internal quality assurance policy and procedures 2019...main site is the main operational address of...

Internal Quality Assurance Policy and Procedures 2019

Hair by Cheynes

Contents

5 Cheynes Training Internal Quality Assurance Procedures

7 Cheynes Training Internal Quality Assurance Strategy

8 Qualification Risk Status

9 Organisational Chart

10 Selection and recruitment

10 Standardisation Meetings

11 Application Process to Join the Cheynes Training Programme

12 Roles of a Internal Quality Assurer (IQA)

13 Interim sampling

14 Summative sampling and CAMERA

15 Roles of an Assessor

15 Roles of the Technical Director (IQA Co-ordinator)

17 Sampling process for all qualifications

19 Cheynes Training Internal Qualification Assessment Strategy

19 Certificating a learner

21 Hair, Barbering, Dermatitis and Safeguarding Quality Procedures

23 Risk and the frequency of sampling for Hair and Barbering 6008 and 7002

24 Frequency of sampling for the Dermatitis Award – 6911-02

24 Frequency of sampling for the Award in Introduction to Safeguarding 1890-02

25 Internal Quality Assurance Strategy for Functional Skills

26 Frequency of sampling for Functional Skills level 1 and 2

27 The assessment room

27 Invigilators role

28 Permitted / prohibited equipment

29 Paper-based Functional Skills

29 Receipt and storage of assessment materials

30 Setting up an assessment

31 Opening the papers

31 Checking the version numbers

31 Barcodes

31 Secure storage of assessment materials

31 Completing the paperwork and returning assessment material to City & Guilds

33 Checklist for invigilators for Functional Skills – Paper-based

34 Checklist for invigilators for Functional Skills – onscreen

35 Generic Procedures

37 Learner registrations

37 Updating centre information

38 Recording learner responses to assessor questions

38 The IQAing of learner’s responses to Assessor questions.

38 Access to assessment

39 Lost Learner portfolios

39 Signing and dating evidence

39 Assessment of relatives

39 Working with unqualified assessors

40 Learner Recognition of Prior Learning procedure

40 Retention of assessment documents

41 Assessor development plans and continual professional development records

41 Original certificates and CVs of assessors and RTAs

42 Assessor’s and RTA’s who take City & Guilds qualification within Cheynes

42 Learner transfers to another centre

42 Witness testimonies

43 Plagiarism in Examinations

44 Cheynes Training Internal Quality Assurance Policy and Procedures

46 Complaints and Concerns

50 Dealing with Malpractice and Maladministration

52 Alternative assessment policy

54 Appeals Policy

Cheynes Training - Internal Quality Assurance Strategy

Cheynes Training are committed to providing valid and reliable assessments, and effective internal quality assurance plays a vitally important role in achieving and maintaining the required quality of assessment and IQA practice.

This policy and procedure covers all of the City & Guilds qualifications which Cheynes Training is approved to offer and applies to all Assessors, Internal Quality Assurers and Satellite Centres and alternative locations whether or not employed directly by Cheynes Training.

Due to the different business models that Cheynes Training operates as a Centre it falls under the City & Guilds document entitled 'Alternative Locations and/or Subcontractors for the delivery and assessment of City & Guilds’ qualifications'. For clarification these are the definitions used by City & Guilds within this document:

Centres are organisations (such as schools, colleges, training providers or employers) approved by City & Guilds for the delivery of City & Guilds training programmes and qualifications.

Main Site is the main operational address of the Centre is Cheynes Training, 16 Rutland Square, Edinburgh EH1 2BB.

Alternative Locations are sites that are part of the Centre, but in a different geographical location where some or all aspects of delivery and assessment take place and where learners are assessed in order to gain a City & Guilds qualification; alternative locations include remote sites (for example, a learner’s workplace) and include the Cheynes Training Academy London, Brixton, Blackpool, Preston and Rochdale.

Satellite Centres are sub-centres of the Centre which are involved in the delivery and assessment of City & Guilds qualifications. Satellite Centres operate under the same centre number as the Centre and are Subcontractors.

Assessment Sites are locations where Learners are assessed.

Cheynes Training’s unique centre number is 728289. This is now also known as the National Centre Number.

Qualification Approval Risk Status:

City & Guilds base all of their activities on a Qualification Approval Risk Status and the Cheynes Training Assessment and Quality Assurance Policy and Procedure is to help guide and support Assessors and IQAs through this process. The qualification approval risks are as follows:

Qualification Approval Risk Status

Outcome Reasons

Low The centre has the ability to register learners and claim for certificates at will. This is also known as Direct Claims Status

Any issues identified could be easily corrected without further consequence and do not have an adverse effect on the learner

Medium The centre may register learners at will, however, any claims for certification must be agreed by a City & Guilds EQA.

Issues identified could potentially damage the integrity, credibility and validity of the qualification and/or be detrimental to the learner.

High The centre is unable to register or certificate learners.

Issues identified could have a significant impact on the integrity, credibility and validity of the qualification or the effective operation of a centre as a whole, if corrective action is not taken quickly.

When an EQA visits a centre a Centre Activity Report (CAR) is completed and any subsequent actions are recorded and a non-compliance issue is assigned. For more detail on non-compliance issues see the City & Guilds document - Our Quality Assurance Requirements.

Cheynes Training – Organisation Chart

Cheynes Training is headed up by the Programme Director, William Howarth

along with Melanie Mitchell, who, as Technical Director, heads up our Regional

Training Advisor team and leads on teaching, learning and assessment.

Selection and recruitment:

When a Satellite Centre joins Cheynes Training it has the option of using a Cheynes Training Regional Training Advisor (RTA) as their IQA or to use their own. The following is the process for selection and recruitment:

Regional Training Advisor:

• must be a highly experienced assessor and IQA, and • have experience of working in a private Academy, and

• have experience of with working with high quality training companies and centres, and

• be known to the Technical Director or have a proven record working with Cheynes Training as an Assessor or with a Satellite Centre, and

• be DBS checked, and

• have good knowledge and understanding of City & Guilds, ESFA and Ofsted requirements.

Satellite Centres:

• it is part of the Cheynes Training due diligence process to request all CVs and endorsed certificates for an Assessor or IQA operating under the Cheynes Training centre number. If endorsed certificates are not available, then originals are requested in order for the EQA to sign.

• if applicable the previous EQA report also forms part of the diligence process

• each Centre goes through the Academy Induction Handbook and the Cheynes Training Internal Quality Assessment Strategy with a Senior RTA.

All Assessors and IQAs undertake an induction programme and this is recorded on the Assessor / IQA Induction review.

Subcontractors:

Please refer to the flow chart on the next page entitled Application Process to Join the Cheynes Training Programme

Standardisation Meetings:

These are usually held locally once a year for Assessors and IQAs and it is a requirement for all to attend. The agenda is standardised using a PowerPoint presentation and the meetings are delivered by a senior Regional Training Advisor.

The presentation and any handouts are available on the Cheynes Training website following the delivery of all of the meetings.

Informal standardisation meetings are held per Satellite Centre every 12 weeks.

