Adult Learning Services

Adult Learning Services – 2013-14 Providers’ Handbook

Adult Learning

Services

Welcome

We are very pleased to welcome you to the 2013-2014 Providers’ Handbook for programmes funded by the Adult Learning Services.

The handbook contains essential information on the standards and expectations that Hackney Learning Trust requires of contract holders along with guidance on how to deliver effective adult and family learning programmes.

The final section of the handbook contains templates, policy documents and useful contacts. We look forward to working with you and wish you a successful year.

Contents

Section 1 Key Performance Indicators and Targets Section 2 Contract Management

A. Monitoring Requirements B. Payment Structure

Section 3 Quality Assurance Framework A. Quality Cycle

B. Lesson Observation

C. Integrating RARPA into QA Section 4 Course File

A. Admissions

- Course Details form

- Enrolment form & Guidelines B. Initial Assessment & Induction

- Initial Assessment and Induction - Register & Guidelines

C. Course Delivery

- Guidelines for Classroom or Workshop Practice - Course Timetable

- Individual Learning Plan D. Progression & Achievement

- Learners’ Satisfaction Survey Section 5 Family Learning

Section 6 Externally Verified Programmes Section 7 Self Assessment Report

Section 8 Appendices

I. Documentation Timeline

Ib. HLT MIS Procedures 2013-14 II. Payment Structure & Final Payment Policy III. Mandatory Meetings

IIIb. CPD Programme 2013-14 IV. Complaints Procedure

V. Lesson Observation Policy

VI. Session/Lesson Observation Report VII. Fees Policy

VIII. PCET Changes IX. Eligibility Criteria X. Invoice Template

XI. Data Protection Statement XII. Equality & Diversity Policy

XIII. Adult Learning IAG (Information, Advice & Guidance) Policy & Guidelines XIV. Ex-Offender Support Service

XV. Safeguarding Learners XVI. List of Contacts

XVII. Definitions of ALS Quality Targets XVIII. VLE Standards

XIX. IACL Policy

XX. Sustainability policy

XXI. IAG Individual Action Plan template XXII. IAG Client Feedback form

Section 1 Key Performance Indicators and Targets

Key Performance Indicators (KPIs) 2013-14

The impact of the service will be measured against the KPIs below:

Learners Target

% of learners that are male 40 % of learners with learning difficulties or

disabilities

12

% of learners from minority ethnic groups 48

% of learners aged 60+ 15

% of learners from London Borough of Hackney 80

ALS Quality Targets 2013-14

The ALS Quality Targets below will be used to measure the performance and quality of all provision:

Activity Target

Recruitment (see definition) 100% Retention (see definition) 80% Attendance (see definition) 80% Punctuality (see definition) 80% Achievement (see definition) 80%

Learners’ Satisfaction 90% good or very good

Section 2 Contract Management

A. Monitoring Requirements: Formal programmes

Payments are tied to the delivery of specific outputs within a strict and defined time-frame. Providers must show evidence of their delivery by submitting on time the required data and documentations, outlined in the list below:

 Scheme of work (specific) for each course  Sample lesson plan for each course

 Original enrolment forms for every learner on the course  Course register

 Initial assessments

 4 samples of individual learning plan for accredited programmes

 Copy of individual learning plan for every learner on non-accredited programmes with samples of learners’ work to evidence meeting of targets

 End of course learners’ satisfaction survey  Certificates (for accredited courses)  Provider’s self assessment report  Tutor qualification details

The Adult Learning Services require all providers to attend a one-day induction workshop to help providers familiarise themselves with the Quality Assurance Framework and our contract

monitoring requirements. Please refer to Section 9 Appendices, III Mandatory Meetings, for details of date and time of the induction workshop.

B. Payment Structure Adult Learning Courses 1st payment:

 The first payment will be 20% of the total value of your contract

 It must be claimed by 17th _{September and evidence must be submitted by this date}

 It will be made when providers have attended the full induction workshop and submitted the Scheme(s) of Work and Lesson Plan(s); full course timetable; Tutor’s qualification details; Course details form.

 Payment date (within 30 days of invoice date) 17th

October 2nd payment

 The second payment will be 20% of the total value of your contract

 It must be claimed by 17th _{November and outputs must be delivered by this date}

 Providers must show that at least 30% of the total contracted number of learners have enrolled and 80% of all enrolled learners retained

 For details of what evidence is required, please refer to the Appendix, Section II, Payment Structure.

3rd payment

 The third payment will be 30% of the total value of your contract  It must be claimed by 17th

March and outputs must be delivered by this date

 Providers must show that at least 70% of the total contracted number of learners have enrolled  Providers must show that at least 80% of all enrolled learners retained

 For details of what evidence is required, please refer to the Appendix, Section II, Payment Structure.

 Payment date (within 30 days of invoice date) 17th

April 4th payment

 The final payment will be the remaining 30% of the total value of your contract  It must be claimed by 17th

July and all outputs must be delivered by this date  All courses must be completed by this date

 Providers must show that at least 80% of the total contracted number of learners have achieved and 80% of all learners retained

 For details of what evidence is required, please refer to the Appendix, Section II, Payment Structure

 Payment date (within 30 days of invoice date) 17th _August

The final payment will be commensurate to achievement of the key targets (i.e. Recruitment, Retention and Achievement). (Please refer to Section 9 Appendices, II Payment Structure and Final Payment Policy for more information.)

FL, Pilots and Short Programmes 1st payment:

 The first payment will be 30% of the total value of your contract

 It must be claimed by 17th _{September and evidence must be submitted by this date}

 It will be made when providers have attended the full induction workshop and submitted the Scheme(s) of Work and Lesson Plan(s); full course timetable; Tutor’s qualification details; Course details form.

2nd payment:

 The second payment will be 70% of the total value of your contract  It must be claimed by 17th _{July and all outputs delivered by this date.}

 Providers must show that at least 80% of the total contracted number of learners have achieved and 80% of all learners retained

For details of what evidence is required, please refer to the Appendix, Section II, Payment Structure for FL, pilots and short programmes.

