learner is identical to that demanded of a learner pursuing a conventional study route. For instance, APL evidence for any internally assessed BTEC unit must at least fulfil the requirements of the pass criteria in the assessment guidance grid. As for conventional BTEC learners, APL learners must be given guidance on the evidence that will enable them to achieve a pass, merit or a distinction. For most qualifications, centres can find general guidance on grading internally assessed units in the relevant Edexcel specifications. It is essential that centres share this information with APL learners.

Determining the standard

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Registering the Learners with Edexcel All learners working towards Edexcel qualifications, regardless of the route, must be registered/entered for their qualification with Edexcel. For some qualifications, requests for registering APL learners can be made at any time. The learner will be registered/entered for the qualification in the usual way. The procedures for registering/entering learners are detailed in the Information Manual (see the Edexcel website www.edexcel.org.uk). Learners not registered with Edexcel are not entitled to receive external verifier/moderator endorsement. Edexcel does not accept simultaneous application for a learner to be registered and to receive certification. NVQ certificates cannot be claimed until 10 weeks after the registration of the student. Commitment to the APL process must therefore be made early on.

Assessing an APL Claim

To assess the evidence of prior achievement of APL learners, assessors should make full use of the range of assessment methodologies available, in Edexcel qualifications. Appendix 2: Portfolio evidence and assessment shows examples of possible assessment methodologies that can be used.

Assessing the Evidence Many Edexcel units draw on a wide basis of knowledge and understanding, which require application in a range of contexts. Through the evidence submitted, APL learners must demonstrate knowledge and understanding of the qualification they are claiming via APL. Oral testing is an effective method of assessment particularly suited to APL learners, as it can be used to contextualise their learning experience. Oral testing procedures must be structured and evidence of the test and the learner’s performance must be available for external verification/moderation. The assessor has the responsibility for ensuring that all the requirements of a part of an Edexcel unit or unit(s) or qualification have been met before applying for a qualification certificate. The assessor should assess the APL evidence, using the assessment criteria in the qualification. In considering the evidence, the assessor needs to ask if it is authentic, current, relevant and sufficient. If on any account the assessor is not satisfied with the evidence submitted, it will be necessary to seek additional evidence.

Additional Evidence Where evidence presented in support of a claim of APL is

strongly convincing, it may be deemed sufficient for the purpose of certification. If the evidence is less convincing, but nevertheless substantial, the learner might, where suitable: • undergo an oral assessment • complete an appropriate assignment • complete a written test • carry out a demonstration • a combination of the above.

Where a learner is unable to produce evidence of prior learning (for example if an employer fails to respond to a request for a witness testimony), it will be necessary for the learner to take an assessment appropriate to the outcome being claimed. For a BTEC National unit, it may be necessary to set an assignment or assignments to demonstrate the missing knowledge, skills and understanding.

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This policy will be reviewed every 24 months by David Allman, Quality Nominee – Next date

December 2014

Arranging internal Verification/moderation/ Standardisation

If only part of a unit’s requirements has been met, centres should arrange for the appropriate additional learning and assessment to cover the outstanding evidence. Additional learning may be provided through individual tutorials, assignments, class instruction, open learning or through a learning contract. Additional learning can also meet the requirements of externally assessed units, essential for the completion of certain Edexcel qualifications.

Arranging additional Learning

Most Edexcel qualifications require centres to have processes for internal verification/moderation/standardisation in place. Following these processes will ensure that the assessors’ decisions are uniform in interpreting and applying the standards set out in the qualification specification. For some qualifications the internal verification/moderation/standardisation process is designed by the centre and is part of the centre’s own quality assurance systems. Centres are advised to refer to the internal verification/moderation/standardisation guidance given in the individual qualification specification and/or related tutor support documents. Centres must treat APL evidence as they would traditional evidence.

2.4 Accrediting an APL claim

To submit APL evidence for external verification/moderation, centres must follow the customised guidance on procedures provided in most qualification specifications. External verification/moderation of APL evidence will be considered in the same way as traditional evidence for the same qualification.

