Policy Index

Click on the links below to take you to the selected policy.

Data Protection

We at Brightside Training and Consultancy are required to comply with the provisions of the Data Protection Act 2018 (the ‘Act’) in relation to how we handle any personal data which we obtain from you. Any personal information gathered will only be used in the context of the training activity that you undertake with us. We may also collect Sensitive Personal Data relating to you but only with your explicit consent in advance. We may process all the information we obtain from you to enable us to fulfil our contractual obligations to you and we may request further information from third parties or disclose your details to other selected third parties, such as the Skills Funding Agency, Awarding Organisations or their regulators such as the Security Industry Authority (SIA).

We may from time to time send to you or your company by email or by post details about products or courses which we believe may be of interest to you. If you no longer require such information to be sent, or if you have provided us with any information that you no longer wish us to use, please contact us on the telephone number given below.

In disclosing your personal details to us, you agree that we may process and in particular may disclose your personal data:

As required by law to any third parties
To selected third parties who may process personal data on our behalf
To third parties such as the Skills Funding Agency, Awarding Organisations or the SIA, who may use your personal data or sensitive personal data (as appropriate) to enable us to fulfil our contractual obligations to you.
Contact you directly about forthcoming events, courses or programmes
Carry out statistical analysis
Pass to their regulator or industry bodies for the following purposes

(1) Monitor equal opportunities relating to ethnicity or disability; or for other such monitoring purposes; or

(2) Account for candidates where there is a requirement to do so; or (3) where there is a requirement for such bodies to contact a candidate directly and the information is not readily accessible by other means

Disclose and publish your details in directories which may contain information about Brightside Training and Consultancy.
Disclose your personal details to third parties for the purposes of providing prizes, remuneration and awards for candidates.

The Skills Funding Agency and Awarding Organisations may also transfer your personal information outside the European Economic Area but Brightside Training and Consultancy will use all reasonable efforts to ensure that any such transferred information is given the same protection and levels of security as if it were being processed within the UK.

You have the right to require us to correct any inadequacies in the personal details we hold about you and to object to any direct marketing which we carry out using your personal details. You also have the right to ask for a copy of the information held by us in our records in return for payment of a small fee which will not exceed £10. Please contact us on Tel 07908 757324 or e-mail: info@brightsidetraining.co.uk you wish to obtain a copy of the personal data which we hold in relation to you.

Dated: 01/01/25

Mark Chappell

Head of Centre

EQUALITY & DIVERSITY POLICY

Introduction

Brightside Training and Consultancy is an equal opportunity business taking into account the diversity within our workforce, customers and learners.

We believe that everyone should be treated equally, regardless of their religion, beliefs, age, gender, race, disability or sexual orientation.

Commitment to Equality & Diversity

The Equality & Diversity Policy requires commitment from everyone within the Company. Our Head of Centre is responsible for the implementation and effective operation of this policy and copies can be obtained from our Centre Administrator upon request.

This policy and the legislation it represents will be taken into account during the design and development of all our manuals and literature.

Our Responsibilities

As an employer we ensure that we have a workplace where staff feel valued, respected and included. Upon commencement of their employment, staff will be informed of the existence of this Policy and the company’s expectations of them under its terms. Harassment, exclusion and bullying will not be tolerated on any level. All staff should feel comfortable at work and always be treated with dignity and respect.

We will ensure that fair standards of employment practice and proper records of employment decisions are maintained.

We will deliver training on new and revised legislation to all our staff.

We will treat all our business partners, customers and learners with respect, courtesy and consideration at all times.

Employees’ Responsibilities

All of our employees must adhere to and comply with this Policy and the spirit in which it is written.

Employees must treat all colleagues and customers with courtesy, respect and consideration at all times.

If employees believe that any form of discrimination is taking place within the workplace, we expect them to report this to senior management immediately.

Your Rights & Responsibilities

You can expect to be treated with respect, courtesy and consideration at all times by our staff and we expect you to treat our staff in the same way.

You will not be discriminated against or treated less favourably in any way on the grounds of your religion, beliefs, age, gender, race, disability, or sexual orientation.

Recruitment

Wherever possible all vacancy advertisements will include an appropriate short statement on equal opportunity and diversity, and steps will be taken to ensure that knowledge of vacancies reaches all areas of the community. We will also endeavour to ensure that all vacancies are advertised both internally and externally simultaneously.

The selection criteria (job description and employee specification) for all roles will be kept under constant review to ensure that they are essential for the effective performance of the job.

Remuneration will be set for the advertised position before applicants are seen and selected.

Wherever possible, more than one person must be involved in the recruitment and selection process. In addition, the reasons for the selection and rejection of applicants for vacancies must be recorded.

Employee Training and Promotion

Whilst all training and employment opportunities will be offered strictly on merit, we will encourage underrepresented groups to apply for these opportunities within our company.

Wherever possible, efforts will be made to identify and remove unnecessary or unjustifiable barriers and provide appropriate facilities and conditions of service to meet the special needs of disadvantaged and/or underrepresented groups.

Objectives of the Policy

No applicant, employee or customer will receive less favourable treatment or be subjected to any form of discrimination.

All employees and customers will be given the help they need to attain their full potential wherever that is possible.

We secure the best employees for our needs by accessing all sections of the community.

We achieve an ability-based workforce that is in line with the working population mix.

Feedback and Complaints

We will deal with any complaints of discrimination quickly and in a constructive manner.

Any feedback or complaints that we receive will be dealt with compassionately. We appreciate that this can be a difficult subject to raise and individuals may feel uncomfortable or intimidated. We are committed to ensuring that you feel able to come forward without fear.

If you have any concerns, please contact: –

The Centre Administrator

Brightside Training and Consultancy

3a Lowesmoor Wharf

Worcester

WR1 2RS

Tel: 07908 757324

Brightsidetraining1@gmail.com

Conclusion

This policy runs through every function of our business. We understand the importance of equality and diversity and will ensure that this policy is being implemented by all concerned.

Legislation

This policy takes into account the following existing legislation: –

The Equal Pay Act 1970
Human Rights Act 1988
Civil Partnership Act 2004
Gender Recognition Act 2004
The Rehabilitation of Offenders Act 1974
The Equality Act 2010
The Asylum & Immigration Act 1996

Monitoring & Review

We will monitor all of the feedback that we receive in relation to the issues affected by the Policy and will amend the policy as necessary.