Section 3 Quality Assurance Framework

Hackney Learning Trust (HLT) is committed to securing the delivery of services of a high standard. All contracted providers delivering services on behalf of Hackney Learning Trust are required to follow Hackney Learning Trust’s Quality Assurance Framework. Hackney Learning Trust’s

Performance Indicators and the current Ofsted framework for inspecting Further Education and skills will be used to measure the quality of teaching, learning and attainment.

These quality measures require contracted providers to maintain and regularly up-date the Course File. Please refer to Section 4 Course File)

Providers delivering externally verified programmes should follow the guidelines in Externally Verified Programmes (Please refer to Section 5 Externally Verified Programmes)

Providers will also be expected to undertake an annual self-assessment of their learning provision. (Please refer to Section 6 Self Assessment Report)

A. Quality Cycle



ALS Strategic

Planning



ALS SAR



Course review



Provider SAR



Final collation of

learners’ data



SSA SAR



Quality

Improvement

Plan & target

setting

B. Lesson Observation

Throughout the academic year providers will be required to observe their tutors and grade the lessons according to the guidelines below, and promote un-graded peer observations among their tutors. In addition, Hackney Learning Trust Quality Assurance staff will observe tutors during an induction session and lessons throughout the year. No observation grade will be given for inductions.

Note: the guidelines below are based on the Ofsted Common Inspection Framework in force from September 2013.

Criteria for grading

Grade 1 Outstanding Outstanding teaching and learning in terms of the appropriate CIF criteria, with negligible weaknesses Grade 2 Good Teaching and learning which displays a considerable

number of strengths and very few weaknesses Grade 3 Requires improvement Teaching and learning which requires improvement

in some key judgements

Grade 4 Inadequate Teaching and learning which shows some significant weaknesses

Outstanding teaching and learning  Enthusiastic, authoritative  High level of subject expertise  Inspirational

 Setting high expectations

 Changing pace and methods of delivery  Learner centred

 Highly effective differentiation (extension and support tasks)  Challenging coursework and homework

 Tutors promote independent research  Lessons are stimulating/focused/fun

 Learning is assessed regularly by formal and informal methods  Learners are highly motivated

 High levels of autonomy and self-reliance  Learners aspire to achieve

 Learners ask challenging questions  Lively debate

 High level critical and evaluative skills

 Learners can evaluate their own performance  Learners are involved in planning their own learning  Learners are committed, focused and punctual Good teaching and learning

 Lessons are well planned

 Lessons achieve the assessment criteria of the course effectively  Teaching methods suit the purpose

 Regular assessment of learning  Purposeful atmosphere

 Tutors are supportive and encouraging  Behaviour management is effective

 Learners respond positively and purposefully

 Many learners are able to work autonomously, but a few remain dependent on the tutor  Most learners achieve assessment targets on time

 Most learners are focused and punctual

 Most learners are able to evaluate their own performance accurately  Learners understand the assessment criteria fully

 Most learners have a positive rapport with the tutor and are confident enough to ask questions. Teaching and learning that requires improvement

 Tutor’s subject command is adequate

 Lessons are planned but do not always contain differentiation tasks

 Syllabus is covered by the scheme of work but there may be lack of variety in teaching styles, methods and pace

 Lessons that require improvement are often overly tutor led  Lack of emphasis on need for learners to develop autonomy  Learners have an adequate understanding of how to progress  Most learners achieve the assessment criteria

 Not all learners can evaluate their own performance

 A minority of learners have poor punctuality and attendance

Inadequate teaching and learning

 A significant proportion of learners do not progress well enough because teaching and training is ineffective

 Much teaching and training fails to capture learners’ interest, and activities are not sufficiently well matched to learners’ needs to provide a suitable level of challenge

 Some tutor/trainers’ command of the subject is inadequate for the level demanded by the course  Assessment is inadequate and some learners do not know how to improve

 Initial assessment is inadequate for a significant number of learners and/or many learners do not receive the additional support that they have been identified as needing

 Many parents and employers do not have sufficient information about learners’ progress.  Unsuitable learning environment and/or resources.

C. Integrating RARPA into QA

Staged Process

 Aims meeting needs  Initial Assessment  Challenging Objectives  Formative Assessment  Summative Assessment

Judgements about Progress and Achievement Quality Monitoring  Scheme of Work  Session Plan  Tutor Report  Observations Self Assessment Underpinning QI e.g.:

 Staff Training & Development  Staff Support &

Appraisal

 Handbooks, Systems, Paperwork

Section 4 Course File

In this section providers will find pro-forma for the delivery of their ACL and FL programmes and guidance on how to complete them.

All documentation listed below should be kept up-to-date by the provider, in a Course File. The file will be monitored by the Quality Assurance team.

Course File contents Copies for Hackney Learning Trust

Course details form 1 up-to-date copy to Hackney Learning Trust Course Timetable 1 up-to-date copy to Hackney Learning Trust

Scheme of Work 1 up-to-date copy for every course to Hackney Learning Trust

Lesson Plans Sample for each course to Hackney Learning Trust Enrolment forms Originals to Hackney Learning Trust

Registers Monthly copy of register to Hackney Learning Trust during the course. Originals to Hackney Learning Trust after completion of course

Initial Assessments A sample of completed Initial Assessments sent to Hackney Learning Trust

Individual Learning Plan A sample of 4 Individual Learning Plans with samples of learners’ work showing evidence of goals achieved sent to Hackney Learning Trust.

For non-accredited programmes, every ILP must be submitted with samples of learners’ work showing evidence of goals achieved.

Certificates or Records of Achievement Copies to Hackney Learning Trust

Internal or External Moderation Report Copies to Hackney Learning Trust, if appropriate Learners’ Satisfaction Survey All forms and summary to Hackney Learning Trust

A. Admissions

Please ensure that all learners on Adult & Community Learning and Family Learning programmes are eligible. Please note that you are expected to check and sign to confirm a learner’s eligibility, but should not take a copy of the learner’s passport or other eligibility evidence. Refer to Section 9 Appendices, IX Eligibility Criteria for a full breakdown.