2.5 External verification/ moderation

Edexcel will fulfil the external quality standards mechanisms appropriately, for each qualification. There will be no distinction between APL evidence and traditional evidence submitted to Edexcel. When appropriate, Edexcel reserves the right to require samples from an additional unit, should a significant number of learners be claiming for APL.

Documentation & Proformas If the situation arises there are a range of forms and documents you

can use. These are in the document issue code APL 06-14 available

for download from the Edexcel website

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ix) Health & Safety Policy

General Statement

The governing body notes the provisions of the Health and Safety at Work, Act 1994 (s.3(1)), which

states that it is the duty of every employer to conduct his or her business in such a way as to ensure,

so far as is reasonably practicable, that persons who are not in his or her employment but who may

be affected by it are not exposed to risks to their health and safety, and accepts that it has a

responsibility to take all reasonably practicable steps to secure the health and safety of pupils, staff

and others using the school premises or participating in school-sponsored activities. It believes that

the prevention of accidents, injury or loss is essential to the efficient operation of the school and is

part of the good education of its pupils.

Aims

The aim of the governing body is “To provide a safe and healthy working and learning environment

for staff, pupils and visitors”.

The arrangements outlined in this statement and the various other safety provisions made by the

governing body cannot prevent accidents or ensure safe and healthy working conditions. The

governing body believes that only the adoption of safe methods of work and good practice by every

individual can ensure everyone’s personal health and safety. The governing body will take

reasonable steps to identify and reduce hazards to a minimum but all staff and pupils must

appreciate that their own safety and that of others also depends on their individual conduct and

vigilance while on the school premises or while taking part in school-sponsored activities.

The Duties of the Governing Body

In the discharge of its duty the governing body, in consultation with the Head, will:-

Make itself familiar with the requirements of the Health and Safety at Work Act 1974 and any other health and safety legislation and codes of practices which are relevant to the work of the school, in particular the Management of Health and Safety at Work Regulations 1999 and 2002 and Workplace (Health, Safety and Welfare) Regulations 1992.

Ensure that there is an effective and enforceable policy for the provision of health and safety throughout the school.

Periodically assess the effectiveness of this policy and ensure that any necessary changes are made.

Identify and evaluate all risks relating to: (i) accidents (ii) health (iii) school-sponsored activities (including work experience).

Identify and evaluate risk control measures in order to select the most appropriate means of minimising risk to staff, pupils and others.

Create and monitor the management structure.

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In particular the governing body undertakes to provide:-

A safe working environment for staff, pupils and visitors including safe means of entry and exit.

Plant, equipment and systems of work, which are safe.

Safe arrangements for the handling, storage transport of articles and substances.

Safe and healthy working conditions which take account of all appropriate:-

(i) Statutory requirements

(ii) Codes of Practice whether statutory or advisory

(iii) Guidance whether statutory or advisory

Supervision, training and instruction so that all staff and pupils can perform their school-related activities in a healthy and safe manner. All staff will be offered the opportunity to receive and will be required to participate in health and safety training which is appropriate to their duties and responsibilities and which will be given before an employee commences any relevant work. Wherever training is required by statute or considered necessary for the safety of staff, pupils and others then the governing body will ensure, within the financial resources available, that such training is provided. Pupils will receive such training as is considered appropriate to the school-related activities, which they are carrying out. All training will be regularly updated.

Necessary safety and protective equipment and clothing together with any necessary guidance, instruction and supervision.

Adequate welfare facilities. So far as is reasonably practicable the governing body, through the Head, will make arrangements for all staff, including temporary and voluntary staff and helpers and those on fixed-term contract to receive comprehensive information on:

This policy.

All other relevant health and safety matters.

The instruction and training that will be given to all employees so that they may carry out their duties in a safe manner without placing themselves or others at risk.