The Policy will be updated with any amendments to existing legislation or new legislation.

In any event, this policy will be reviewed annually.

The Centre Administrator

Brightside Training and Consultancy

Dated: 01/01/25

Mark Chappell

Head of Centre

Fair Assessment Policy

Overview

Brightside Training and Consultancy Fair Assessment policy is to:

ensure access and equality of opportunity whilst preserving the integrity of the qualification
ensure there are no obstacles to demonstrating achievement
provide on-going support to candidates, including those with particular requirements
take account of all current legislation with regards to equality of opportunity

Good Practice and Fair Assessment

In order create and maintain good practice and fair assessment Brightside Training and Consultancy will ensure that:

Tutor/Assessors/Trainers

Receive an induction into Brightside Training and Consultancy principles of assessment and quality assurance procedures
Create assessment activities with regard to the equality and diversity of learners, making sure that evidence can be produced in varied ways
Guarantee the use of plain language with regards to the unit
Make certain that the assessment plan allows for the producing of evidence to allow learners to fulfill the assessment criteria.
Keep records of all assessment activities
Advise learners in accordance learning outcomes
Devise and implement their strategy of assessment so as to neither discriminate against any group of learners nor unnecessarily overstrain learners
Attend regular standardisation meetings to share best practice

There is periodical review of the assessment undertakings as an integral part of the course review. Please see the NVQ Code of Practice for further information on assessment practice and the roles of staff involved in the process.

Brightside Training and Consultancy will:

Verify an appropriately structured sample of assessor work from all programmes, sites and teams, to ensure centre programmes conform to national standards and external verification requirements.

Plan an annual quality assurance schedule, linked to assignment plans
Define, maintain and support effective internal verification roles
Ensure that identified staff will maintain secure records of all internal verification activity
Brief and train staff on the requirements for current IQA procedures
Promote internal quality assurance as a developmental process between staff
Provide coherent [or standardized] IQA documentation
Use the outcome of internal quality assurance processes to enhance future assessment practice

Learners will

Receive an induction into Brightside Training and Consultancy Assessment and Portfolio Building and understand criterion referenced assessment
Are aware of the centres assessment appeals policy
Receive a plan of assessment
Are aware of any time restrictions that might affect the achievement of the qualification
Receive informative feedback from all assessment activities within a realistic timescale relative to the achievement/non-achievement of the assessment criteria
Receive regular feedback to accompany their individual unit progression on the path towards overall qualification

Awarding Body Personnel will:

As requested, Brightside Training and Consultancy quality reviewers receive access to all assessment documentation and evidence that supports the award of credit/qualifications

External Quality Assurance will

External Quality Assurance is carried out by appointed External Quality Assurers (EQAs). The EQA will scrutinise the evidence for all units offered by the Centre.

They will:

Sample assessment and learner evidence of achievement
Ensure that rigorous processes are in place for the assessment, tracking and recording of individual learner achievements in accordance with Brightside Training and Consultancy requirements
Sign off Recommendations for the Award of Credit (RAC)
Complete an EQA Report for Brightside Training and Consultancy

Dated: 01/01/25

Mark Chappell

Head of Centre

Recognition of prior learning

RPL is a method of assessment that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, experience, understanding or skills that they already possess and do not need to develop through a course of learning. In other words they can proceed directly to assessment.

Definition

RPL relates to assessment leading to the award of credit of units. Assessment is conducted against the learning outcomes and assessment criteria.

All evidence provided must be valid, current (generally up to 3 years, sufficient (covers all criteria) and authentic.

NB: Learners must still undertake all the stipulated amount of practical assessments associated with the unit and cover all of the range.

Learners will be encouraged to take responsibility for making and supporting any claims for RPL. Learners will be advised and encouraged from the start of their learning experience to assess their prior achievements and experiences and to record these appropriately. Support for action planning, recording of achievement, appropriate evidence will begin at the initial interview, induction or early in the programme and continue through the learning process (as appropriate).

The centre recognises that there may be a need to offer RPL to learners prior to enrolment onto a course. Claims for RPL will be discussed on an individual basis (interview) where the assessor must be satisfied that the learner has the necessary underpinning knowledge and skills to proceed straight to assessment. The assessor will agree an action plan with the learner for their individual training and assessment pathway to the specific unit or qualification they wish to obtain. Learners will be charged a fee as appropriate to the tutor time involved. This is generally 50% of the cost of the module fee for which they are claiming RPL.

Exemption

Definition

The facility for a learner to claim exemption from some of the achievement requirements of a QCF qualification, using evidence of certificated, non-QCF achievement deemed to be of equivalent value.

This means that a learner could achieve a qualification through a combination of credits awarded for units with the QCF, and exemption from the requirement to achieve credits for a unit of units based on certificated achievements outside the QCF.

All cases of exemption will be discussed on an individual basis with the assessor.

NB: Learners will not be awarded credit for exemptions as they have come from outside of the QCF. This means that they do not have a credit value to bank.

Equivalence

A learner can count credits awarded for another qualification or by another awarding body towards a qualification if equivalent unit. Equivalence, unlike exemption, uses units that sit within the QCF, whereas exemption uses units that sit outside of the QCF.

NB: RPL and Exemption are not necessarily a way of saving time or money. There can be a lot of time and work required to gather evidence, present it and assess it. Often it may be simpler, easier and cheaper to follow the traditional training and assessment route.

Those responsible within the centre are:

Name: Mark Chappell

The centre agrees to comply with the recognition of prior learning, exemption and equivalence policy as outlined above:

M Chappell

Head of Centre

Brightside Training and Consultancy

Dated: 01/01/25

QUALITY ASSURANCE POLICY

This quality assurance policy outlines our belief and commitment to ensure that on-going quality improvement is an integral part of our organisation.

Brightside Training and Consultancy will aim for continuous improvement in the quality of all aspects of its work as part of its determination to help learners achieve the highest possible standards

Brightside Training and Consultancy and its Centres aim to be the first choice for high quality education and training within its community

The purpose of the Quality Assurance Policy is to ensure such continuous improvement through a process of self- evaluation and action planning.