The Course Details form should be given to every learner so that they are clear about the structure and content of the course. The Enrolment Form should be completed and signed by every learner and tutor.

Guidelines for Completing the Enrolment Form

(Enrolment form pdf available separately on Tutor CD)

 No learners are allowed on the course without a completed enrolment form.  Enrolment forms must be completed at the beginning of every course. Completing the enrolment form

 Learners must complete parts A to J of the enrolment form.  Learners must sign the declaration at the end of the form. Role of Provider/Tutor:

 Complete the new section about the learners’ prior attainment and support needs at the top of the enrolment form.

 Ensure that the learner has accurately completed all parts of the enrolment form.  Tutor must also sign the declaration at the end of the form.

All completed enrolment forms to be sent no later than four weeks after course start date to: MIS Manager

Adult Learning Services Hackney Learning Trust 1 Reading Lane

B. Initial Assessment & Induction Induction

Programme directors/managers are encouraged to take an active role at the induction and team-teach with tutor to cover non-curriculum aspects.

It is important that learners are fully aware at the beginning of any course what is expected of them by the provider and what they may expect from the provider in return. Every learner is therefore required to be given an induction. A good induction will improve course retention, learner satisfaction, success and awareness of learners’ rights and entitlement, Health and Safety and Safeguarding.

Tutors should ensure that all learners receive a Learners’ Handbook at the induction. Minimum Content of an Induction Session

Please ensure that every learner receives an induction, which should include the following information:



 Entitlements for the learner

 Course information i.e., scheme of work, timetable, assessment schedule, breaks and holidays  Learner agreement

 ALS Learners’ Handbook

 Guidelines on use of computers and other equipment

 Learning materials i.e., what the learner needs to bring with them to the course  Health and Safety – including emergency evacuation procedures

 Attendance and punctuality policy  Compliments and complaints procedure

 Equal Opportunities Policy (what it means & how it will be supported in and outside of the classroom)

 Safeguarding

 Other policies and procedures, as appropriate

All providers will have a minimum of one induction session formally observed by the Quality Assurance team.

Initial Assessment

“Initial assessment is the cornerstone of adult learning programmes. Every adult has accrued different experiences of life, work and learning which need to be reflected in each individual course of study. Initial assessment provides the essential opportunity, early in the learning programme, for learner and tutor to work closely together to look back at what has been learned or achieved in the past; to look forward to what the learner wants to achieve in the future; and to identify the steps which need to be taken, and the support required, if the learner is to attain their goal”.

(Adult Learning Inspectorate, 2005) Purpose of Initial Assessment

 It ensures learners are on the right type and level of learning programme

 It identifies learners’ previous experience and achievement, and uses this to improve their progress through their learning programme

 Where appropriate it assesses each learner’s basic and/or functional skills ability Management of Initial Assessment

 Tutors and project managers must give due attention to the management of initial assessments  Initial assessments should take place before the start of the course

 Initial assessments should be carried out by qualified staff with the relevant subject specialism  Initial assessments must take into account learners’ prior learning, experience and

qualifications.

 Feedback should take place immediately after the assessment has taken place.

 Initial assessments should use a range of methods to address diverse needs e.g. visual, language, physical, hearing

An appropriate Initial Assessment tool will be provided, separately. These are also available on the CD version of the Tutor’s Handbook and the VLE. Please contact the appropriate Manager (ICT, ESOL, Literacy & Numeracy, Family Learning) for guidance and support. Refer to Section 9 Appendices, XV List of Contacts for the relevant contact details.

Diagnostic Assessments

The diagnostic assessment identifies specific learning strengths and needs, and usually follows an initial assessment at the beginning of a learning programme, where there is an indication of the need for more detailed assessment. It is related to specific skills needed for tasks. The diagnostic information is needed to inform the ILP and provides the evidence for the appropriateness of the learning plan. It is recommended that the diagnostic assessment is conducted by a tutor with appropriate subject

specialism.

Purpose of Diagnostic Assessment

 It enables the identification of an appropriate starting point, against which learner progress can be measured.

 It informs the planning of an appropriate Individual Learning Plan.  It assesses each learner’s specific learning needs.

 Information used to plan the course (Scheme of Work). Management of Diagnostic Assessment

An appropriate Diagnostic tool will be provided, separately. These are also available on the CD version of the tutor’s handbook and VLE. Please contact the appropriate Curriculum Manager (ICT, ESOL, Literacy& Numeracy, Family Learning) for guidance and support. Refer to Section 9 Appendices, XV List of Contacts for the relevant contact details.

Register & Guidelines How to use the register

 No learner may be entered onto the register unless they have completed a valid enrolment form.  Punctuality must be challenged and recorded. Record lateness with number of minutes written

inside the ‘L’ mark on register e.g., L15

 This register must be kept and made available at the course delivery venue at all times during the course delivery period.

 The register must be completed at the time of a lesson using a black/blue ink pen. Please do not use pencil.

 The register is a legal document and the property of Hackney Learning Trust. It must be presented to the Quality Assurance team during visits and submitted to the MIS Manager of Hackney Learning Trust at the end of the course.

 Funding depends on learner/enrolment numbers and attendances throughout the year. It is essential that registers are kept accurately and returned promptly.

 Please note that the attendance and retention target for 2013/14 is 80%. These figures should be entered accurately on the front of the register.

 A copy of the register should be submitted no later than 4 weeks after the course starts, every 4 weeks throughout the course, and the original register should be submitted at the end of the course.

 Please state the achievement and progression status for every learner in the space provided in the register.

Please use the following keys to record attendances or absences: / = present

L = late (HLT now operate a zero tolerance policy to lateness) O = absence

A = authorised absence (include doctor’s appointments, interviews, carers/dependency leave etc.) S = sick

W = withdrawn (learner has not attended 25% of the entire course or has more than 3 unauthorised absences in a row)

Guidelines for Absence Reporting and Monitoring The tutor/provider must:

 Tell learners that they must telephone their tutor/provider on their first day of absence.

 Follow up on any learner who has been absent for any day or part of day (and not informed the provider). The follow up must be as soon as possible after the absence begins and a record of the follow up should be marked in the register and monitoring form.