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The Duties of the Head

As well as the general duties which all members of staff have (see 5.0), the Head has responsibility

for the day-to-day maintenance and development of safe working practices and conditions for

teaching staff, non-teaching staff, ancillary staff, pupils visitors and any other person using the

premises or engaged in activities sponsored by the school and will take all reasonably practicable

steps to achieve this end through the heads of the appropriate departments, senior members of

staff, teachers and others as appropriate.

The Head is required to take all necessary and appropriate action to ensure that the requirements of

all relevant legislation, codes of practice and guidelines are met in full at all times.

In particular, the Head will:-

be aware of the requirements of the Health and Safety at Work Act 1974 and any other health and safety legislation and codes of practices relevant to the work of the school

ensure that staff are aware of their own roles and responsibilities for health and safety

ensure that the necessary appointments are made

ensure, at all times, the health, safety and welfare of staff, pupils and others using the school premises or facilities or services or attending taking part in school-sponsored activities

ensure safe working conditions for the health, safety and welfare of staff, pupils and others using the school premises and facilities

ensure safe working practices and procedures throughout the school including those relating to the provision and use of machinery and other apparatus, so that each task is carried out to the required standards and so that all risks are controlled

consult with members of staff, including the safety representatives, on health and safety issues

arrange systems of risk assessment to allow the prompt identification of potential hazards

carry out periodic reviews and safety audits on the findings of the risk assessment

identify the training needs of staff and pupils and ensure, within the financial resources available, that all members of staff and pupils who have identified training needs receive adequate and appropriate training and instruction in healthy and safety matters

encourage staff, pupils and others to promote health and safety

ensure that any defects in the premises, its plant, equipment or facilities which relate to or may affect the health and safety of staff, pupils and others are made safe without delay

encourage all employees to suggest ways and means of reducing risks (I)collate accident and incident information and, when necessary, carry out accident and incident investigation

monitor the standard of health and safety throughout the school, including all school-based activities, encourage staff, pupils and others to achieve the highest possible standards and discipline those who consistently fail to consider their own well-being or the health and safety of others

monitor first aid and welfare provision

monitor the provisions for fire prevention, including fire drills.

monitor the management structure, along with the governors.

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The Duties of Supervisory Staff

All supervisory staff (e.g. Deputy Heads, Heads of BTEC Centre/Departments, School Bursar, Senior

Teacher, Co-ordinators, Technicians) will make themselves familiar with the requirements of the

Health and Safety at Work Act and any other health and safety legislation and codes of practice

which are relevant to the work of their area of responsibility.

In addition to the general duties which all members of staff have (see 5.0), they will be directly

responsible to the Head or the member of staff nominated by the Head to have overall day-to-day

responsibility for the implementation and operation of the school's health and safety policy within

their relevant departments and areas of responsibility.

They will take a direct interest in the school's health and safety policy and in helping other members

of staff, pupils and others to comply with its requirements.

As part of their day-to-day responsibilities they will ensure that:-

safe methods of working exist and are implemented throughout their areas of responsibility

safety regulations, rules procedures and codes of practice are being applied

effectively staff, pupils and others under their jurisdiction are instructed in safe working practices

new employees working within their department are given instructions in safe working practices

regular safety inspections are made of their area of responsibility as required by the Head or as necessary

positive, corrective action is taken where necessary to ensure the health and safety of all staff pupils and others

all plant, machinery and equipment in the department in which they work is adequately guarded

all plant, machinery and equipment in the department in which they work is in good and safe working order

all reasonably practicable steps are taken to prevent the unauthorised or improper use of all plant, machinery and equipment in the department in which they work

appropriate protective clothing and equipment, first aid and fire appliances are provided and readily available in the department in which they work

toxic, hazardous and highly flammable substances in the department in which they work are correctly used, stored and labeled

they monitor the standard of health and safety throughout the department in which they work, encourage staff, pupils and others to achieve the highest possible standards of health and safety and discipline those who consistently fail to consider their own well-being or the health and safety of others.

all the signs used meet the statutory requirements

all health and safety information is communicated to the relevant persons

they report, as appropriate, any health and safety concerns to the appropriate individual.