Application Process to Join the Cheynes Training Programme

Centre contacts Cheynes Training, applies to join the apprenticeship programme

Telephone interview held with Centre

Interview with Centre is successful

Initial meeting with Centre

not successful

Involvement with Centre

ends

Interview with Centre not successful

Initial face to face meeting

scheduled

Initial face to face meeting takes place

Initial face to face meeting not successful

Involvement with Centre

ends

Initial face to face meeting is

successful

Financial modelling takes

place

Planning not successful

Planning and review meeting

takes place

Proposal accepted by

Centre

Outline Proposal drawn up and sent to Centre

Due diligence process

completed

Due diligence process

successful

Proposal not accepted by

Centre

Involvement with centre

ends

Due diligence process not successful

Contracts with Centre drawn up/exchanged

Involvement with centre

ends

DBS checks (if required) not

successful

DBS Checks

(where required) take place

Induction activities take

place

Learner details checked by CT h/office team

DBS Checks

(where required) successful

Programme

launched in new Centre

Learner details

accepted by CT h/office

Monitoring and support

programme

An Internal Quality Assurer (IQA) shall:

• carry out their IQA duties in accordance with Cheynes Training’s internal

quality assurance procedures and the awarding body guidelines;

• have a good understanding of the City & Guilds quality manuals entitled ‘Our

Quality Assurance Requirements’ (OQAR) and the Centre Manual;

• visit each centre every 12 weeks to discuss assessment matters, every visit

should be confirmed with a confirmation letter and sampling plan;

• IQA activity should take place throughout and before certification;

• an activity may take place before 12 weeks, if a Learner or centre is not

progressing with timely completions, in these circumstances, additional

Internal Verification will take place and a clear SMART action plan set for the

Learner and Assessor. The Technical Director must also be informed and will

monitor the process;

• observe Assessors undertaking assessment activities, according to the

Cheynes Training sampling strategy - the target grade set per Assessor is

good and above. This is monitored via a central database; • IQA’s to ensure that their sampling incorporates CAMERA; • track all Internal Verification that has taken place to ensure quality and for

effective IQA planning,

• ensure that the Education Team plan per centre is current;

• ensure that the Education File Index per team member is current;

• record all IQA activities on the Cheynes Training Internal Verification System;

• complete Assessor Induction Reviews within 12 weeks of their start date;

• monitor the invigilation process of all on-line tests and the security of the

completed tests;

• identify and support Assessors in meeting their professional development

needs;

• ensure that each Assessor is maintaining their own Assessor records using a

document that has been approved by Cheynes Training;

• inform Assessors of developments within City & Guilds, Ofsted and Cheynes

Training;

• a minimum of one Learner interview shall be completed with each Learner

during the period the Learner is undertaking a qualification;

• discuss targets and progress with Learners via Learner induction and

Apprentice Monthly Targets (AMTs) and Twelve Weekly Reviews (TVRs);

• monitor initial assessment outcomes giving support and guidance, as and

when required to the Learner and Assessor;

• monitor and review Additional Learning Support (ALS) records, as and when

required;

• ensure that the Cheynes Apprentice Handbook has been completed;

• review Learner’s progress and achievements against their individual Learning

Agreement and e-Assessor;

• ensure the Apprentice’s Learning Story shows the apprentice’s individual

journey from entry to and exit from the Cheynes Training apprenticeship

programme;

• produce current and relevant Continual Professional Development (CPD) on

an annual basis for each award they are verifying and provide advice and

guidance to all Assessors they work with on collecting their own CPD;

• ensure all Assessors have access to the correct Cheynes Training and City &

Guilds documentation;

• hold or be working towards the IQA qualification within TAQA (or equivalent);

• complete Internal Verification Confirmation (IVC) forms for unit or full

framework completions;

• maintain IQA records for a minimum of three years, along with a copy of the

range tracker, completed IVC’s and unit summary pages;

• carry out Health and Safety checks on a risk-banded basis;

• maintain centre records, with copies of relevant paperwork to be sent to Head

Office and also, where requested, to the Technical Director;

• maintain and update e-Assessor records for Learners at Risk (CAR);

• hold Standardisation Meetings as and when required and monitor the

Standardisation activity of all assessors they work with;

• inform the Technical Director of any changes to Assessors or assessment sites

so that a Centre Update may be completed and the Cheynes Training

Assessors Data base updated.

• Check apprentices and tutors’ spelling, punctuation and grammar.

• monitor the Apprentice Journals and, where necessary, correct spelling,

punctuation and grammar;

• Embedding of Functional Skills and support for Apprentices.

IQA Sampling will include:

Interim Sampling:

In order to enable the IQA to evaluate the quality of formative guidance given to learners they must IQA Assessors in the process at different stages in their work. This might include reviewing learner work:

• early on in the programme;

• before decisions have been made on any unit; • and sampling evidence when one or two of the units or requirements are

completed. • it should also include checking Learner Monthly Targets given to learners by

tutors and assessors. • interim internal quality assurance will enable the IQA to pick up problems at

an early stage and so avoid the situation of disagreeing with tutor practice or assessment judgements. It can also highlight individual needs for support or development which in turn may be used to develop the team as a whole. Similarly, it provides an opportunity to identify and share good practice within the centre, particularly where one or more of the team members have wider experience.

Summative Sampling: Summative sampling includes reviewing the quality of the learning completed and assessment judgements taken in their entirety. The IQA must be able to follow an audit trail which clearly demonstrates that assessors have covered all the requirements and checked that all work presented – whatever its format – meets the evidence requirements Evidence must be confirmed by assessors as:

• Valid – relevant to the standards for which competence is claimed

• Authentic – produced by the learners

• Current – sufficiently recent for assessors to be confident that the learner

still has that same level of skills or knowledge

• Reliable - genuinely representative of the learner’s knowledge and skills

• Sufficient – meets in full all the requirements of the standards.

Camera must also be followed:

Factors IQA needs to select a representative sample

Learners A selection of all Learners (gender, age,

ethnicity etc.)

Assessors Experience and qualifications, workload,

occupational experience

Methods of assessment Questioning, observation, testimony,

Recognition of Prior Learning (RPL), use of

simulation, product evidence, assignments,

projects and tests

Evidence All types of evidence

Records Plans Reports from tutors, assessors, correct

assessment practices, IQA records, learner

and assessment records

Assessment locations Workplace assessments, college, other

assessment locations

Assessors shall:

• carry out assessing, in accordance with City & Guilds and Cheynes Training

guidelines;

• attend a minimum of one Standardisation meetings per year;

• complete an initial assessment on each Learner using the electronic Basic Key

Skills Builder, free writing, learning styles questionnaire, skills scan, dexterity,

etc. • monitor and update the Wall Charts. These double up as Assessor records. • follow, where appropriate, any ALS support plan issued for a Learner;

• ensure that the Learner Handbook issued to each Learner is completed;

• plan assessments with Learners to ensure progression and achievement;

• monitor and review Apprentice Monthly Targets (AMTs) and, where

necessary, correct spelling, punctuation and grammar;

• record all assessments in accordance with City & Guilds and Cheynes Training

requirements;

• complete all IQA requested actions set within the agreed timeframe;

• review Learner progress and achievements against Individual Learning

Agreement;

• maintain and ensure that the Learning Story document shows each learner’s

individual journey on the Cheynes Training Programme from entry to exit;

• monitor the Apprentice Journals and, where necessary, correct spelling,

punctuation and grammar;

• complete all required Assessor records;

• maintain the security of all assessment documents;

• produce current and relevant Continual Professional Development on an

annual basis, these records must be kept for a minimum of three years;

• ensure that, for learners who are certificated, all logbooks are kept by the

centre until the next External Quality Assurer’s visit, and ensure records of

knowledge testing are kept for three years after the certification date;

• ensure that all on-line tests are signed and dated by the Assessor / invigilator

and learner;

• hold or be working towards TAQA or an equivalent qualification.

The Technical Director (IQA Co-Ordinator) shall:

• liaise with the Programme Director on a regular basis on issues and matters

arising concerning Cheynes Training;

• work closely with the Programme Director on new initiatives developed by

Cheynes Training;

• communicate to the Cheynes Training team all changes and updates from

awarding organisations;

• maintain a centre case load as per an IQA/RTA;

• undertake initial visits on prospective centres wishing to join the Cheynes

Training programme, this role may also be completed by a senior RTA;

• launch new centres onto the Cheynes Training programme, this role may also

be completed by a senior RTA;

• act as the main point of contact for RTAs on a day to day basis;

• act as the main point of contact for City & Guilds;

• liaise with all City & Guilds External Quality Assurers, Business Managers and

the Territory Office allocated to Cheynes Training by City & Guilds;

• ensure that all actions from External Quality Assurers visits are completed;

• ensure there is a consistent, standardised approach throughout the Cheynes

Training programme;

• develop agendas, materials and minutes for standardisation meetings;

• in conjunction with Senior RTAs, induct, train, assess and support IQA

Learners;

• review IQA case-loads on a regular basis;

• act as a second line IQA, where required. This role will be completed by a

Senior RTA.