 Record reasons for any withdrawals from class

 Ensure that the learner is supported on their return in catching up on any missed work

Punctuality The tutor must:

 Start the class at the designated time – do not wait for latecomers.  Make learners aware that his/her lateness has been noted.

 At an appropriate time ask the learner why s/he was late. Make it clear to the learner that lack of punctuality will not be tolerated without good reason.

Individual Learning Plan

Every adult learner is required to have a robust Individual Learning Plan that is frequently reviewed and updated. ILPs must show evidence of learner ownership and progress.

Please refer to the Tutors’ Handbook for subject-specific ILP templates or contact a Curriculum Manager (ICT, ESOL, Literacy & Numeracy, Family Learning) for a guidance and support on how to use the forms. Please refer to Section 9 Appendices, XV List of Contacts for the relevant contact details.

C. Course Delivery

All courses must have a plan (Course Timetable and Scheme of Work), which sets out the aims and objectives of the course.

Please find below guidelines on good practice in the classroom.

Please refer to the Tutors’ CD for the Scheme of Work and Lesson Plan templates.

Guidelines for Classroom or Workshop Practice Lesson Preparation

For each session the tutor should have:

 A scheme of work for the part/s of the course that s/he is responsible for  A lesson plan

 A register and record of work

 Good quality materials and enough for the whole class

 Adequate resources to enable teaching and learning, e.g. CD player Lesson Delivery

 The quality standards for lesson delivery are listed in the lesson observation checklist. An effective lesson should include the following:

 Checking of learners’ understanding/learning from previous lesson, homework or private study.  Clear learning outcomes are shared with the learners and these are appropriate to the level of

the group – displayed, and understood by all learners.

 A range of suitable challenging activities, appropriate to the level of the group, which meet the needs of all learners and engage them in active and collaborative learning such as peer tutoring opportunities where possible.

 Learning continuously assessed through various methods during/after each activity and assessed against the learning outcomes set at the beginning of the session.

 Differentiation and equal opportunities carefully considered and planned into the lesson.  Development of functional skills where appropriate (Language, Literacy, Numeracy and ICT).  An effective summary of the lesson and final evaluations of the learning and the setting of

specific homework or private study, if appropriate. Good equalities and diversity practices include:

 teaching methods, teaching styles and tasks are differentiated to meet learners’ needs and different learner styles e.g. providing documents in community languages, different formats, different print size or different colours

 curriculum content and resources reflect diversity and inclusion

 introducing, promoting and participating in initiatives that promote equalities and celebrate diversity

 recognising the specific needs and experiences that come with membership of a particular community group

2013-14 Course Timetable

Provider:

Course Title

Course

Level Group Term

Enrolment Target Start date End date Start time End time Days Hrs pw Wks Total hrs Type of holiday Holiday dates Tutor Course qualifica-tion(s) Course Delivery Address & Postcode Example

Basic ICT Entry 1 Gp1 1 12

19/01/13 01/04/13 10am 1pm Tues / Thurs 6 6 36 Half term 15/02/13 - 19/02/13 John Smith OCR Entry Level 3 in Using ICT Homerton Library, E9 6AS Email: [email protected]

D. Progression and Achievement

Every learner should to be given the opportunity, guidance and support to achieve and progress towards their goal.

It is essential that the achievement and progression of a learner is recorded and monitored.

Please record achievement and progression status for every learner on the right hand columns of the register (Please refer to Section 4 Course File, Register & Guidelines.)

Section 5 Family Learning

This section aims to give providers an overview of Family Learning and an outline of the responsibilities of Family Learning providers and tutors.

What is Family Learning?

“Family Learning is about creating opportunities for families to be creative, have fun and learn together. It can connect generations, strengthen communities and ignite the potential of children and families” (Hackney Family Learning Network definition)

According to SFA guidelines, Family Learning programmes should include opportunities for

intergenerational learning and, wherever possible, lead both adults and children to pursue further learning whether it be accessing further literacy, numeracy or language programmes or vocational training.

‘Family’ is purposefully not defined to enable adults and children with a range of relationships to

participate together. Activities focused solely or mainly on children cannot be supported. Adults taking part in our Family Learning courses must meet the eligibility criteria as defined for SFA funded programmes in Appendix IX.

The priority groups for Family Learning provision are:

 learners in the most deprived communities, specifically those who do not have any formal qualifications or have not reached level 2 in literacy and/or numeracy

 male family members

Family Learning is divided into two strands: Wider Family Learning (WFL) and Family English Maths and Language (FEML)

Family Learning provision in Hackney

In 2012/13, Family Learning commissioned or directly delivered several courses in schools, Children’s centres and community organisations across Hackney. These ranged from initial engagement programmes such as Help Your Child Develop and Family Arts and Crafts to accredited programmes such as Family Literacy, Family Numeracy and Financial Capability. In 2013/14 we plan to build on the success of enrichment programmes themed on ECM agenda such as sustainability, staying healthy and financial management in key areas of deprivation within Hackney. The 0-19 age group and their parents/carers will be supported mainly through community organisations and children’s centres.

Wider Family Learning

Wider Family Learning programmes are specifically designed to enable adults and children to learn together, or enable parents/carers to learn how to support their children’s learning. The two key aims are:

 to develop the skills or knowledge of both adult and child participants

 to help parents/carers to be more active in the support of their children’s learning and development and to understand the impact of that support

projects or activities. Wider Family Learning is a planned programme of activities designed to engage adult and child learners together over a period of time. For many adults, Wider Family Learning is the first step back into learning. WFL programmes have processes to signpost a learner to a FEML or Skills for Life programme if their assessment shows that they have literacy or

numeracy needs.

Every WFL course should include the following:

 initial assessment to ensure that the programme can meet each learner’s needs;

 a commitment and system to signpost a learner to Skills for Life (SfL) or FEML provision if the assessment reveals a literacy or numeracy need;

 an individual learning plan (ILP) for the adult and child;

 regular reviews and a measure of progression for the adult and child  access to accreditation/opportunity for accreditation whenever possible;  evaluation to ensure intended outcomes are being met.