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The Duties of all Members of Staff

All staff will make themselves familiar with the requirements of the Health and Safety at Work Act

1974 and any other health and safety legislation and codes of practice, which are relevant to the

work of the department in which they work.

They should:-

take reasonable care of their own health and safety and any other persons who may be affected by their acts or omissions at work

as regards any duty or requirements imposed on his or her employer or any other persons by or under any of the relevant statutory provisions, co-operate with him or her so far as necessary to enable that duty or requirement to be performed or complied with.

All staff are expected to familiarise themselves with the health and safety aspects of their work and

to avoid conduct which would put them or anyone else at risk.

In particular all members of staff will:-

be familiar with the safety policy and any and all safety regulations as laid down by the governing body

ensure health and safety regulations, rules, routines and procedures are being applied effectively by both staff and pupils

see that all plant, machinery and equipment is adequately guarded

see that all plant, machinery and equipment is in good and safe working order

not make unauthorised or improper use of plant, machinery and equipment

use the correct equipment and tools for the job and any protective equipment or safety devices which may be supplied

ensure that toxic, hazardous and highly flammable substances are correctly used, stored and labeled

report any defects in the premises, plant equipment and facilities, which they observe

take an active interest in promoting health and safety and suggest ways of reducing risks.

Hirers, Contractors and Others

When the premises are used for purposes not under the direction of the Head then the principal

person in charge of the activities for which the premises are in use will have responsibility for safe

practices as indicated in paragraph 3.0 of this document.

The Head or the co-ordinator will seek to ensure that hirers, contractors and others who use the

school premises conduct themselves and carry out their operations in such a manner that all

statutory and advisory safety requirements are met at all times.

When the school premises or facilities are being used out of normal school hours for a school-

sponsored activity then, for the purposes of this policy, the organiser of that activity, even if an

employee, will be treated as a hirer and will comply with the requirements of this section.

When the premises are hired to persons outside the employ of the governing body, it will be a

condition for all hirers, contractors and others using the school premises or facilities that they are

familiar with this policy, that they comply with all safety directives of the governing body and that

they will not without the prior consent of the governing body:

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Introduce equipment for use on the school premises

alter fixed installations

remove fire and safety notices or equipment

take any action that may create hazards for persons using the premises or the staff or pupils of the school.

All contractors who work on the school premises are required to ensure safe working practices by

their own employees under the provisions of the Health and Safety at Work Act 1974 and must pay

due regard to the safety of all persons using the premises in accordance with ss. 3-4 of the Health

and Safety at Work Act 1974.

In instances where the contractor creates hazardous conditions and refuses to eliminate them or to

take action to make them safe the Head will take such actions as are necessary to prevent persons in

his or her care from risk or injury.

The governing body draws the attention of all users of the school premises (including hirers and contractors) to s.8 of the Health and Safety at Work Act 1974, which states that no person shall intentionally or recklessly interfere with or misuse anything which is provided in the interests of health, safety or welfare in pursuance of any of the relevant statutory provisions.

Staff Consultative Arrangements

The governing body, through the Head, will make arrangements for the establishment of a safety

committee by incorporating agenda items on health and safety matters into existing consultative

groups. Representation on this committee will cover all appropriate areas of work or special hazards.

As a group, the nominated safety representatives of each accredited trade union or staff association

will be offered a number of places on this committee and should decide amongst themselves, which

individuals should sit on the committee.

Codes of Practice and Safety Rules

In consultation with the governing body (where appropriate) and taking into account the

requirements of this statement the safety committee will approve (where necessary) codes of

practice for the observation of safety requirements.

From time to time the Department for Education & Skills (DfES), the Health and Safety Executive and

other regulatory or advisory bodies will issue codes of practice on particular topics for the guidance

of Heads and others who are in control of educational premises, who will normally incorporate such

codes into their health and safety policy and procedures. If the Head considers the inclusion of all or

any such documents into this policy to be inappropriate, he or she will be required to demonstrate

to the satisfaction of the governing body that he or she has already introduced codes of practice and

methods of working which achieve a similar or higher standard of health and safety.