The Quality Assurance Policy and associated procedures will involve all employees and collaborative partners. The management of the process will be through the existing organisational Centre managers will initiate procedures within their teams and collate and agree self-assessment reports and action plans

The quality assurance procedures will be founded in a process of regular self-evaluation by teams in different departments, internal & external audits and observations, in addition to employer and client feedback

The quality procedures will seek the views and perceptions of learners and other stake holders for whom the services of Brightside Training and Consultancy exis

Wherever appropriate, the procedures will promote the identification of quality standards and performance indicators against which performance can be measured, evaluated and improved for example OFSTED

Responsibility for Implementation

All staff (managers, tutors, assessors, support staff) are responsible for the implementation of the Quality Assurance Policy

It is the Centre Administrator’s responsibility to ensure there is an annual review of the policy

It is the responsibility of all to engage positively in that review and ensure implementation

Focus of Quality Assurance

Adult Curriculum

To encourage continuous improvement in the quality of all teaching and learning programmes, thereby making learning an enjoyable activity and through this, increasing learner retention and the achievement of individual learning aims

To develop and sustain a diverse range of programmes across Centres which provide opportunities for progression and which provide learners with experiences and wherever appropriate, qualifications suited to their learning aims

To ensure rigorous, standardised and consistent assessment procedures, which meet the standards of external validating agencies

To provide information which supports strategic planning for Brightside Training and Consultancy business development

To monitor and evaluate the procedure for advising, interviewing and counselling learners at entry and throughout their time at Brightside Training and Consultancy.

To establish standards and monitoring procedures for providing a supportive and accessible range of services to all learners

Staff

To review regularly the performance, training and developmental needs of all employees through the operation of Brightside Training and Consultancy’s annual review and appraisal scheme

Through the Continuing Professional Development Plan, to offer training and development to individuals from Induction and throughout their employment

To monitor and evaluate performance and developmental needs through three internal observations a year and one external observation

To monitor and evaluate the effectiveness of the training and development against Brightside Training and Consultancy ’s strategic goals.

Learners

All learners at Induction will be made aware of the quality standards at Brightside Training and Consultancy
All learner feedback including comments in the suggestion box, review meetings and exit questionnaires will be analysed and acted upon
All learners performance in the workplace will be monitored and evaluated
All learners files will be continuously and rigorously assessed for quality

Employers

All employers will be made aware of the quality standards of Brightside Training and Consultancy
All employers will be assessed for safeguarding procedures
All employers will be monitored and evaluated on the quality of placement offered

Procedure

The process of quality control requires all staff to meet on a regular basis to review their work, set standards and monitor learner perceptions and achievements.

Quality control will be carried out against agreed criteria which will incorporate performance indicators

Statistical analysis will be carries out against agreed criteria which will incorporate performance indicators

Review will be supported by analysis of learner, employees and stakeholder views and perception, gathered via questionnaires, surveys and review meetings

The outcome of these processes will provide information:

To inform the process of Brightside Training and Consultancy self-assessment and development planning
To action plan for improvement at Brightside Training and Consultancy team level
To highlight issues that need consideration by Brightside Training and Consultancy
That supports Brightside Training and Consultancy’s business and strategic planning cycle
That supports Brightside Training and Consultancy contract compliance to an exemplary standard

The Role of Internal Quality Assurance

Brightside Training and Consultancy recognises that the role of the Lead Internal Verifier/Moderator is at the heart of the Internal Quality Assurance process as an approved centre for a range of awarding bodies. In this context, it is also recognised that the Internal Verifier/Moderator is key in managing “risk” in ensuring that the assessment creditability has been maintained throughout the process and that Assessors are supported and monitored.

Internal Verification/Moderation of QCF Certificate Programmes

On Certificate QCF programmes all staff carrying out the internal quality assurance role must have the following qualifications which are appropriate to the role and within agreed time scales:

V1 – Conduct Internal Quality Assurance of the Assessment Process

Level 3 Certificate in Assessing Vocational Achievement

Level 3 Award in Assessing Competence in the Work Environment

Level 3 Award in Assessing Vocational Achievement

TAQA – Training, Assessment and Quality Assurance

Additional qualifications and experience requirements will be identified in the qualification Assessment Strategy laid down by the Sector Skills Council/National Training Organisation. There is currently no need for existing staff holding the A1, V1 Assessor/Verifier awards to re- qualify to the new standards.

The relationship between internal verifiers and external verifiers is of course key, and the tools at their disposal are vital. Sampling is a powerful tool, but it is not commonly used well. Advice is available and includes rules of thumb such as the 10% or the square root rule. 10% or the square root of what? And which do you use anyway? (This is not recommended to use). Selecting a sample at random is unlikely to be effective, so sampling should be planned carefully. By adopting a structured approach it is more likely that trends and problem areas can be identified and remedial action taken. (also see guidance for assessment & internal verification documentation).

Best practice is that the internal verifier achieves this by thorough planning which must at least in part include observing Assessor/learners assessments and identifying areas of risk. An acronym has been created to help check that the sampling system addresses all essential factors. This acronym is CAMERA. Many factors need to be considered when sampling. Careful consideration of these can help to produce a plan that ensures assessment within the centre is being carried out to national standards and meets awarding body requirements. The following table outlines these:

Sampling assessments should involve reviewing the quality of the Assessor judgements at both Formative and Summative stages. It should also meet the rules of assessment i.e.:

Valid
Authentic
Sufficient

It is not acceptable that the Internal Verifier should search extensively to find evidence, which supports the Assessors decision(s).

CAMERA ACRONYM

FACTORS You need to consider

C: Learners (Learners) Ethnic origin, age, gender other factors. Something from all

Learners (learners) should be sampled through their course

A: Assessors Experience and qualifications, workload, occupational experience

M: Methods of assessment Questioning, observation, testimony, APL, use of

simulation, product evidence, assignments, projects and tests

E: Evidence within the NVQ Problem areas, special requirements

R: Records Reports from Apprentice Development Coach / Assessors, IV records, learners portfolios and files

A: Assessment locations Workplace assessments, college and off-the job

training, other assessment locations

Occupational Competence Requirements for Internal Verifiers:

Must have sufficient experience of having conducted assessments of the National Standards they are verifying, or in an appropriate related area.