• ensure that all IQA’s have completed their CPD for the awards they verify;

• develop materials and present information at RTA meetings and conferences;

• monitor RTA activity by completing observations as and when required;

• review all paperwork completed on a “risk-band” basis and IQA documents to

be judged against CAMERA;

• act as part of the Learner Appeals Panel;

• manage the annual RTA self-evaluation process;

• review RTA entries on e-Assessor;

• support and review RTA Data Packs;

• complete the City & Guilds Centre Update form;

• update the Cheynes Training Assessors Database;

• review and update the Cheynes Training Assessment and Quality Assurance

Policy and Procedure.

Sampling Process for all qualifications and records for a clear audit trail:

The IQA sampling plan should cover the following areas:

• observation of assessor(s) for hairdressing / barbering and functional skills;

• written tests, E3 functional skills, ERR and E&D;

• responses to oral questions;

• supplementary evidence of an assessor, for example consultation sheets;

• invigilation of on-line testing;

• assignments for NVQ Level 3;

• recognition of prior learning;

• witness statements;

• different assessment sites;

• all aspects of CAMERA;

• tasks for the Level 2 Award in Introduction to Safeguarding Young People

from Harm, Abuse and Exploitation;

• tasks for the employability units.

Records that cover:

The following records assist with creating a clear audit trail in relation to the Cheynes Training Assessment and Verification Policy:

• Cheynes Training IQA Verification paperwork which includes a confirmation

letters and sampling plans;

• progress and achievement tracking on e-Assessor;

• functional skills exemptions (where applicable);

• Education Team Plans including copies of CVs, certificates, sample signature

and CPD;

• Assessor Index File

• TAQA assessor - evidence of counter-signing;

• Meeting Action Plans (MAPS);

• IQA completed sampling records;

• Learners / assessors / methods of assessment / evidence / records /

assessment locations;

• Salon Health Check records;

• minutes of standardisation meetings;

• External Quality Assurers’ reports;

• Twelve-weekly Visit Reports;

• Learner appeals;

• Learner IQA Interview records;

• progress and achievements of Learners;

• occupational updating and other CPD activities of assessors;

The Following Documents and Files Support this Strategy:

• 24/7 access to the Cheynes Training programme leadership team;

• Learner details are stored on e-Assessor and this includes City & Guilds

registration date and start date, qualification title and level, date of birth, contact

details including address, telephone number and email. Plus, their workplace

address and learner registration number.

• Details regarding the Learners Assessor and IQA can be found on the Cheynes

Training Assessor and IQA data base;

• Academy, Assessors and Learner Handbooks;

• RTA Handbook (in draft, at present);

• Cheynes Training Equal Opportunities Policy;

• Cheynes Training Health and Safety Policy;

• Salon Health Check;

• Learner Appeals procedure;

• Assessors and IQA Continual Professional Development files;

• Learner records;

• Cheynes Training Internal Verification system;

• External Quality Assurers records;

• minutes of meetings are maintained for the following:

standardisation meetings (once per year);

RTA and IQA briefings (twice per annum);

subcontractor meetings (every 3 to 4 months);

Subcontractors briefings (once per year)

• webinars that are recorded can be viewed at later date via the Cheynes

Training website.

• Cheynes Training guidance documentation;

• Individual Learning Agreements and Learner Monthly Targets;

• The Learning Story

• Twelve-weekly Visit Report (TVR);

• Assessor and Apprentice Induction Reviews;

• ALS notes

• City & Guilds maths and English tool kit

• Cheynes Training website www.cheynestraining.com

• Tri-monthly ETB newsletter – to keep principals briefed on new developments;

• Tri-monthly e-Update newsletter to keep educators briefed on developments; • Facebook site including a dedicated Internal Verifiers Facebook page. • laminated Invigilators checklist for onscreen and paper assessments

NB - All Handbooks and policies are available for downloading from the Cheynes Training website.

http://www.cheynestraining.com/

Cheynes Training Internal Quality Assurance system:

This system comprises of the following quality documents:

• confirmation letter and sampling plan which should be sent to the Assessor at least

15 days prior to the activity;

• five page IQA recording system consisting of:

summary page;

direct observation record;

sampling of documentary evidence;

direct observation for Functional Skills - evolve and paper-based;

risk banding of Assessors;

• Apprentice interview record;

• Assessor and IQA Induction Review;

• IQA tracking documents;

• Internal Verification Confirmation (IVC)

All of the above records should be kept for a minimum of 3 years.

All of the above documents are available to download from the Cheynes Training website.

Certificating a Learner

When a learner is certificated Cheynes Training Head Office should be sent the following

information:

• Internal Verification Confirmation (IVC)

• completed ILA

• evidence of last of training

• original TVRs

The IQA should maintain for their records a copy of the IVC and the signed unit summary

pages for all qualifications. This so that the IQA has a record who and when signed each

off for a learner. Both of these records should be kept for 3 years.

Hairdressing, Barbering, Dermatitis and Safeguarding Qualifications

Procedures

Risk and the Frequency of Sampling for Hair and Barbering:

* The risk of an Assessor is based on the evidence seen during the previous IQA

visit and for all new qualifications the Assessor will be deemed as High Risk.

** The risk of an Internal Verifier is based on the evidence seen during an

accompanied visit with the Technical Director or a Senior RTA, the sampling between

visits or a Quality Systems Audit. For all new qualifications the IQA will be deemed

as High Risk.

Sampling Method Level of Quality Risk Sampling Frequency

*Observation and documentary evidence of Assessors

Outstanding (Low risk) • At a maximum of 52 weeks.

Good (Low to Medium risk)

• At a maximum of 26 weeks.

Requires improvement (Medium risk)


Inadequate (High risk) • Within 12 weeks of a newly-appointed qualified Assessor joining.

Assessor working towards TAQA (High risk)

• Within the first 12 weeks of an Assessor working towards.

** Quality monitoring of IQAing by the Technical Director or a Senior RTA

Outstanding Level Of Quality (Low risk)


Good (Low to Medium risk)


Satisfactory (Medium risk)


Requires improvement (High risk)

• Within the first 12 weeks of a newly-appointed qualified IQA joining.

IQA working towards TAQA (High risk)

• Within the first 12 weeks of an IQA working towards.

Unit/outcome sampling • At least two hair / barbering units. The level of sampling will be determined by the Assessor’s risk.

• For all new qualifications 100% sampling per assessor per qualification.

Apprentice interviews • A minimum of one interview to be completed during the period of a apprentice undertaking a qualification

Frequency of Sampling for The Dermatitis Award 6911-02:

Due to Cheynes Training only offering this qualification to the small number of

Learners who have Dermatitis 100% sampling will take place by the IQA.

The 6911-02 Dermatitis qualification consists of a single unit award that is assessed via a series of multiple-choice questions set by City & Guilds and with a marking grid being supplied. This qualification is also available via e-Volve;

There are a total of 30 possible marks and the Learner needs to achieve 19 to pass in order to achieve the 6911-02 qualification. There are three sets of questions. If the learner gets one set wrong they need to retake another set. The sets are labelled A, B and C. Risk and the Frequency of Sampling for Level 2 Award in Introduction to Safeguarding Young People from Harm, Abuse and Exploitation (1890-02): This qualification is classed as a high risk by City & Guilds due to the nature of its contents. Therefore, the sampling is as follows:

• 100% of all tasks for the first Learner assessed. • 50% of the tasks for the second Learner assessed. • 25% of the tasks for the third Learner assessed.

The above is based on no major actions when IQAed. Due to the qualification being high risk Cheynes Training only has one IQA for this qualification.

Internal Quality Assurance Strategy for Functional Skills Risk and the Frequency of Sampling for Functional Skills level 1 and 2: In order to standardise the recording process for Speaking and Listening Cheynes Training has one IQA who samples the documentary evidence. The sampling plan for the documentary evidence is as follows:

• 100% of all tasks for the first Learner assessed.