Every WFL course should include the following for both the adult and child:  learning specific to the subject area (e.g. football, healthy eating, dance);

 development of personal and social skills (e.g. communication, tolerance, concentration, resilience, persistence).

Every WFL course should include the following for the adult alone:

 learning how children learn (specifically what their child is learning) and the value a family can add by supporting that learning;

 practical examples of how to support their child;

 information, advice and guidance and support for progression – learning and activities (this service will be supplied by Hackney Learning Trust as part of your course)

The opportunity to achieve external accreditation should always be available to those learners who want it and should be considered when planning all programmes. Any accreditation offered through these programmes must be current, at an appropriate level and recorded properly on the course details form.

Providers should not be targeting parents with full level 2 qualifications. Providers should assess all learners and if a parent with a full level 2 has needs that can be met by the programme and it is appropriate for parent/carer, the provider may wish, as an exception, to enrol him/her. However, we would expect the majority of the learners to be below level 2.

Family English, Maths & Literacy

FEML programmes have three core aims:

 to improve the English, Maths and language skills of parents/carers and their ability to help their children

 to improve children’s acquisition of English, Maths and language skills  to provide information and communication technology (ICT) courses

In addition to those with literacy and numeracy needs, learners that have been identified as the national target groups for this provision include those set out in the Skills for Life national strategy. These include unemployed people and benefit claimants, and other groups at risk of exclusion. Providers should ensure that all learners on short and standard FEML programmes have:

 Completed initial and diagnostic assessment;

in order to achieve their goals;

 Teachers who give regular, positive and recorded feedback and who are able to use a range of teaching approaches;

 Opportunities to take national qualifications at the appropriate level;

 Guidance to help plan their progression into other learning, training or employment opportunities. FEML programmes approved by the SFA are:

 Introductory family courses (9 to 19 GLH)  Standard family programmes (20 to 49 GLH)  Long family programmes (50 to 72 GLH)

Programmes may be joined together e.g. a short joint programme followed by an adult only programme to support a learner in progression and achievement.

It is expected that learners on FEML programmes should work towards the national qualifications in literacy, numeracy and ESOL (e.g. ESOL Skills for Life).

Delivering Family Learning Programmes - Ingredients for Success

 Good Co-ordination

From our experience, the most successful courses have a named coordinator with allocated hours for developing and delivering the programme. Tutors cannot work on their own. They need the active support of a senior member of staff who will support the delivery of the programme from the initial planning, marketing and recruitment stages through to helping with monitoring and

progression. The coordinator’s role is crucial to the successful continuation of Family Learning in a school or community venue.

 Staffing and Qualifications

Family Learning tutors should be qualified, and trained in the design and delivery of participative and interactive, learner centred sessions. Teaching materials need to be well designed and attractive. Family Learning tutors must be qualified adult teachers (PGCE or DTLLS) before commencement of the contract.

Hackney Learning Trust and the SFA guidance on Family programmes expects that all staff

employed in the provision of Family Learning are appropriately qualified. Unaccredited courses can be run by school teachers with QTS. These tutors must also attend appropriate training sessions on the Adult National Curriculum and the monitoring and assessment of adult learners. Hackney Learning Trust will provide opportunities for training in these areas.

Accredited adult courses must be delivered by qualified tutors (PGCE/ DTLLS/Cert Ed) who are adult trained.

 Accommodation

A safe and healthy environment is essential for effective teaching, training and learning. Classrooms must be equipped with suitable adult-sized tables and chairs. Other things to think about: Are families made to feel welcome? Are refreshments available? (Parents and children will enjoy socialising with each other over cups of tea, juice and snacks.)

 Crèche

Is there space for quality crèche provision? If you need help in providing a crèche facility for your Family Learning provision, please contact Barri Disu on 0208 820 7119.

 Progression Routes for Learners

It is important that learners are adequately assessed and informed about how to move on, improve their skills and gain relevant qualifications. Learners can be directed to other ACL courses or their local FE college for further training. You can work with the Information, Advice and Guidance (IAG) team, who can direct you to other learning opportunities in Hackney and other boroughs. Group sessions and 1:1 advice sessions are available to help with learner progression.

 Building advice and guidance into progression

Contract management in Family Learning

The Family Learning Contract

The most important thing about the contract is that it outlines the terms of your programme, specifies the start and end dates of the course you are proposing to run, and shows the minimum number of learners you have to enrol.

If you have problems meeting the terms of your contract, you should contact the Contracts Manager as soon as possible so that your contract can be reviewed and revised if necessary. Enrolments and course registration

As part of our contract with the SFA, we are obliged to report on the number of learners who

participate in Family Learning programmes. Your initial assessments, enrolments, registers, learner surveys/evaluations, progression data and achievement forms as well as certificates are processed by Martin Gwarada, Management Information Services, who feeds this information to the SFA who in turn sends these figures to the Department of BIS (Business Innovation and Skills). Your HLT enrolments and register contribute to this overall figure so are very important to us.

Monitoring

information should be sent on time by Direct Teach tutors and commissioned providers. Failure to comply with these requirements may lead to payment being withheld and possible termination of contracts. Please refer to the Section 2, Contract Management.

Non-Compliance

If an observation or support visit demonstrates that the provider is not delivering in accordance with their contract, funding may be withdrawn or a contract variation may be carried out.

Dates for your diaries

Attendance at the sessions outlined below is compulsory.