‘Sufficient’ is defined as:

For the NVQs having been an Assessor for the standards being verified, or for standards in a related occupational area for a minimum of one year within the last two Programme co-ordinators must confirm the definition of sufficient for their sector as in the Assessment Strategy for their qualification.

Having demonstrated updating within the last year by at least one of the following activities:

Study related to job role
Collaborative working with Awarding Bodies
Qualification development work
Other appropriate activity agreed with EV
Working with and to the current standards

All Internal Verifiers will have:

Direct responsibility for the quality control of assessments and the quality assurance within the assessment centre that has been approved by an awarding
A sound working knowledge of assessment and verification principles as defined in the National Standards for Internal Quality Assurance and the particular IV

Either the relevant qualification for Internal Verifiers of National Standards or have a development plan indicating progress towards that qualification (the latter not applicable to verifiers of Assessor-Learners or verifier-Learners).

The A1/V1 National Standards additionally place increased autonomy on the internal quality assurance process with increased emphasis on activities that are far reaching compared to the old D34 national standards:

Ensuring organisational health and safety protection procedures are applied within the assessment
Application and monitoring of equal opportunities throughout assessment
Monitoring Assessor
Supporting Assessor
Monitoring and supporting organisational administrative
Monitoring and making recommendations on resources required evaluating the assessment
Allocation of appropriate work-loads
Monitoring and reporting achievement rates of Learners
Monitoring the progress and Learner satisfaction with
Meeting the assessment requirements of Awarding Bodies and other external agencies.

Internal verification/moderation on Non Apprenticeship Programmes

For programmes other than competency based qualifications, the requirements for IV or IM do not include holding a V1/D34 qualification. However the V1 standards identify best practice which the college expects all internal verifiers/moderators to demonstrate through records, appropriate to the quality assurance requirements of specific awarding bodies, or for internally certificated courses – Recognising and Recording Progress and Achievement (RARPA),

Roles of Verifiers at Brightside Training and Consultancy

i) The Role of the Lead Internal Verifier

The Brightside Training and Consultancy Lead Internal Verifier will ensure that:

Internal verification or standards moderation arrangements are in place for all programmes, including key skills.
There are arrangements for staff development for Assessors and Internal Verifiers/Moderators are identified through the internal verification/moderation process and annual progress
There is promotion of good practice in assessment and internal verification/moderations within the
Internal Verifiers/Moderators are allocated Assessors to
Allocate Internal Verifiers/Moderators to collaborative satellite assessment
Manage visits by Programme External Verifiers/Moderators/
Ensure all requirements are met as indicated in the Programme External Verifier/Moderation Plan agreed in advance of the

Issues with the External/Internal Quality Assurance process are reported to the Quality Nominee for the relevant awarding
Monitor action plans from EV reports are

– Plan and chair minuted internal verifier/moderation and Assessor meetings.

Plagiarism – to look for plagiarism (use of how to avoid cheating form to be used) – see plagiarism policy.

Programme Internal Verifier/Moderators

The Programme Internal Verifier will ensure that:

All Assessors allocated to Internal Verifier/Moderator follow all regulatory guidance, g.

Learner award body registration

All Assessors attend standardisation meetings to ensure consistency in the interpretation of the national standards and feedback to the co-ordinating Internal Verifier/Moderator.
Assessments are sampled systematically to confirm the quality and consistency of decisions and feedback to Assessors
Assignment briefs/worksheets are checked regularly to ensure they enable Learners to meet identified units/elements.
Learner’s achievement records, unit and contact tracking records meet all award body requirements.
A copy of the External Verifier/Moderator report is filed for open
Plagiarism – to look for plagiarism (use of how to avoid cheating form to be used).

The Internal Verification/Moderation Process

Verifying/ moderating the assessment process

Verifying/moderating the assessment process is seen as having two main objectives:

Ensure consistent and reliable internal verification/moderation and assessment
Monitor the quality of assessment and highlight problems,
trends and development needs of assessment staff, particularly new

The Apprenticeship Assessment Strategy

It is expected that Internal Verifiers/Moderators will consult the relevant Assessment Strategies produced by the NTO/SSC to determine the following:

Experience and qualifications required to be held by Assessor
Experience and qualifications required by the internal Verifiers/Moderators.
- Rules governing assessment guidelines in performance and simulation

Non QCF Certificate NVQ assessment strategies must be set up in line with the relevant awarding bodies requirements- see hyperlinks in last section

Sampling Strategy

All internally assessed programmes will require a Sampling plan which reflects the needs of Assessors and agreed with the External Verifier/Moderator.

Sampling is the reviewing of assignments/assessments and Assessor’s judgements at a point in time through observation or diverse evidence. In determining the strategy Internal Verifiers/Moderators will need to consider a number of aspects:

Current Award Body requirements
Overall risk factor of Assessor
The Assessor’s experience – new Assessors will require a higher level of sampling to ensure accuracy of
Assessment/satellite centres
Cohorts of Learners
Problem areas identified through previous sampling and EV reports
Training needs
Assessor workload
Specialist Assessor used in qualification
Access to assessment and special needs requirements on

Sampling Assessments

In the case of all internally assessed programmes internal verification/moderation must not be “end-loaded” and must incorporate “on-going” internal verification/moderation. Sampling must not be exclusively on portfolio evidence alone and take place on the following basis.

An annual internal verification schedule must be produced identifying which Assessors, Learners, units, types of evidence and locations will be verified.

Assignments, assessments, assessment decisions and evidence must be confirmed as meeting the specific criteria and be (VAS):

Valid – evidence is relevant to standards and assessment or grading criteria
Authentic – produced by the Learner
Sufficient – enough evidence to meet the standards
Reliable – consistent reflection of Learner’s performance over time

The basic requirements are that the work of all learners should be sampled before their certificate is requested and over time all Assessors and the full range of qualifications are covered. Best practice is that the internal verifier achieves this by thorough planning which must at least in part include observing assessor/learners assessments. See CAMERA

Standardising/Moderating Assessment Practice

The Standardisation of assessment practice is seen as having four main objectives:

Ensure Assessors consistently make sound and safe
Ensure that the Assessors make the same decision on the same evidence
Ensure Learners are fairly
Ensure Assessors/internal Verifiers/Moderators received a consistent

Standardisation Activity

Standardisation activities have to be arranged and recorded by the Senior Verifier according to the awarding body current requirements and EQA recommendations. It is recommended that one standardisation meeting per term be carried out and recorded with programme teams. However the level of activity will be dependent on information disseminated from the internal.