• 50% of the tasks for the second Learner assessed. • 25% of the tasks for the third Learner assessed.

The above is based on no major actions when IQAed. The sampling for observations will be based on the risk and sampling as per page 14 of this strategy by the allocated the IQA. The Assessment Room:

• all Functional Skills assessments must take place in a suitable location and in

silence;

• the room must enable Learners to complete their assessments without

disruption or interruption and in closed book conditions;

• Learners must not be seated in such a way that they can overlook each

other’s work; the recommended method is to ensure that the minimum

distance in all directions between Learners' chairs is at least 1.25 metres;

• other approaches are acceptable, providing that Learners cannot see each

other’s work;

• Centres must create a seating plan so that there is a clear record of where

each Learner was seated during the assessment, centres must keep a copy of

the seating plans until at least 65 working days after the release of results;

• care should be taken to ensure there is nothing visible in the assessment

room that might give Learners an unfair advantage (see Permitted/ prohibited

equipment below, for further guidance);

• a reliable clock must be clearly visible to each Learner throughout the

assessment, this may be on the computer.

The Invigilator Role: The assessments require continuous supervision by suitably informed and briefed adults. Anyone acting as an Invigilator needs to be absolutely clear about the scope and purpose of this role, i.e. to facilitate the assessment and:

• ensure all Learners have an equal opportunity to demonstrate their abilities;

• ensure the security of the assessment – before, during and afterwards;

• prevent possible Learner malpractice;

• prevent possible administrative failures;

• Anyone acting as an Invigilator must be familiar with the center’s internal

assessment administration processes as well as the contents of this

document.

Invigilators must:

• have completed the Cheynes Training invigilators Induction Review; • be familiar with the requirements of the role as set out in this handbook - (an electronic or printed copy of this handbook must be made available

during each assessment sitting); • give all their attention to overseeing the assessment and ensuring it is

conducted properly; • be able to observe each Learner that they are responsible for supervising at

all times; • be able to summon help without leaving the Learners unsupervised at any

time;

• inform the Technical Director immediately if they suspect the security of the assessment may have been comprised.

• Invigilators must not carry out any other task whilst invigilating. It is acceptable for staff who have been responsible for teaching and/or assessing the learners attempting the Functional Skills assessments to act as sole invigilator, however centres must have adequate internal safeguards in place to mitigate the risk of potential malpractice. Learners’ relatives or peers must not act as sole invigilator under any circumstances. If only one invigilator is present, that person must be able to get help easily, without leaving the room or disturbing the learners. There must be at least one invigilator present during the assessment at all times.

Permitted/prohibited Equipment:

Learners are generally expected to deploy their normal methods of working, and within reason should be able to access any equipment that would routinely be available to them, as long as this does not enable Learners to:

• communicate or collude with other Learners, or with any third party external to the assessment;

• access the internet; • include any pre-prepared notes, crib-sheets, tutor-developed or other

materials designed specifically to assist with this assessment; • where devices have transmitting/receiving capabilities (eg via a SIM-card,

dongle, Ethernet or built-in WiFi connectivity) the invigilator must ensure at the beginning of the assessment that this functionality has been disabled and remains so throughout the assessment (other than where internet access is specifically required as part of the assessment).

Learners may wish to use equipment such as a desktop PC or laptop during their assessment; this is acceptable, as long as the above conditions are fulfilled and centres provide the PC/laptop. It must not have any other information stored on it that could potentially give the Learner an unfair advantage. Under no circumstances can the Learner use their own laptop.

The e-volve system locks down most other applications whilst the assessment is taking place, so for the most part it will prevent learners from being able to access the internet or any other inappropriate aids via the computer that they are using to complete the assessment. However, the Invigilator must ensure that any other electronic devices in use during the assessment do not enable learners to communicate or collude with other learners, or with anyone external to the assessment.

The following items are permitted during Functional Skill Tests:

• paper; • electronic dictionary; • grammar or spellchecker for FS English.

Paper-based Functional Skills:

All paper-based functional skills tests are ordered by Cheynes Training head office and at least 14 days must me allowed for them to arrive. The assessment is expected to take place on the date and time specified, though it may be held up to five working days either side of the specified date without notifying City & Guilds. Please see the section ‘Setting up the assessment’, below, for further details. Each assessment order must be for a unique sitting, and all learners included on a booking are expected to sit the assessment at the same

time on the same site. The number of orders per day is unlimited, so a separate order must be placed for each sitting if learners cannot all be accommodated at the same time on the same site. All materials relating to the booking must be received, stored, used and returned together. Receipt and storage of assessment materials Functional Skills assessment materials are normally dispatched to arrive at least ten working days before the assessment date, although depending on when the order is placed or during busy periods this may be as little as five working days. If they have not arrived five working days before the assessment date, please contact Pam Runciman at Cheynes Training head office. Each batch of assessment materials contains the following:

• Invigilation Certificate (IC) - attendance record for completion during the assessment

• sealed pack containing: • dispatch note • assessment papers – for each learner • individual barcode stickers for each learner

Centres must keep all question papers in a secure place, available only to authorised persons. This will require a safe or a similar non-portable, lockable, metal cabinet. The safe must sit within a room which is secure from non-authorised entry and locked when not attended by authorised persons. These arrangements may be inspected by City & Guilds as part of an Exam Audit. Where materials need to be transported to another location (eg another site or the learners’ workplace) they must be transported securely and remain sealed. Where possible, this should be on the day of the assessment by a member of staff, using a lockable case. If assessment materials need to be stored overnight away from the centre address, the conditions must meet those listed above. The location must be registered with City & Guilds as an assessment site and materials must not be stored there any longer than absolutely necessary. All assessment sites may be checked as part of City & Guilds’ examination audit process. Question papers may only be removed from secure storage when the exam is taking place or for transport to the assessment location. They must remain under secure storage at all other times, until they are returned to City & Guilds or destroyed. The sealed pack must not be opened until an hour before the exam is to take place, and must be kept secure until immediately before it is used.

Setting up the Assessment:

As indicated above, the specified date and time is printed on all stationery relating to a particular assessment order and it is expected that the assessment will take place at this time. However, the assessment may take place up to five working days either side of the specified date without needing to inform City & Guilds as long as:

• the assessment materials remain sealed until use and are dispatched promptly afterwards;

• all Learners included on the booking complete the assessment at the same time (exceptions can be made for individual Learners in the event of unforeseen circumstances);

• a new booking must be made if the assessment date/time needs to be varied by more than five working days.

The following diagram illustrates how soon an assessment could potentially be taken after it is ordered:

Opening the Packs

• in order to ensure the assessment is presented to Learners ‘unseen’, the sealed pack of assessment materials must remain unopened until before use and not normally more than one hour before the assessment begins.

Checking Version Numbers

When opening the packs, centres must check that the question paper version corresponds with that printed on the IC. A specific paper version is allocated to each order (eg 15VERA), so it is crucial that all materials relating to the order are stored and returned together. The version number should be used when determining which set of ICT data files learners will need access to during their assessment. Barcodes

The sealed pack contains a set of personalised barcode stickers which will need to be stuck onto the papers as instructed before the assessment begins. It is essential that each learner is given the correct paper with the correct barcode stuck in the appropriate place, as name and barcode are used to identify learners when processing results. Learners are also asked to add their name and signature to the paper as an additional safeguard. Please the graphics on the following pages for examples of this. Two barcodes are normally supplied per learner for FS English and Mathematics, the second one can be used if they use additional paper.