Title of meeting Date, time and venue of meeting

ACL and Family Learning Providers’ Induction training

16 September 2013 10:00 – 15:00

Hackney Learning Trust, 1 Reading Lane E8 1GQ

Meeting room 1 & 2 (3rd floor)

ACL and FL Tutors’ Induction

(FL providers and tutors who are based in a school will receive 1-2-1 induction from the FL team)

11 September 2013 10:00 – 13:00

Hackney Learning Trust, 1 Reading Lane E8 1GQ

Meeting room 1 & 2 (3rd floor)

Family Learning External Monitoring and Evaluation / Contract Meeting

By invitation from the relevant manager

Professional training and development sessions

See Appendix IIIb for CPD programme

Useful Contacts

Skills Funding Agency Cheylesmore House Quinton Road

Coventry CV1 2WT

Tel: 0845 377 5000 Campaign for Learning 19 Buckingham Street London WC2N 6EF Tel: 020 7930 1111 NIACE Renaissance House 20 Princess Road West Leicester LE1 6TP

Tel: 0116 204 4200 / 4201 The Reading Agency PO Box 96

St. Albans Herts. AL1 3WP

Tel: 020 7278 8922

National Reading Campaign National Literacy Trust 68 South Lambeth Road London

SW8 1RL

Useful websites

www.sfa.gov.uk

Website for the Skills Funding Agency, responsible for planning and funding vocational education and training.

www.campaignforlearning.org.uk

Co-ordinates and promotes Family Learning Festival.

www.campaignforlearning.org.uk/familylearningnetwork/

The National Family Learning Network is funded by the SFA and provides free information and support to FL practitioners.

www.niace.org.uk

Promotes the study and general advancement of adult continuing education. www.accessart.org.uk

An evolving collection of free-to-access visual arts learning resources. www.readingagency.org.uk

An independent charity which inspires more people to read more. They work with public libraries, prisons, publishers, unions, businesses, broadcasters, and others.

www.literacytrust.org.uk

Main website for literacy issues, including Reading is Fundamental and the National Reading Campaign.

www.bbc.co.uk/learning

Online learning, advice and support on a wide range of topics. www.bbc.co.uk/skillswise

BBC website for tutors and students providing a range of current resources. www.bookstart.co.uk

Information and resources about early years learning and the home environment. www.childliteracy.com

Website with advice and resources for helping pre-school children develop early skills leading to reading and writing.

www.speechteach.co.uk

Website with resources for parents and professionals supporting children with speech difficulties, including reading with your child.

Section 6 Externally Verified Programmes

This section gives guidelines for externally verified programmes. The Adult Learning Service of Hackney Learning Trust runs a number of programmes where assessment is through portfolio based evidence. All Internal Verifiers will attend the necessary training to equip them with the skills

necessary to verify criterion-led programmes and familiarise them with procedures and processes used by various Qualification and Curriculum Authority recognised awarding bodies.

1. What is Internal Verification (IV) 2. Centre Status

3. Roles and responsibilities 4. Internal Verifier’s role

5. Preparation for external verifier 6. Centre Administrator

7. Standardisation 8. Sampling 9. IM Documents

a. Internal Verification Flowchart b. Internal verification Sample Record

c. Internal Verification Feedback to Assessor d. Internal verification Report

e. Quality Assurance Cycle for Externally Verified Programmes What is Internal Verification?

This is a moderation process where judgment is made on each tutor across a range of units, levels and courses. Samples of work are regularly assessed and evaluated for consistency, equality, validity and fitness for purpose.

All centres offering criterion-led accredited provision are required to operate a rigorous and robust quality assurance and recorded system of internal moderation that meets the regulations set by the respective awarding body. This enables centres to confirm that:

 Learning outcomes are being achieved to the standard indicated by the relevant assessment criteria

 Assessment standards are consistently interpreted within course teams and across theirdelivery sites

 Assessment tasks are appropriate to the learners and enable them to demonstrate the achievement of all relevant learning outcomes

 Comments and feedback to learners are clearly communicated

Below is a chart of the internal verification system used at Hackney Learning Trust, in the Adult Learning Services department:

Centre Status

Hackney Learning Trust was awarded OCN centre status in 2006. We are continually developing courses, procedures and practices - therefore this information may change as we expand and grow.

Each externally accredited Direct Teach course is internally moderated/verified by Curriculum managers within their sector subject areas. They are responsible for arranging external verification in their curriculum areas with their respective awarding bodies. Commissioned providers are responsible for the internal verification of their programmes and for independently liaising with the appropriate awarding bodies for external verification.

Roles and Responsibilities

These are the roles within the organization: Curriculum manager / Internal Verifier’s roles

An internal verifier must monitor how the Quality Assurance system within the centre meets the awarding body standards in practice and confirm that all assessment judgments have been quality assured to be consistent and fair. Internal moderation must be conducted as an on-going process applied throughout the duration of the course and not just at the end.

1. Tutors

The Internal Verifier / curriculum manager will: a) Induct all tutors new to credit based learning

b) Make sure that all tutor assessors are appropriately qualified and experienced to deliver the subject

c) Make formative and summative visits to each course/class to observe assessment practices d) Check assignments to ensure they meet learning outcomes

e) Ensure assessment decisions are all evidence based and satisfy the requirements of the awarding body

f) Write reports and keep efficient records of all visits

g) Give feedback to tutors which should be written and verbal h) Write action plan with each tutor

i) Offer on-going support to all tutors and signpost tutors to appropriate CPD j) Offer regular training to tutors and arrange tutors’ forums

k) Provide tutors with a checklist of activities/duties and a calendar of Internal Moderation events

2. Internal verifier/Curriculum manager’s moderation activities The Internal Verifier will:

a) Arrange annual standardisation and sampling activities b) Set up an annual calendar of meetings

c) Arrange visits of the external verifier,

d) Work closely with centre administrator for registering courses and learners e) Ensuring achievements are accurately reported to the awarding body

f) Assess learners’ work and check learning objectives against assessment activities g) Evaluate and assess documentation

h) Keep abreast of changes in requirements from awarding body and inform tutor assessors of these changes

3. Record Keeping

The Internal Verifier /Curriculum manager will:

a) Follow-up courses where the external verifier has suspended certification b) Retention of assessed records of learners work for 3 years where applicable

c) Retention of sample of assessed work (minimum of 2 portfolios per levels per sector kept for 3 years) where applicable

d) Ensure there is appropriate recording of all internal moderation activities e) Attend regional standardisation meetings

Internal Moderation models

Model A: A ‘round robin’ approach in which all assessing tutors act as Internal Verifiers and have responsibility for visiting and sampling one or more programme. This is supplemented by an annual meeting of tutors.