For vocational programmes a record of standardisation activity is required for the A1 portfolios and for those trainee Assessors their Learners should be included in the sample. The standardisation activity can take different forms but must involve Learners’ evidence –either products or documentation/portfolios being reviewed by different Assessors, or the Assessors could compare the evidence they have collected for a particular course.

There is recognition that Standardisation practice is equally applicable to Internal Verifiers/Moderators as well as Assessors and is a requirement of some courses and awarding bodies e.g. with Edexcel introductory certificates. The Project expects this aspect of the Internal Verifier role to be further developed with teams through the Centre’s Internal Verifier. Any queries as to suitability of an activity can be referred to the Centre’s Operations Manager.

Staff Development/Continuous Professional Development, CPD

The Assessor/verifier standards require evidence of professional updating to include changes in assessment/verification practice and improving professional competence through Awarding Body seminars, training up-dates and appropriate quality events. Standards specify that Assessors and verifiers must have demonstrated updating within the last year involving at least two of the following activities:

Work placement
Job shadowing
Technical skill update training
Attending relevant courses
Studying for Learning and Development Units
Study related to job role
Collaborative working with awarding bodies
Examining
Qualification development work
Other appropriate activity agreed with E

There are a number of “vehicles” currently in place within Brightside Training and Consultancy’s mechanism that will enable the Manager to effectively identify the above needs to be effectively implemented as a course of events:

The process of internal verification
Staff up-date meetings
Standardisation meetings
Appraisals and action planning
External Verifier/Moderator feedback
Mentoring or shadowing process

Tutor/Trainer/Assessor Meetings

Brightside Training and Consultancy recognises that the key communication channel to the training and assessment team is through Trainer/Assessor meetings held within timescales that are appropriate to local needs. This may vary from once a month to bi-monthly. It is the responsibility of the Programme Co-ordinating Internal Verifier to structure the meetings appropriately. However, it is considered that there will be a number of common themes across all areas:

External Verifier/Moderator Report feedback and actions required
Proposed internal verification activities
Monitoring and reporting of Learner achievement
Learner satisfaction and evaluation data results
Review and allocation of Learners to Assessor
Input from Quality Systems

Dated: 01/01/25

Mark Chappell

Head of Centre

Malpractice policy

Brightside Training and Consultancy treats all cases of suspected malpractice* very seriously and will investigate all suspected and reported incidents of possible malpractice. The purpose of this Policy [and Procedure] is to set out how allegations of malpractice in relation to all accredited qualifications are dealt with. The scope of the policy is to provide:

a definition of malpractice
examples of student and centre malpractice and maladministration;
possible sanctions that may be imposed in cases of malpractice.

*The term ‘malpractice’ in this policy is used for both malpractice and maladministration.

Introduction

For the purpose of this document ‘malpractice’ is defined as:

Any act, or failure to act, that threatens or compromises the integrity of the assessment process or the validity of QCF qualifications and their certification. This includes: maladministration and the failure to maintain appropriate records or systems; the deliberate falsification of records or documents for any reason connected to the award of QCF qualifications; acts of plagiarism or other academic misconduct; and/or actions that compromise the reputation or authority of Brightside Training and Consultancy

, or of Accredited boards, its centers, officers and employees.

Brightside Training and Consultancy will report all relevant cases of suspected malpractice to respective exam boards, accepting that in certain circumstances the respective exam board may act of its own, including imposing sanctions.

Malpractice by students

Some examples of student malpractice are described below. These examples are not exhaustive and all incidents of suspected malpractice, whether or not described below, will be fully investigated, where there are sufficient grounds to do so.

Obtaining examination or assessment material without authorisation.
Arranging for an individual other than the student to sit an assessment or to submit an assignment not undertaken by the student.
Impersonating another student to sit an assessment or to submit an assignment on their behalf.
Collaborating with another student or individual, by any means, to complete a

coursework assignment or assessment, unless it has been clearly stated that such collaboration is permitted.

Damaging another student’s work.
Inclusion of inappropriate or offensive material in coursework assignments or assessment scripts.
Failure to comply with published exam board examination regulations.
Disruptive behaviour or unacceptable conduct, including the use of offensive language, at centre or assessment venue (including aggressive or offensive language or behaviour).
Producing, using or allowing the use of forged or falsified documentation, including but not limited to:

personal identification;
supporting evidence provided for reasonable adjustment or special consideration applications; and
QCF results documentation, including certificat
- Falsely obtaining, by any means, an accredited certificate.
- Misrepresentation or plagiarism
- Fraudulent claims for special consideration while studying.

(If the study centre is also an examination centre):

Possession of any materials not permitted in the assessment room, regardless of whether or not they are relevant to the assessment, or whether or not the student refers to them during the assessment process, for example notes, blank paper, electronic devices including mobile phones, personal organizers, books, dictionaries / calculators (when prohibited).
Communicating in any form, for example verbally or electronically, with other students in the assessment room when it is prohibited.
Copying the work of another student or knowingly allowing another student to copy from their own work.
Failure to comply with instructions given by the assessment invigilator, i.e., working beyond the allocated time; refusing to hand in assessment script / paper when requested; not adhering to warnings relating to conduct during the assessment.

Malpractice by centre employees and stakeholders

Examples of malpractice by, teachers, tutors and other officers, (including, where the centre is also an examination centre, invigilators and examination administrators) are listed below. These examples are not exhaustive and all incidents of suspected malpractice, whether or not described below, will be fully investigated, where there are sufficient grounds to do so.