Risk Assessment

The Head will ensure that a risk assessment survey of the premises, methods of work and all school-

sponsored activities is conducted annually (or more frequently, if necessary). This survey will identify

all defects and deficiencies, together with the necessary remedial action or risk control measures.

The results of all such surveys will be reported to the governing body.

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Emergency Plans

The Head will ensure that an emergency plan is prepared to cover all foreseeable major incidents

which could put at risk the occupants or users of the school. This plan will indicate the actions to be

taken in the event of a major incident so that everything possible is done to:

save life

prevent injury

minimise loss

This sequence will determine the priorities of the emergency plan.

The plan will be agreed by the governing body and be regularly rehearsed by staff and pupils. the

result of all such rehearsals will form part of the regular risk assessment survey and the outcome will

be reported to the governing body.

First Aid

The arrangements for first aid provision will be adequate to cope with all foreseeable major

incidents.

The number of certificated first aiders will not, at any time, be less than the number required by law.

At the discretion of the governing body other staff will be given such training in first aid techniques

as is required to give them a basic, minimum level of competence. The governing body will agree this

level after seeking appropriate advice. The number of such trained but uncertificated first aiders will

be determined by the governing body as that being sufficient to meet the needs of all foreseeable

circumstances.

Supplies of first aid material will be held at various locations throughout the school. The Head will

determine these locations. They will be prominently marked and all staff will be advised of their

position. The materials will be checked regularly and any deficiencies made good without delay.

Adequate and appropriate first aid provision will form part of the arrangements for all out-of-school

activities.

A record will be made of each occasion any member of staff, pupil or other person receives first aid

treatment either on the school premises or as part of a school-related activity.

Review

The governing body will review this policy statement annually and update, modify or amend it, as it

considers necessary to ensure the health, safety and welfare of staff and pupils. Those responsible

for the delivery, management and organization of BTEC will respond accordingly. Any changes or

modifications will be informed to BTEC staff through notification from the Quality Nominee

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x) Equal Opportunities Policy - Policy Statement

1. The policy of the BTEC Centre is to encourage the development and fulfilment of every

individual, for them to understand their potential and expectations regardless of:

* age

* gender

* ethnic or cultural background

* religion

* disability

* learning difficulties

2. It is everyone’s responsibility, both staff and students to uphold the basic rights of the individual and to enable all to pursue their activities in the learning environment within both the terms and spirit of this policy.

3. All students are valued for themselves, and should be encouraged to have a positive self image and aspirations, realising the concept of “Everyone Matters” and the F. Capra “It’s a Wonderful life” 1946 view to life.

4. The curriculum should be genuinely open and any barriers to this should be challenged. Students should be presented openly with the choices and options to them at each stage of development or re-direction.

Some of these Key times are:-

Year 9 - Options

Year 11 - Post 16 provision

Year 13 - Post 18 options

5. Additional career advice (as well that which takes place during PSHE) should be available at

any time to enable the student to formulate their ideas and aspirations for their future

Student expectations should be examined and the affects of these choices put in context of

their future plans.

6. The BTEC Centre should help students to develop tolerant and understanding attitudes

towards others, whatever their difference may be; and learn the positive value what each one

of us has to offer.

7. This BTEC Centre understands that this policy is only part of a whole range of school policies

and that it fits in with a larger approach towards the issue. We fully support the school’s Equal

Opportunities policy statement and we are prepared to adapt and develop our policy in

response to changes or appropriate actions coming as a result of the whole school

approach/policy developing and improving. We also respond/support and take direction from

the School’s Equal Opportunities co-ordinator as they take forward the whole school approach

towards this issue.

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8. As a BTEC Centre we will take a pro-active line towards this issue through assessing and

responding to such areas as:-

: Displays

: Possible role models i.e. female designers

i.e. Ex-student’s who are successful in this field

: Appropriate materials i.e. allowing for differentiation

: Teaching methods i.e. Balanced access to staff time for all students.

i.e. Avoiding sidelining during demonstrations/discussions

: The classroom environment and the ethos we create within it.