Secure storage of assessment materials

Any unused copies of the assessment paper must be securely destroyed and on no account may they be retained for use as practice material or as a teaching/learning resource. Learners’ completed scripts must be collected in and put into secure storage as soon as the assessment is over. These must be held in secure storage (even if there are further exams taking place on the same day) until they are ready to be returned to City & Guilds (this must be within one working day). Completing the paperwork and returning assessment materials to City & Guilds

The Centre Contact must ensure that assessment materials are dispatched promptly after use. Learners will be recorded as absent if these are not received within 14 calendar days of the examination date printed on the IC. To ensure results are processed efficiently and released within 20 working days:

• all Learners included on the booking must complete the assessment at the same time (or if not, that the security of the assessment materials is maintained at all times, with all completed materials returned to City & Guilds together);

• the date/time displayed on the IC must not be altered (even if the assessment did not actually take place at that time);

• the IC must be completed as instructed to record all of the Learners present and must not be photocopied;

• no additional Learners may be added to the IC (doing so will trigger late entry fees and delay results, and the un-entered Learners’ work may not be marked);

• all submitted papers must have the correct barcode; • the ‘spare’ invigilator copies of the assessment paper must not be used and

the paper must not be photocopied. • note all completed assessments and paperwork from a particular assessment

booking must be returned in the same return bag. Any papers returned in separate batches will have to be processed manually and will take 32 working days. They may also be subject to late entry fees.

Please follow the instructions on the ‘return bag’ and before posting check to ensure:

• the IC has been completed correctly; • all Learners’ completed assessment papers are enclosed, and have the correct

barcode; • no blank assessment papers are enclosed(any unused papers must be

destroyed – otherwise these Learners’ results will be recorded as ‘fail’ rather than ‘absent’);

• no other work from Learners that were not included on the booking is enclosed;

• all assessment materials should be returned via secure post. It is the centre’s responsibility to ensure secure delivery, as City & Guilds are unable account for any bags that go missing before the scanning house have received them.

Functional Skills invigilator - checklist paper delivered assessments - This list summarises essential actions for invigilators.

A. Arranging the assessment room

1. Check that you have the following on display: • a clock that all learners can see clearly • the centre number and start/finish time

2. Check that you have a seating plan for the assessment 3. Check in advance which learners, if any, have opted to type their

responses and whether any have specific access arrangements. B. Before the assessment

1. Check that you understand what materials may be used by learners. 2. Tell learners that they are now under supervised conditions. 3. Ensure learners do not have any unauthorised materials in their

possession, including mobile phones. 4. Open the packet(s) of question papers in the assessment room. 5. Tell the learners:

• to fill in the details on the front of the answer booklet or answer sheets

• and any supplementary sheets • to read the instructions on the front of the question paper.

6. Remind learners to write in blue or black ink or ballpoint pen. 7. Tell learners when they may begin and how much time they have.

C. During the assessment

1. Supervise learners at all times to prevent any cheating or distractions. 2. Do not give any information to learners about any question on the paper

or the requirements for answering particular questions. 3. Make sure that no question paper is removed from the assessment room

during the assessment. 4. Make sure that a member of staff is available to accompany any learners

who need to leave the room temporarily. 5. If learners have finished, they may leave at any time. You must ensure this

doesn’t disturb other learners. 6. Tell learners to stop writing/working at the end of the assessment.

D. After the assessment

1. Tell learners to check that they have: • filled out the information on the front of the question paper and

identified themselves on any supplementary sheets of paper • crossed out rough work or unwanted answers.

2. Collect all scripts and unused stationery before learners leave the room. 3. Arrange scripts in the order learners appear on the IC. 4. Make sure that scripts are kept in a secure place until they are sent for

marking.

E. Calculators and dictionaries

1. Please be aware that learners are allowed to use calculators and dictionaries (including electronic ones).

Functional Skills invigilator checklist onscreen

This list summarises essential actions for invigilators. A. Arranging the assessment room

5. Check that you have a seating plan for the assessment 6. Check in advance which learners, if any, have specific access

arrangements. 7. Check sufficient work stations are available, including at least one

spare/replacement.

B. Identifying learners

1. Check that the correct ID and password or keycode is issued to each learner. 2. Check to see that the name on the screen matches the name of the learner.

C. Before the assessment

1. Check that you understand what materials may be used by learners. 2. Tell learners that they are now under supervised conditions. 3. Ensure learners do not have any unauthorised materials in their possession,

including mobile phones. 4. Make sure that learners are familiar with the instructions, functionality,

procedures and regulations for the assessment, particularly on how to navigate and respond onscreen.

5. Check that learners know how to request technical assistance. 6. Make sure all learners know how to exit the assessment when they have

finished. 7. Check that all learners have logged on successfully. 8. Ensure that technical support is available throughout the assessment relation

to malfunctioning of equipment, software or the onscreen test itself. D. During the assessment

1. Supervise learners at all times to prevent any cheating or distractions. 2. Do not give any information to learners about any question or the

requirements for answering particular questions. 3. Make sure that a member of staff is available to accompany any learners

who need to leave the room temporarily 4. Record and report any complaints from learners relating to system delays

or any other system irregularities. 5. Record and report any emergencies and/or technical failures. 6. 6 If learners have finished, they may leave at any time. You must ensure

this doesn’t disturb other learners.

E. After the assessment 1. Ensure each learner has exited the assessment correctly. 2. Collect any scrap paper. 3. Upload the tests.

F. Calculators and dictionaries

1. Please be aware that learners are allowed to use calculators and

dictionaries (including electronic ones).

Generic Procedures Learner Registrations: Cheynes Training will register a Learner within 12 weeks of commencing the programme. Under no circumstance can a Learner be assessed prior to registration.

Updating centre information:

Cheynes Training has to inform City & Guilds of any changes or potential issues that may affect the ability to meet their requirements for delivery and assessment by completing a Centre Update electronically via the Walled Garden. This includes:

• changes to contact details – centre name or quality contact details (name, address, email etc.);

• changes to site delivery address or details of any additional sites, satellite centres, additional assessment sites and subcontracted providers;

• if the centre undergoes a change of control e.g. change of head of centre;

• any changes to the staffing of any qualification, (which includes informing City & Guilds if their Walled Garden account will be made inactive);

• if an organisation intends to stop operating as a City & Guilds centre.

The Technical Director will be sent the following information for all new Assessors and IQAs:

• endorsed copy of their Assessor / IQA certs or originals if they have not previously been endorsed by an EQA.

• Current CV

• CPD records for the past year. An Assessor/ IQA cannot assess or IQA under Cheynes Training Centre number until this information is received.

Recording Learner responses to Assessor questions Assessors may ask questions of a Learner to confirm Learner competence against Hair Professionals, SNVQs, NVQs and VRQ qualifications as per the evidence requirements set out in the Qualification Handbook. The Assessor must generate and retain sufficient information to recall and justify their judgement at a later date. The records may include:

• oral questions, written out with the Learner’s answers. This would be signed and dated by the Assessor and Learner and stored in a secure filing cabinet;

• the Learner’s marked written script to a set test, stored in a secure filing cabinet;

• a statement from the Assessor saying ‘clarified by response to questions’, where only a few questions were asked orally to confirm competence. This statement must be signed and dated by the Assessor and Learner and the record stored in the Learner’s portfolio;

• a digital recording of the questions and answers can also be used. Internal Verification of Learner responses to Assessor questions Internal Quality Assurers must include this sampling as part of their IQA visits. This could be completed by:

• being present when an Assessor asks the Learners oral responses from the knowledge questions;

• asking the Assessor to record the responses accepted for the unit which the IQA is sampling;

• IQA the digital recording of the answers (if used). Access to assessment Cheynes Training will always consider all Learners needs. If additional support is required during assessment then the Technical Director should be the first point of contact to confirm the requirements within the City & Guilds manual – Access Arrangements and Reasonable Adjustments. The additional support includes the following:

• use of a reader for on-line Testing; • use of a writer;

• additional time allocation for on-line testing; • Learners who are dyslexic or dyspraxic.

Please note that the above list is only an example.