Failure to adhere to the relevant Accredited board regulations and procedures, including those relating to centre approval, security undertaking and monitoring requirements as set out by Accredited board.
Knowingly allowing an individual to impersonate a student.
Allowing a student to copy another student’s assignment work, or allowing a student to let their own work be copied.
Allowing students to work collaboratively during an assignment assessment, unless specified in the assignment brief.
Completing an assessed assignment for a student or providing them with assistance beyond that ‘normally’ expected.
Damaging a student’s work.
Disruptive behaviour or unacceptable conduct, including the use of offensive language (including aggressive or offensive language or behaviour).
Allowing disruptive behaviour or unacceptable conduct at the centre to go unchallenged, for example, aggressive or offensive language or behaviour.
Divulging any information relating to student performance and / or results to anyone other than the student.
Producing, using or allowing the use of forged or falsified documentation, including but not limited to:

personal identification;
supporting evidence provided for reasonable adjustment or special consideration applications; and
Accredited board results documentation, including certificates
- Falsely obtaining by any means a certific
- Failing to report a suspected case of student malpractice, including plagiarism, to Accredited boards.

(If the study centre is also an examination centre):

Moving the time or date of a fixed examination.
Failure to keep examination question papers, examination scripts or other assessment materials secure, before during or after an examination.
Allowing a student to possess and / or use material or electronic devices that are not permitted in the examination room.
Allowing students to communicate by any means during an examination in breach of regulations.
Allowing a student to work beyond the allotted examination time.
Leaving students unsupervised during an
Assisting or prompting candidates with the production of answers.

Possible malpractice sanctions

Following an investigation, if a case of malpractice is upheld, Brightside Training and Consultancy may impose sanctions or other penalties on the individual(s) concerned. Where relevant we will report the matter to accredited boards, and accredited boards may impose one or more sanctions upon the individual(s) concerne Any sanctions imposed will reflect the seriousness of the malpractice that has occurred.

Listed below are examples of sanctions that may be applied to a student, or to a teacher, tutor, invigilator or other officer who has had a case of malpractice upheld against them. Please note that

i) this list is not exhaustive and other sanctions may be applied on a case-by-case basi
ii) where the malpractice affects examination performance, accredited boards may impose sanctions of its own.

Possible study centre sanctions that may be applied to students

A written warning about future conduc
Notification to an employer, regulator or the polic
Removal from the course.

Possible sanctions that may be applied to teachers, tutors invigilators, and other officers

A written warning about future conduct.
Imposition of special conditions for the future involvement of the individual(s) in the conduct, teaching, supervision or administration of students and/or examinations.
Informing any other organisation known to employ the individual in relation to accredited courses or examinations of the outcome of the case.
Brightside Training and Consultancy may carry out unannounced monitoring of the working practices of the individual(s) concerned.

Procedure

Reporting a suspected case of malpractice

This process applies to, teachers, tutors, invigilators students and other centre staff, and to any reporting of malpractice by a third party or individual who wishes to remain anonymous.

Any case of suspected malpractice should be reported in the first instance to:

The Head Of Centre

Brightside Training and Consultancy

3 Lowesmoor Wharf

Worcester

WR2 4BW

Brightsidetraining1@gmail.com

A written report should then be sent to the person identified in 5.2, clearly identifying the factual information, including statements from other individuals involved and / or affected, any evidence obtained, and the actions that have been taken in relation to the incide

Suspected malpractice must be reported as soon as possible to the person identified in 5.2, and at the latest within two working days from its discovery. Where the suspected malpractice has taken place in an examination, the incident be reported urgently and the appropriate steps taken as specified by the accredited board.

Wherever possible, and provided other students are not disrupted by doing so, a student suspected of malpractice should be warned immediately that their actions may constitute malpractice, and that a report will be made to the centre.

In cases of suspected malpractice by centre teachers, tutors invigilators and other officers, and any reporting of malpractice by a third party or individual who wishes to remain anonymous, the report made to the person in 5.2 should include as much information as possible, including the following:

the date time and place the alleged malpractice took place, if known.
the name of the centre teacher/tutor, invigilator or other person(s) involved
a description of the suspected malpractice; and
any available supporting evidence.

5.7 In cases of suspected malpractice reported by a third party, or an individual who wishes to remain anonymous, Brightside Training and Consultancy will take all reasonable steps to authenticate the reported information and to investigate the alleged malpractice.

Administering suspected cases of malpractice

Brightside Training and Consultancy will investigate each case of suspected or reported malpractice relating to accredited qualifications, to ascertain whether malpractice has occurred. The investigation will aim to establish the full facts and circumstanc We will promptly take all reasonable steps to prevent any adverse effect that may arise as a result of the malpractice, or to mitigate any adverse effect, as far as possible, and to correct it to make sure that any action necessary to maintain the integrity of accredited boards and reputation is taken.

Brightside Training and Consultancy will acknowledge all reports of suspected malpractice within five working days. All of the parties involved in the case will then be contacted within 10 working days of receipt of the report detailing the suspected malpractic We may also contact other individuals who may be able to provide evidence relevant to the case.
The individual(s) concerned will be informed of the following:

that an investigation is going to take place, and the grounds for that investigation;
details of all the relevant timescales, and dates, where known;
that they have a right to respond by providing a personal written response relating to the suspected malpractice (within 15 working days of the date of that letter);
that, if malpractice is considered proven, sanctions may be imposed either by Brightside Training and Consultancy or by accredited board, , (see section 6, below) reflecting the seriousness of the case;
that, if they are found guilty, they have the right to appea
that Brightside Training and Consultancy has a duty to inform accredited boards and other relevant authorities / regulators, but only after time for the appeal has passed or the appeal process has been complete This may also include informing the police if the law has been broken and to comply with any other appropriate legislation.

Where more than one individual is contacted regarding a case of suspected malpractice, for example in a case involving suspected collusion, we will contact each individual separately, and will not reveal personal data to any third party unless necessary for the purpose of the investigation.

The individual has a right to appeal against a malpractice outcome if they believe that the policy or procedure has not been followed properly or has been implemented to their detriment.

Records of all malpractice cases and their outcomes are maintained by Brightside Training and Consultancy for a period of at least five years and are subject to regular monitoring and review.