Or

Model B: All tutors come together at regular meetings, (Usually once a term) where cross-marking and/or sampling of portfolios of assessed work can take place. Designated tutors are internal verifiers and they visit the other programmes to sample work, meet students and report back to meetings.

Preparing for the External Verifier

All centres have at least one visit form the external verifier in the course of a year and it is the responsibility of the Internal Verifier to make sure that tutors are prepare for the visit.

The External Verifier will:

 Assess a sample of assessments/folders

 Check documentation for standardisation practice and internal moderation activities  Sign off Recommendation for the Award of Credit (RAC)

 Write report for each course  Prepare annual report for centre Centre Administrator

 Register courses with awarding body  Register learners with the awarding body  Send assessment to awarding body  Send out learners’ certificates. Standardisation

This is part of the quality assurance framework which enables a team of practitioners to examine the centre’s Quality Assurance system, protocols and processes, share good practice, assess and moderate courses across the centre and offer support to tutors.

The standardisation event takes place within each relevant curriculum area once a year. All tutors are expected to attend and bring samples of work produced during the academic year. This event will offer valuable support to tutors for the academic year as any inconsistency that may exist in the course and across courses can be picked up at an early stage. It will check documentation and record-keeping across the courses.

The aim of standardisation is to ensure quality and fairness in the assessment process and to focus on validity, sufficiency and authenticity of the evidence. There will also be an annual evaluation of the quality process.

Sampling

Sampling is a selection of learners’ work which is brought together for the Internal Verifier / Curriculum manager for standardisation purposes.

A tutor should select work that is of different levels, credit values, all borderline cases and a list of the different assessments relevant to the unit.

The purpose of sampling is to ensure:

 Feedback to the learner is clear and constructive  Assessment decisions are fair and consistent

 The Internal Verifier specifies the sample amount and checks that assessment for a given learner is appropriate, consistent and complete

 Assessment records are clear

 Check specific learning outcomes across a number of learners

 Check levels and credit values to make sure standards are maintained across unit, modules, and tutors

Recommendation for sampling:

All samples should consist of assessed work by several learners on a course. The sample must include an element of random selection. In cases where a tutor is new to teaching, then 100% of work should be assessed.

Sample should also consider:

 Delivery method, previous recommendations from Internal Verifier / Curriculum manager, assessment method

 Borderline cases, and unit levels.

 Internal Verifier’s Record will state the list of work sampled and feedback and comments to tutor and any actions required and outcomes.

 Tutor should act on all recommendations and action immediately so that problems are dealt with swiftly.

 Tutor must attend sampling meetings and the Internal Verifier must inform them of the date and time for a sampling meeting.

The internal verifier must set up a plan of when and whose work they are going to verify. All Internal Moderation must take place in the appropriate conditions and it is the duty of the Internal Verifier to make sure that every aspect of the programme is carried out to a high standard. To ensure this Internal Moderation must start before the course begins; working with the tutor to agree learning activities, differentiation and to make sure that these activities are sufficient and fit for purpose. This will benefit the next cohort; maintain credibility so that we know what is expected of learners and tutors

Internal Verification Stages

Stage 1 Internal Verifier checks:

 Suitability of venues  Assessor qualifications  Assignment briefs

Stage 2  Make verification plan

 Select sample  Verify learner’s work

Stage 3  Record outcomes

 Feedback to assessor  Make recommendations

IM Documents

Internal Moderation Sample Record

This form can be used to plan and record sampling activity Centre Name:

Course Title and Code: Site: Assessor:

Learner name Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Comments IM Signature Date

Internal Moderation Feedback to Assessor

(This form should be used to provide feedback following each moderation activity)

Centre Name:

Course title and code: Class name/number: Assessor name:

Internal Verifier’s name: Evidenced

General Comments/evidence gaps

Feedback to assessor

Examples of good practice

Action plan

Signed: (Internal Verifier) Date:

Internal Moderation Report

(Complete this form for each learner portfolio sampled) Name of Awarding Body:

Name of Verifier: Name of Learner:

Name of Assessor: Date:

Signature ...

1. Were assessment decisions with the portfolio clear and appropriate? If not what were the problems identified?

2. Were the assessment activities valid and appropriate for the aims of the programme and the level and credit value of the units in the programme? If not, what were the problems

identified?

3. Was the evidence of achievement Sufficient?

Authentic? Current? Valid?

Please note any problems or issues.

4. Please give brief details of any examples of good practice in assessment and/or recording which you feel would be useful to share.

Steering Group: QA, FL and CD teams (Scope and set calendar of

events)

Commissioning awards QA of venues

Course development and approval

(provider / tutor / HLT / awarding body)

Delivery and assessment. Inform tutors of awarding

body requirements.

Review of feedback from QR centre quality action plan

Internal standardisation / events / training / tutors / IM

Quality reviewer completes annual review. Recommend

renewal of centre approval by awarding body

Regional events standardisation by awarding

body

External verifier visit (Sign off awards of credits and send to awarding body

for certification)

Internal moderation of learners’ assessed work (IM

and tutors). All IM activity recorded.

Quality Assurance Cycle for Externally Verified Programmes

Quality Reviewer visits and reports for centre approval

Section 7 Self Assessment Report

At the end of the academic year providers will be required to complete a Self-Assessment Report (SAR) based on the year’s performance. This self-assessment should be analytical and based on evidence gathered from statistical data on recruitment, retention, attendance, achievement and progress, learners’ satisfaction survey, lesson observation grades and HLT monitoring reports, etc.

This template is based on the requirements of the OFSTED Common Inspection Framework. It may be adapted to suit the strengths and areas for development for individual providers. Each judgemental statement in the SAR should be evaluative and backed by evidence. Provider’s SARs together with information gathered from monthly data returns, lesson

observation grades, inspection reports, quality assurance visits and the action plans will be used as evidence for the annual provider review.