Learners may change the background colour, for an e-volve test although this will not change the colour/text of any source documents (for example, for functional skills English reading). If required, the Technical Director will contact City & Guilds for permission to undertake any access requirement. A link to the City & Guilds Access to Assessment Handbook can be found on the Cheynes Training website. Lost Learner portfolios:

Centres are required to maintain assessment records independently of the Learner portfolios. If a Learner portfolio is lost, the Assessor records can be used to confirm the learner’s competence. If this should happen then further guidance can be gained from the Technical Director. Signing and dating evidence:

All written or word-processed evidence must be authenticated (i.e. signed and dated) by both the Learner and the assessor. Where evidence consists of multiple pages, a signature on the last page is sufficient. A declaration at the front of the learner’s portfolio signed by the IQA / Assessor and learner confirming that the evidence contained within the portfolio is the work of the Learner must also be included. Assessment of relatives:

If the situation arises whereby an Assessor or IQA assess or IVs for a relative City & Guilds considers this to be a conflict of interest, and is not allowed unless formally agreed beforehand. Therefore, the Technical Director must be informed immediately. Working with unqualified Assessors/IQAs:

It is the responsibility of the Centre to make sure that:

• each assessor who does not hold the appropriate assessor units is registered for, and has an action plan to complete, TAQA/Learning & Development SVQ within 12 months of starting their assessor role;

• assessment decisions of unqualified assessors are checked, authenticated and countersigned by an assessor or Internal Quality Assurer who has the appropriate assessor qualification and relevant occupational expertise as specified by the Standard Setting Body.

Recognition of Prior Learning Procedure: The outcome-specific evidence requirements identify the minimum number of observations required for each learning outcome. If suitable evidence of prior experience is available, the number of observations may be reduced, as required. However, to ensure the currency of technical skills, a minimum of one observation must still be recorded within the hair standards for the following units:

• Style and Finish hair (one from part A and one from part B), • Cut hair (one-part A and one from part B), • Colour, • Perming, • Relaxing units

• Hair Extensions

A minimum of one observation must still be recorded within the barbering standards for the following units:

• Cut • Style and finish

• Cut facial hair • Provide shaving services.

All of the mandatory written questions must still be completed as specified. Retention of Assessment Documents:

For Learners who have been certificated, all sub-contractors must keep the relevant

Learner logbook until the next visit by the External Quality Assurer. Please note that

the logbook always belongs to the Learner.

All of the following documents must be maintained for three years after the

Learner’s certification date:

• all knowledge testing;

• assessor records;

• consultation sheets;

• assessor CPD records;

• all IQA records;

• assessment plans, action plans and any additional feedback reports;

• all tracking documents.

• Assessor index file

Assessor and IQA Development Plans and Continual Professional Devolvement (CPD) Records:

Assessors and Internal Quality Assurers should have access to, and be engaging with, continuous professional development activities in order to keep up to date with developments and any issues relevant to the qualification and/or its units. These may include those offered by the Awarding Organisation or other recognised and relevant providers in the sector.

For Assessors and Internal Quality Assurers a minimum of 50 hours CPD is required per annum (1st September - 31st August). A personal development plan (PDP) must be completed each year to show the development areas that are planned. A reflective diary should be maintained as evidence as to the development that has taken. There is an example of a reflective account on page four. The type of development that could place is as follows:

• a new colour technique that you have tried out on a client

• a cut you haven’t used before

• manufactures training on a new product

• attending a hair show / workshop

• attending Salon International (or similar) please note that without a reflective account, only one hour can be claimed.

• attendance at a Standardisation Meeting on the 7002 standards however, this can only be used once.

Development plans should be around learning or developing of a new skills in Hairdressing or Barbering and it is the Assessors / IQAs responsibility to gather their own CPD and not the organisation they work for.

CPD also has to be gathered for Functional Skills however, there are no set hours or dates for this development. Original certificates and CVs of Assessors and Internal Quality Assurers

Prior to an Assessor or IQA/RTA undertaking any assessment or internal verification the Technical Director must be sent a copy of the individual CV and the original Assessors / IQA certificate. The Technical Director will then have the certificate and CV endorsed by an EQA and the individual will be entered onto the Cheynes Training Assessor and IQA database.

Assessors and IQAs who take City & Guilds qualifications

Any member of staff at a Centre or a registered invigilator who wishes to sit an examination will need to have permission from City & Guilds prior to taking the qualification. An assessor and IQA cannot undertake a City & Guild qualification while they are teaching or assessing that qualification. The Centre must email the Technical Director who will in turn contact the Quality Team at City & Guilds. Learner Transferring to a Different Centre When a Learner transfers from their original centre to a different centre, all assessment records must be transferred to the new centre. The centre should liaise with their RTA on the information to be sent. Witness Testimonies

A witness testimony may only be used to cover range and may not be used to substitute the number of observations stated in the evidence requirements.

A witness status list should also be used. Witness testimonies should identify the unit/witness status/relationship with the Learner being claimed. Expert witnesses may also provide evidence of working processes when an assessor is not present.

Ideally, a witness should be familiar with the standards and able to judge whether the learner’s performance meets their requirements.

The status of the witness is important to consider as this determines how much weight their statement has and what other supplementary evidence might be needed to confirm competence. The status is broken into the following classifications:

M = Manager S = Supervisor C = Client O = Other

A witness testimony is broken down into the following classifications:

1 = Occupational expert meeting specific qualification requirements for the role 2 = Occupational expert not familiar with the standards 3 = Non-expert familiar with the standards 4 = Non-expert not familiar with the standards

A of the Witness Testimony and the Witness Status List can be downloaded from the Cheynes Training website.

Plagiarism in Examinations: The definition of plagiarism is 'The failure to acknowledge sources properly and/or the submission of another person’s work as if it were the learner’s own' Mostly, plagiarism refers to copying from published texts whether these are in print or on the internet, but it can also refer to copying from manufactured artefacts, or assignments / tasks or pieces of work previously submitted for examinations. A strict interpretation of the term “work” in the above definition would include the original ideas, as well as the actual words or artefacts produced by another. Unless the learner has submitted an extensive and unacknowledged paraphrase (amounting to more than 50% of the total) of another person’s writings. All teachers or assessor entering learners for a qualification with a coursework component, must accept the obligation to authenticate the work which is submitted for assessment. You must confirm that the work produced is solely that of the learner concerned. You must not accept work which is not the learner’s own. If plagiarism is discovered prior to the signing of a declaration of authentication the incident need not be reported to the Awarding Body, but you should deal with the matter in accordance with your own centre’s procedures. If you think that the above has taken place then the Technical Director must be informed immediately.

Cheynes Training Internal Quality Assurance Policys 2019-20

• Complaints and Concerns • Dealing with Malpractice and Maladministration • Alternative assessment policy

• Appeals Policy

The following policies can be found on the Cheynes Training website:

• Equality Diversity and Inclusion • Computer and Internet Use Policy • Health and Safety • Anti-harassment and Discrimination • Cheynes Training GDPR Educator Policy

• Cheynes Training GDPR Employer Policy • Cheynes Training GDPR Learner Policy

• Information, Advice and Guidance

https://www.cheynestraining.com/wp-content/uploads/2017/02/Computer-and-Internet-Use-Policy-January-2018.pdf

Complaints and Concerns – our policy

Version: 2.1; effective from August 2018 Policy Summary: The Complaints and Concerns policy document is a summary of the Cheynes Training approach to the handling of complaints and concerns about any aspect of our programme made by anyone who is not a learner or trainee on the programme.

Introduction

This statement sets out Cheynes Training’s policy and provides advice and guidance on the scope of the policy.

Each year Cheynes Training works with hundreds of organisations and helps them with the teaching, learning and assessment of their apprentices and trainees. We work directly with many employers and we work indirectly with many others through our network of training partners.

Apprenticeship programmes are not as simple as they once were. The environment within which we operate and the systems we are required to employ are extremely complex. Although we make every effort to make things run smoothly, every so often someone, perhaps an employer, an educator or an assessor or someone else involved in the programme, becomes unhappy about something. This could be, for example, because some resources were not sent out quickly enough or perhaps because of a lack of information or perhaps someone feels they were not treated with respect or courtesy. Unfortunately, these things may happen and this is why we have a complaints and concerns procedure. Sometimes we can put things right straightaway; other times we can only explain ourselves and apologise.