Dated: 01/01/25

Mark Chappell

Head of Centre

Adjustment and Special Consideration Policy

Principles

As a centre we recognise disabilities are of a diverse nature and we do not tolerate discrimination on the basis of disability. Brightside Training and Consultancy complies with the Disability Discrimination Act 1995 and the amendments to the Act.

This policy embraces the requirements of the Disability Discrimination Act to allow fair access to curriculum courses or qualifications.

We aim to facilitate open access for delegates who are eligible for some 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 in two ways. Firstly by 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 delegate at a substantial disadvantage in the assessment situation. Reasonable adjustments will not affect the reliability or validity of assessment outcomes or give the delegate an assessment advantage over other delegates undertaking the same or similar assessments.

Secondly through 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 student 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.

Aims

To explain how Brightside Training and Consultancy as an examination centre will manage requests for reasonable adjustment and or request s for special consideration.
To identify the roles and responsibilities of Trainer connected to the assessment process, examinations or student support.
To Establish protocols for dealing with lost or damaged work and to explain the terminology used by the examination boards when considering requests for adjustment and or special consideration.

Practice

Reasonable Adjustment

A reasonable adjustment helps to reduce the effect of a disability or difficulty that places the student at a substantial disadvantage in the assessment situation.

Reasonable adjustments must not affect the validity or reliability of assessment outcomes, but may involve the following:-

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) with the relevant examination board and set in place prior to assessment commencing. It is an arrangement to give a delegate access to a qualification.

The work produced following a reasonable adjustment must be assessed in the same way as the work from other delegates.

It is important to note that not all adjustments described will be reasonable, permissible or practical in particular situations. The delegate may not need, nor be allowed the same adjustment for all assessments.

Reasonable adjustments could consist of the any of the following:-

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

Trainers should ensure that students are recruited onto courses with integrity to ensure that delegates have the correct information and advice on their selected qualifications and that the qualifications will meet their needs.

The recruitment process should include the tutor assessing each potential student’s and making justifiable and professional judgments about the delegate’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 delegates to facilitate access to the assessment.

Where the recruitment process identifies that the students 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 delegate. A delegate may still decide to proceed with studying a particular qualification and not be entered for all or part of the assessment.

As an examinations centre Brightside Training and Consultancy will endeavour to ensure that delegates are aware of the range of options available to them, including any reasonable adjustments that may be necessary, to enable them to demonstrate attainment across all of the required assessment strands; and any restrictions on progression routes to the delegate as a result of not achieving certain outcomes.

Reasonable adjustments are approved before an assessment and are intended to allow attainment to be demonstrated. A delegate does not have to be disabled (as defined by the DDA) to qualify for reasonable adjustment; nor will every delegate who is disabled be entitled to reasonable adjustment. Allowing reasonable adjustment is dependent upon how it will facilitate access for the delegate.

All reasonable adjustments will be transparent and unbiased, recorded on relevant examination board documentation and will kept on record in compliance with regulations in the training centre.

It will be the responsibility of the Centre Administrator to ensure that any access arrangements implemented by the centre on behalf of a delegate, is based on firm evidence that there is a barrier to assessment.

Special Considerations

A special consideration is consideration given following a period of assessment for a student 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.

Where assessment is in the form of an electronic test set and marked by computer, then it will be more appropriate to offer the delegate an opportunity to take the assessment at a later date.

A special consideration cannot give the student an unfair advantage but it can be regarded as when a performance in an assessment is affected by circumstances beyond the control of the delegate, e.g. recent personal illness, accident, bereavement, serious disturbance during the assessment or alternative assessment arrangements which were agreed in advance of the assessment proved inappropriate or inadequate or part of an assessment has been missed due to circumstances beyond the control of the delegate.

In order to apply for special consideration then evidence must be supplied by a delegate and then by Brightside Training and Consultancy as a centre. Evidence such as personal arrangements, staff shortages, lack of resources, building work or industrial disputes are not grounds for special considerations.

The following examples are not designed to be an exhaustive list but to give an example of the weight of circumstances that will be considered:-

Terminal illness of the delegate
Terminal illness of a parent/spouse/partner
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 delegate
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 Brightside Training and Consultancy, as a centre can apply its own special consideration. Applications must be made to the relevant awarding body.

All applications for special consideration will only be made on a case-by-case basis and therefore separate applications will be made for any students. The only exception to this is where a group of delegates have been affected by a similar circumstance such as a fire alarm during an assessment; in this case a group application will be made with a list of students affected delegates attached to the application.

If such a request is to be made than the evidence required by the centre to support the application will need to be a medical certificate, a doctor’s letter or a statement from the invigilator.

Dated: 01/01/25

Mark Chappell

Head of Centre

Customer Care Statement and Complaints/Appeals Procedure

Customer Care Statement

Brightside Training and Consultancy is committed to improving its standards and welcomes comments, whether positive or negative, from all its customers and stakeholders.

A complaints procedure is a key element in the company’s approach to customer care. By following a complaints procedure Brightside Training and Consultancy can maintain and improve the quality of its service to customers and stakeholders by identifying where mistakes and genuine grievances have arisen so that these are rectified and that similar circumstances do not re-occur.

Customer Complaints Procedure

In the first instance raise your complaint with the member of staff you are dealing with directly, as we aim to deal with most complaints informally and immediately at the time and place they are made. If the learner is unhappy to approach the member of staff directly, then they can approach the office manager.

If the delegate is dissatisfied with this initial stage, then they can make a formal complaint. The complaint should be sent by email only to:

The Centre Administrator

Brightside Training and Consultancy

brightsidetraining1@gmail.com

Your complaint will be formally acknowledged within three working days.

Within 15 working days of receiving the above acknowledgement you will receive from the Centre Administrator (or his/her nominated representative) a full reply to which your complaint refers.

If you are unhappy with the response from the Centre Administrator (or his/her nominated representative) you can write to the Director at the address above. Your letter will be acknowledged within 3 working days.

Within 15 working days of receiving the above acknowledgement you will receive from The Director a full reply to which your complaint refers. The decision taken by Head of Centre is final.

Once the centres internal procedures have been exhausted and if the candidate is not happy with the outcome of the complaint the candidate should follow the appeals procedure.