: Including alternative approaches in schemes of work i.e. Islamic architecture

: Language i.e. Headteacher, not Headmaster

and the promotion of a positive approach to the issue of equal opportunities.

The responsibility for maintaining and implementing this policy is part of the role of all staff in

the BTEC Centre.

9. The policy’s implementation will be reviewed at least once a year and an appropriate plan of

action agreed for the following year, if time and resources allow. However, it will be discussed

as at least one BTEC Centre meeting per term, to ensure that all staff are still kept aware of

the key issues involved and to encourage any initiatives or developments to take place.

This policy will be reviewed every 24 months by David Allman, Quality Nominee – Next date

December 2014

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xi) Management of the Lead Internal Verifiers Policy

Each year the Quality Nominee will have an individual management meeting with each Lead Internal

Verifier (LIV) and will ensure that each LIV has re-registered for that coming year. This will take place

during September of the new academic year.

The purpose of the meeting will be for clarification and an opportunity to reflect upon the previous

year discussing any curriculum issues that they feel needs to be addressed

Outcomes from meeting Clear areas of development for course identified

Experience contributes to SEF and whole school improvement and

development

Re-registering process actioned and completed

If the ILV feel unable to continue, a new LIV will be selected by the Quality Nominee and will proceed

with training as soon as available.

This will be the same process if the current LIV leaves at the end of the academic year.

If an Internal Lead Verifier is lost or unable to carry out their role:

If for any reason an LIV leaves or is on long-term absence or sickness during the academic year the

following procedure will take place:

1. The Quality Nominee will contact Edexcel immediately to inform them of the situation and

seek advice.

2. The Quality Nominee will take charge of the LIV role for that subject as a Senior Supervisory

Lead Internal verifier (SSLIV)

3. The Quality Nominee will appoint a temporary LIV committee (LIVC), which will consist of 3

LIVs currently working at the centre and which will be selected by the Quality Nominee

based on their suitability, experience and best fit for the situation. This selection will be on a

case by case basis and the Quality Nominee will select accordingly on the basis of the

circumstances that has arisen.

4. Under the direction of the Quality Nominee, the LIV Committee will manage the absent LIVs

role until a new LIV has been trained, assessed and appointed.

5. The Quality Nominee will relinquish this role and the LIV Committee disbanded on the

completion of the new LIV assessment

This policy will be reviewed every 24 months by David Allman, Quality Nominee – Next date

December 2014

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xii) Ongoing Approval Conditions Policy

A) Human resources • The Centre will ensure, that it always has sufficient and appropriately qualified personnel to deliver and assess the Qualification(s) for which approvals are being sought. • All programme personnel have undertaken planned staff development and a system is in place to ensure ongoing staff development and updating. B) Physical resources • The Centre has ALL the required resources as identified within the individual unit specification(s) for those units the Centre will be delivering. • There are sufficient resources available to learners undertaking the programme(s). C) Assessment • The centre will have an assessment strategy for the qualification applied for. This will include:

o Assessment timetable o Internal verification of assignment briefs and assessment decisions o Recording and tracking of the assessment process.

D) Internal verification of assessment decisions • The Centre will ensure the consistency of assessment decisions across all aspects of the assessment process and across all assessors through internal verification. E) Learner Support • Support will be offered to learners for the Qualification(s) in relation to:

o Development opportunities o Induction programmes, including initial assessment and guidance o Support for learners with special assessment requirements o Access to assessors o Accreditation of prior learning o Progression to further study.

This policy will be reviewed every 24 months by David Allman, Quality Nominee – Next date

December 2014

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xiii) Resubmission and Extenuating Circumstances Policy

Assignments • The Centre will allow one resubmission per assignment. • In extenuating circumstances this may be extended to two resubmissions in consultation with the

relevant lead interval verifier.

Examinations • The Centre will allow one resit per examination. • In extenuating circumstances this may be extended to two resits in consultation with the relevant

lead interval verifier.