1. Scope of the Policy The Policy is designed to deal with complaints made or concerns raised in relation to the service provided by Cheynes Training. All persons employed by Cheynes Training are under an obligation implied in their contract of employment to give honest and straightforward information, guidance and advice. This includes an obligation not to disclose any confidential information or act in a manner that will undermine the mutual trust and confidence on which any commercial relationship is based. The policy may deal with specific complaints or concerns that may include:

• Failure to deliver resources • Failure to disclose information • Failure to respond to communication

• Providing Incorrect information or advice • Delays in taking appropriate action • Improper conduct or unethical behaviour

• Any other area of complaint or concern • Attempts to suppress or conceal any information relating to any of the

above 2. I am dissatisfied, what do I do?

Misunderstandings can often be sorted out on an informal basis. Don't be afraid to contact the person at Cheynes Training who is responsible for the area about which you are making a complaint or raising a concern - she or he might be able to iron out the problem straightaway. The main areas of responsibility with Cheynes Training are as follows:

Pam Runciman – [email protected] on registration, certification and early

leavers

Shona Osborne – [email protected] on new starts and funding Tricia

Barnes – [email protected] on IT issues, contracts and due diligence

Emma Crombie – [email protected] on logbook queries and resources

Melanie Mitchell – [email protected] on Teaching, Learning &

Assessment

Melissa Birch – [email protected] on Safeguarding

If you contact a person listed above but are dissatisfied with their response, please raise the complaint or concern with the Programme Director, his details are as follows:

William Howarth – [email protected]

If after contacting the individual team members concerned you feel the problem

needs to be put on to a formal footing, you can follow our complaints procedure.

3. Your right to complain

Each year Cheynes Training works with hundreds of organisations and helps them

with the teaching, learning and assessment of their apprentices and trainees. We work directly with many employers and we work indirectly with many others through our network of training partners.

Unfortunately we know we are not perfect. That is why we have a complaints and concerns procedure. Sometimes we can put things right; sometimes we can only explain ourselves and apologise. But we do want to learn from our mistakes. What you tell us helps to improve our service to you.

mailto:[email protected]







We will treat your complaint confidentially, seriously and quickly. Cheynes Training will ensure that anyone who makes a complaint or raises a concern in such circumstances will not be penalised or suffer any adverse treatment for doing so. However, anyone who does not act in good faith and makes a complaint or raises a concern without having reasonable grounds for believing it to be substantially true, or makes it for purposes of personal gain, or makes it maliciously may be subject to legal proceedings. 4. Procedure Normally any formal complaint made or concern raised should be referred in the first instance to the Programme Director. If the complaint or concern is about this person, the issue should be raised with Mr Paul Adamczuk, the managing director of Cheynes Management Limited who will then report the matter to the board of directors of Cheynes Management Limited. The person to whom the complaint or the concern is reported will decide whether the matter should be dealt with under this procedure. If he or she considers that the matter should be dealt with under a different procedure, he or she will advise the person making the complaint or concern as to the appropriate steps that should be taken. 5. Making a formal complaint

There are two main ways to make a complaint or raise a concern. You can put the information in a letter and send it to the Programme Director or you can fill on a Record of Concern and either post this or scan and email directly to the Programme Director. A copy of the Record of Concern may me downloaded from the Cheynes Training website.

6. Investigation Any investigation will be conducted as sensitively and speedily as possible. The person making the complaint or concern will be notified of the intended timetable for the investigation. The person to whom the complaint or concern is reported may authorise an initial investigation to establish the relevant facts. The investigation may be conducted by a member of the Cheynes Training Programme Direction Group (a senior manager) appointed by the Programme Director or by the board of directors of Cheynes Management Limited. The investigator will report his or her findings to the person to whom the complaint or concern was made, who will then decide if there is a case to answer and what procedure to follow. Where a complaint or concern is made the person or persons against whom it is made will be told at an early stage of it and of the evidence supporting it, and they will be allowed to respond.

The individual making the complaint or raising a concern will be informed of the action to be taken. Should an investigation lead the person conducting any investigation to conclude there has been a breach of Cheynes Training’s discipline, the person or persons responsible may be subject to action taken by Cheynes Training including any disciplinary action in accordance with the appropriate disciplinary procedures for the relevant category of staff. 7. Records

A written record will be kept of each stage of the procedure. 8. Reporting of outcomes

The person deciding on the issues will make a report of the complaint or concern and the subsequent actions taken. This record should be signed and dated by the person investigating the incident(s) and will be copied to the person making the complaint or concern. In all cases a report of the outcome will be made to the board of directors of Cheynes Management Ltd.

9. Complaints of retaliation as a result of disclosure

Cheynes Training accepts that it has an obligation to ensure that anyone who makes a complaint or raises a concern without malice and in good faith is protected, regardless of whether or not the complaint or concern raised is upheld. Any person who has made a complaint or raises a concern and who feels that, as a result, he or she has suffered adverse treatment should submit a further formal complaint detailing what has been done to him or her. Where it is determined that there is a case that a a person masking a complaint or raising a concern has suffered adverse treatment, harassment or victimisation as a result of his or her complaint or concern, a further investigation may take place and disciplinary action may be taken against the person responsible in accordance with the relevant procedure.

10. External action

If, having exhausted the Cheynes Training Complaints and Concerns procedure, the person making the complaint or raising a concern is not satisfied with Cheynes Training’s response he or she is at liberty to take the matter further by raising it with certain bodies or persons including:

• The board of directors of Cheynes Management limited

• The National Apprenticeship Service

• A legal advisor

• City & Guilds – [email protected]

• The Office of Qualifications and Examinations Regulation (Ofqual) [email protected]

• For all Scottish leaners [email protected] or the Scottish Public Service

Ombudsman for public bodies, www.spso.org.uk

William Howarth, Programme Director. August 2018



http://www.spso.org.uk/

Dealing with Malpractice and Maladministration – our policy Version: 1.1 effective from August 2018 Policy Summary: The Dealing with Malpractice and Maladministration policy document is a summary of Cheynes Training approach to the handling of Malpractice and Maladministration issues made by anyone connected to the programme.

Cheynes Training is committed to providing high quality qualifications which are assessed and awarded consistently, accurately and fairly. To this end, we require everyone involved in the implementation, assessment and internal quality assurance of our qualifications to demonstrate honesty and integrity.

Malpractice is defined by City & Guilds as an act or an instance of improper practice and includes maladministration. Malpractice is any activity, practice or omission which is either willfully negligent or deliberately contravenes regulations and requirements and compromises one or more of the following:

• internal or external assessment processes; • the integrity of a qualification; • the validity of a result or certificate; • the reputation and credibility of City & Guilds.

Maladministration is defined as any activity, practice or omission which results in centre or learner non-compliance with administrative regulations and requirements. For example: persistent mistakes or poor administration within a centre resulting in the failure to keep appropriate learner assessment records.

All subcontractors must report any suspected malpractice and maladministration to the Technical Director, as this could affect Cheynes Training’s City & Guilds approval and centre risk rating. As a centre Cheynes Training has to report this to the City & Guilds Investigation and Compliance team [email protected] within 10 days and Cheynes Training are not allowed to complete their own internal investigation until after this time.

If City & Guilds suspects malpractice or maladministration within Cheynes Training or a sub-contractor involved in administering or assessing the qualification, they could:

• immediately suspend Cheynes Training from making claims for certification;

• investigate whether the safeguards at the Centre are up to the standard

required to guarantee valid claim.


Allegations of malpractice may also be disclosed directly to City & Guilds by individuals (informants) who have concerns relating to examinations or the assessment of our qualifications at an approved City & Guilds centre. An informant could be one of the following:

• a parent of a learner;

• staff at a centre;

• staff who have left a centre;

• employers of learners;

• staff at other City & Guilds centres;

• regulators and other agencies/organisations;

• other awarding organisations;

• External Quality Assurers;

• an examiner.