Appeals Procedure

If the delegate is still dissatisfied, after the completion of the informal stage, then he/she may make an appeal in writing against an academic decision within four weeks of the decision. The candidate must set out specific reasons why he/she wishes the appeal to be considered. This appeal is required in writing at the discretion of the delegate.

The written appeal should be sent by email to:

The Centre Administrator

Brightside Training and Consultancy

brightsidetraining1@gmail.com

The tutor/trainer who made the initial assessment decision will be notified by the Centre Administrator who will arrange for the documented dissatisfaction/assessment outcome to be submitted to an Appeals Committee. The delegate will be informed in writing, within 7 working days, of the date of the Appeal hearing and make-up of the panel.

The Appeal Committee/ Centre Administrator will consider the appeal within two weeks of the formal appeal being notified and a further one week to communicate the appeals decision to the delegate.

If the delegate does not agree with the decision of the Appeal, the complainant can refer their complaint to the relevant Awarding body, as final arbiter, (details given on request).

Brightside Training and Consultancy will then adhere to the Awarding Body procedures and timelines that it sets and follow any instructions given.

If candidates feel dissatisfied with the outcome of both the training centre and awarding bodies findings in to their appeal. They can raise their appeal directly with Ofqual who are the regulator of qualifications, examinations and assessments in England and vocational qualifications in Northern Ireland.

Ofqual http://www.ofqual.gov.uk/contact/Contact Number 0300 303 3346

Dated: 01/01/25

Mark Chappell

Head of Centre

Disability Policy and Procedures
Policy Statement
Brightside Training and Consultancy recognises its responsibilities and legal obligations in ensuring, as far as is reasonably possible, that people with disabilities are afforded equal opportunities with respect to employment and to receiving education
and are not discriminated against for a reason relating to their disability.
To this end, as an education provider, Brightside Training and Consultancy will take reasonable steps to:
• develop procedures and practices that enable those with disabilities to make use of our training;
• provide auxiliary aids or services that will assist disabled people to access our training;
• provide the service by an alternative method where physical barriers make it impossible or difficult for disabled people to use our service.
As an employer, Brightside Training and Consultancy will take reasonable steps to ensure:
• recruitment processes and terms of employment do not discriminate for reasons related to disability;
• opportunities offered for promotion, transfer, training or other benefits are the same for all employees;
• a disabled person is not put at a disadvantage because of their disability (e.g. provide specialist equipment, reorganise the working environment).

Responsibilities
Every member of the Brightside Training and Consultancy team is expected, and encouraged, to show consideration towards disabled colleagues and learners, and to help implement this policy and related procedures. Discrimination on the grounds of disability will not be tolerated by Brightside Training and Consultancy.
If any member of staff has any queries about this policy, please contact Brightside Training and Consultancy Manager/Director.

Procedures
Service to Learners
The accessibility of the centre will be reviewed 12 monthly, and reasonable steps to improve accessibility will be taken. When identifying reasonable steps, the following will be considered:
• whether taking particular steps would be effective in overcoming the difficulty that disabled people face in gaining access to our centre;
• the extent to which it is practicable for the Brightside Training and Consultancy to take the steps;
• financial and other costs of making the adjustment;
• the amount of disruption caused by taking the steps;
• the extent of our financial and other resources;
• money already spent by Brightside Training and Consultancy on making adjustments;
• the availability of financial or other assistance.
Any changes will be incorporated into a plan, and into Brightside Training and Consultancy maintenance programme, where appropriate, and implemented according to a realistic timescale.
Auxiliary aids that facilitate access to disabled patients are highlighted in the practice information leaflet, and include:
• external and internal ramps;
• induction loop;
• large-print information or other alternative formats, on request.
On induction, staff will be provided with the centre policy and procedures related to disability and made aware of issues relating to the Equality Act 2010, and the legal obligations of Brightside Training and Consultancy and its staff.
Staff will not discriminate on the basis of disability and will not treat a learner (or colleague) less favourably for reasons of disability. Note that there might be situations where a learner or a member of the centre team would be harmed if treatment was not refused; for genuine health and safety reasons, therefore, it might not be possible to provide care for a disabled person in our centre.
Staff are encouraged to:
• be aware that disabilities take a variety of forms and are not always visible;
• move from behind the desk if the desk is not at a level that is comfortable for wheelchair users to see staff or to lean on the desk;
• familiarise themselves with the centres evacuation procedures and how disabled patients are helped from the premises;
• avoid cluttering the centre with obstacles such as bags or boxes;
• treat all patients with dignity and respect and bear in mind that disabled patients have a right to good service, just like anyone else.

Responsibilities to Employees
Recruitment
• All person specifications, job descriptions and advertisements will clearly outline the genuine essential requirements of the post.
• All applicants will be assessed on their individual merits.
• Reasonable adjustments will be made in the recruitment and selection process, as required.
• The discussion of support requirements to enable an applicant with a disability to fulfil the duties of the post will take place after those involved in recruitment have taken the decision to appoint the applicant. The offer of employment to the applicant may be conditional on the nature of the disability and the reasonableness of any adjustments that may be required to be made.
Employment
• Training and development opportunities for promotion are offered equally to all employees.
• Reasonable adjustments that will help a disabled employee fulfil the functions of their position and avoid putting them at a disadvantage will be discussed with the employee and put into action.

The following staff have read and understood this policy.
Centre Team Member Position Signature Date

Dated: 01/01/25

Mark Chappell
Head of Centre

Policies

Fair Assessment Policy

Overview

Brightside Training and Consultancy Fair Assessment policy is to:

Recognition of prior learning

QUALITY ASSURANCE POLICY

Responsibility for Implementation

Focus of Quality Assurance

Staff

Learners

Employers

Procedure

The outcome of these processes will provide information:

CAMERA ACRONYM

Occupational Competence Requirements for Internal Verifiers:

All Internal Verifiers will have:

Internal verification/moderation on Non Apprenticeship Programmes

Roles of Verifiers at Brightside Training and Consultancy

Programme Internal Verifier/Moderators

The Internal Verification/Moderation Process

The Apprenticeship Assessment Strategy

Sampling Strategy

Sampling Assessments

Standardising/Moderating Assessment Practice

Staff Development/Continuous Professional Development, CPD

Tutor/Trainer/Assessor Meetings