Examples of Malpractice and Maladministration Include:

• falsifying Learner records i.e. signing off observations that did not occur

• registering Learners that do not exist

• claiming for certificates when a Learner has not yet completed

• plagiarism

• Learners copying work

• Evolve tests not being invigilated correctly

• assessments / internal verification not being counter-signed, if applicable

• units being signed as complete when not all of the evidence requirements

have been met.


Alternative Assessment Policy Version: 2.1; effective from August 2018 Policy Summary: The Alternative assessment policy documents is a summary of the

Cheynes Training approach to the process for requesting and approving alternative assessment arrangements for internal and external assessments. ________________________________________________________________

Introduction This statement sets out Cheynes Training’s policy and provides advice and guidance on the scope of the policy. It describes the responsibilities of Cheynes Training with regard to requesting and approving additional assessment support to meet the specific needs of learners and sets out the procedure for approving and registering alternative assessment arrangement request. 1. Scope of the Policy This policy applies to:

• All learners on the Cheynes Training Programme, across all Frameworks, Standards, Traineeships and Private Learners.

• All Academy Partners and Cheynes Training internal team and other relevant

individuals who interact with learners and with the assessment process. 2. Responsibility for the policy

The Technical Director is responsible for verification and approval of requests for alternative assessment support including the gathering of relevant documentation to evidence a clear need for additional support. 3. Procedure for approval of requests for alternative assessment

arrangements The tutor or the Cheynes Training Regional Training Advisor (RTS) will:

• Liaise with the learner to identify the nature of assessment support required.

• Arrange for relevant diagnostic tests to be carried out. • Provide relevant supporting documentation to the Technical Director to

support the request for alternative assessment arrangements.

This documentation will include:

• Confirmation of medical conditions from the learner’s Doctor (where this is appropriate).

• Diagnostic evidence i.e. BKSB / English & Maths Tool Kit • Supply two suitable and sufficient pieces of assessment evidence, annotated

by the lecturer, that show learner results with and without support.

The Cheynes Training Technical Director will liaise with the lecturer to assess whether the request should be supported. The Technical Director will make reference to the following documents if required:

• SQA Quality Assurance of Assessment Arrangements Policy and Procedure,

• SQA Assessment Arrangement Request System – A Guide for Centres.

• City and Guilds: Access Arrangements and Reasonable Adjustments The Technical Director will register all approved requests with the awarding body via [email protected] 4. Records The following shall be maintained:

• A written record will be kept of each stage of the procedure. • Learners at risk section of e-assessor will be consistently updated • A learner concern record will be completed if required.


Appeals policy Version: 2.1; effective from August 2018 Policy Summary: This policy confirms Cheynes Training is compliant with the requirement of City & Guilds to have in place a written appeals procedure which will cover general complaints regarding the centre’s delivery or administration of a qualification. ________________________________________________________________

Introduction This statement sets out Cheynes Training’s policy and provides advice and guidance on the scope of the policy. It describes the responsibilities of Cheynes Training with regard to the appeals process to meet a positive outcome. 1. Scope of the Policy This policy applies to:

• All learners on the Cheynes Training Programme, across all Frameworks, Standards, Traineeships and Private Learners.

• All Academy Partners and Cheynes Training internal team and other relevant individuals who interact with learners and with the assessment process.

2. Responsibility for the policy

The Cheynes Training Technical Director is responsible for reviewing all appeals within Cheynes Training. 3. Possible grounds for complaint

A learner (or his/her/parent/carer) may make a complaint on the grounds below (this is not an exhaustive list). Teaching and learning

• Quality of teaching and learning, for example a non-subject specialist teacher without adequate training/subject matter expertise utilised on a long-term basis

• Teacher lacking knowledge of the subject taught • Core content not adequately covered

• Inadequate feedback for a learner following assessment(s)

• Functional Skill tests not conducted according to the JCQ/awarding body instructions

• The marking of an internal assessment, which contributes to the qualification, not undertaken according to the requirements of the awarding body

• Learner not involved in decisions made regarding his/her access arrangements

• Learner did not consent to personal data being shared electronically (by the non-acquisition of a signed Data Protection Notice)

• Approved access arrangement(s) not put in place at the time of an exam/assessment i.e. additional time for an evolve test

• Failure to adequately brief learner on exam timetable/exam regulations prior to exam/assessment taking place i.e. End Point Assessment

• Room in which exam held did not provide learner with appropriate conditions for taking the exam i.e. End Point Assessment

• Inadequate invigilation in exam room for Functional Skills and evolve tests

• Failure to conduct exam according to the regulations

• Online system failed during (online) exam/assessment

• Disruption during exam/assessment

• Alleged, suspected or actual malpractice incident not investigated/reported

• Failure to inform/update learner on the outcome of a special consideration application

• Learner request for return of work after internal verification and work not available/disposed of earlier than allowed in the regulations i.e. level 3 assignments / EPA evidence.

• Learner (or parent/carer) unhappy with a result i.e. End Point Assessment

4. Cheynes Training Internal Learners Appeals Procedure City & Guilds, our Awarding Body, requires all assessment Centres to agree and operate an appeals and complaints procedure which Learners and/or teachers can use in the event that they wish to challenge an assessment decision. The Appeals and Complaints Procedure shall:

• Identify the person with whom the appeal or complaint is lodged;

• Deal with any grounds of appeal;

• Incorporate an objective and independent appeal or complaints panel;

• Make clear the times within which appeal or complaints may be lodged and must be decided upon;

• Set a date for the appeal or complaint to be considered by the complaints panel

• Attempt to find a solution with the individuals concerned;

• Ensure that the External Quality Assurers has been informed that a complaint has been lodged and provide details as to how it will be heard, including the composition of the complaints panel;

• Ensure that the appeals or complaints panel meets to consider the appeal or complaint within 20 working days of the Centre co-ordinator receiving the complaint;

• Ensure that the panel has had full accounts from all parties involved in the

assessment or teaching observation;

• Make sure that no-one involved in the original assessment or teaching observation will be on the panel.

If a Learner or teacher still does not feel that their complaint has been satisfactorily resolved, then the learner can request that the centre appeals to City & Guilds on their behalf. City & Guilds have a three-stage process:

• Enquiry – Stage 1

• Appeal – Stage 2

• Independent Appeals Board – Stage 3

Additional information on these 3 stages is avaible on the City & Guilds website. Once City & Guilds has completed their investigation, they will explain what went wrong and why, apologise when it is appropriate and take action to remedy the situation as soon as possible. If the learner is remains unsatisfied with the outcome after escalating the complaint, they can contact the appropriate regulator providing evidence that they have been instigated City & Guilds’ complaints procedure in the first instance: For England - The Office of Qualifications and Examinations Regulation (Ofqual) [email protected] For Scotland: SQA Accreditation [email protected] The regulatory body is unable to overturn assessment decisions, however, the Centre’s own complaints procedure must be exhausted before City & Guilds is approached. Cheynes Training Appeals Panel: Will comprise of three of the following:

• Programme Director; • Technical Director; • Senior Regional Training Advisor.

If you are unsure about the appeals procedure, please speak to your Regional Training Advisor (RTA) or telephone Cheynes Training on 0131 476 7100. William Howarth, Programme Director. August 2018

Learner and/or Teacher Appeals and Complaint Procedure All appeals must be lodged within 20 days of the issue being raised.

Salon name:

Learner or teacher name:

Date issue raised:

Person with whom complaint is lodged: (see note 1)

RTA: (note 2)

Grounds of appeal: (note 3)

Appeals Panel: 1.

2.

3.

Date of appeal:

Outcome of Appeal: (note 4)

Notes:

1 The name of the person with whom the complaint is being lodged.

2 If the appeal is lodged internally, the RTA must be informed as soon as possible.

3 Insert a brief description of the grounds of the appeal (i.e. the reason it is made).

4 A copy of this document (including the outcome) must be sent to the Programme

Director