Self-Assessment Report 2013-2014 Contents

A. INTRODUCTION

A.1 YOUR ORGANISATION

A.2 YOUR SELF Assessment process B. SUMMARY HIGHLIGHTS

C. DATA SUMMARY

D. SUMMARY OF GRADES E. OVERALL EFFECTIVENESS

The judgement on overall effectiveness is based on how effective and efficient the provider is in meeting the needs of learners and other users, and why. The final decision is based on gradings for:

 outcomes for learners

 the quality of teaching, learning and assessment  the effectiveness of leadership and management. F. OUTCOMES FOR LEARNERS

evaluate the extent to which:

 all learners achieve and make progress relative to their starting points and learning goals  achievement gaps are narrowing between different groups of learners

 learners develop personal, social and employability skills

 learners progress to courses leading to higher-level qualifications and into jobs that meet local and national needs.

EVIDENCE -Achievement tables

EVIDENCE -Learner Satisfaction SURVEY INCLUDING COMMENTS FROM LEARNERS G. QUALITY OF TEACHING, LEARNING AND ASSESSMENT

evaluate the extent to which:

 learners benefit from high expectations, engagement, care, support and motivation from staff  staff use their skills and expertise to plan and deliver teaching, learning and support to meet each

learner’s needs

 staff initially assess learners’ starting points and monitor their progress, set challenging tasks, and build on and extend learning for all learners

 learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning

 teaching and learning develop English, mathematics and functional skills and support the achievement of learning goals and career aims

 appropriate and timely information, advice and guidance support learning effectively  equality and diversity are promoted through teaching and learning.

H. EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT evaluate the extent to which leaders and managers

 demonstrate an ambitious vision, have high expectations for what all learners can achieve, and attain high standards of quality and performance

 improve teaching and learning through rigorous performance management and appropriate professional development

 evaluate the quality of the provision through robust self-assessment, taking account of users’ views, and use the findings to promote and develop capacity for sustainable improvement  successfully plan, establish and manage the curriculum and learning programmes to meet the

needs and interests of learners, employers and the local and national community

 actively promote equality and diversity, tackle bullying and discrimination, and narrow the achievement gap

Section 8 Appendices

I. Documentation Timeline

Pre-contract Before course starts Three weeks after course starts Every month When course ends At the end of the year Course Delivery MIS Documents

Course Details Form X

Course Timetable X

Schemes of Work (specific) X

Initial Assessments X

Completed Enrolment Forms X

Completed Individual (or Group) Learning Plan

X

Learners’ Satisfaction Survey X

Awarding Bodies Record of Achievement or copies of Learners’ Certificates

X

Completed Registers X (copy) X (copy) X

SAR X

Curriculum Documents

Tutor qualification details X Lesson plan (sample) X Scheme of Work (sample) X

Ib HLT MIS Procedures 2013-14

Section A: Submission of Course Documents Overview

Providers are requested to comply with MIS Procedures in relation to submitting course documentation in accordance with the timeline outlined in Appendix A & B.

Each subject area has a dedicated MIS person(s) who the Provider should contact for submission of documents for that subject area:

Subject Area MIS Person Contact Number

Numeracy & Literacy Gareth Jones 020 8820 7169

ICT Steven Bray 020 8820 7186

Family Learning Gareth Jones 020 8820 7169

ESOL Martin Gwarada

Patricia McDaid

020 8820 7098 020 8820 7462 Community Learning Martin Gwarada

Patricia McDaid

020 8820 7098 020 8820 7462 Pilots, Community Projects,

Vocational Martin Gwarada Patricia McDaid 020 8820 7098 020 8820 7462

To avoid duplication and confusion we prefer Providers to choose one of the following options per occasion of submitting documents.

Please note that regardless of the option selected by Providers for submission of documents, HLT MIS Department will email a “Confirmation of Receipt” stating documents received within four (4) working days.

In instances where information/documentation supplied is incomplete, Providers will be advised what remains outstanding or incomplete via our “Confirmation of Receipt” email. Course documentation will be deemed outstanding until all information/documentation has been submitted.

The options available are as follows:

Option 1: Submission of Course Documentation via Post Step 1

 All documentation must be grouped and labelled accordingly by course.  Also include a front sheet stating the contents of the package.

Step 2

 Documentation is to be sent to the address below to the attention of: Private and Confidential

MIS Team

Adult Learning Services The Learning Trust 1 Reading Lane Hackney, E8 1GQ

Note: Schools and Children Centres are able to continue to use internal post, but should label envelopes as above.

Option 2: Submission of Documentation via Email Step 1

 Group and save your documents in Word or Excel with meaningful names e.g. “Numeracy_L1_ Lesson Plan 13-14”. As in the example include details such as the course name, level and type of documents being submitted in the file name.

 Please email all documents to: [email protected] and carbon copy the MIS contact person for that subject.

Option 3: Submission of Documentation in Person

 The MIS Team will be available Monday to Friday from 09:00 to 17:00hrs for submission of documentation.

 Proceed to the HLT Ground Floor Reception and request the receptionist to call one of the staff members listed below and a member of the MIS team will collect the documents immediately.

Important Note:

If for any reason MIS Staff are not available to collect documentation, please leave the documentation at Reception and send an email to the appropriate MIS person confirming that documents have been left at Reception once you are able to do so.

Martin Gwarada Ext 7098

Steven Bray Ext 7186

Patricia McDaid Ext 7462

Section B: Document Requests from MIS

Providers should submit documents in accordance with the contract and the MIS Documents Timeline in Appendix A & B. Failure to do so will result in MIS contacting the Provider to request the documents and potentially escalating the issue to the Contract Manager if documents have previously been requested.

Procedure:

1. Providers will forward their paperwork to the MIS Team in line with the MIS Documents Return Timeline (Appendix A & B).

2. The MIS Team will request documentation from the Provider once it becomes outstanding. Once the paperwork has been received, MIS will send a receipt and further follow-up if documentation is incomplete.

3. MIS will give Providers 1 week to respond to our request for outstanding documentation. Failure to comply may result in the matter being escalated.

NB: Please be reminded that all documents required by MIS is a contractual obligation which is outlined in your Programme Delivery Contract in relevant appendices.

Section C: Incomplete paperwork

Incomplete documents (e.g. missing DOB on an Enrolment Form) will not be accepted and will be returned to the Provider with reasons. The documents will be acknowledged as received but not approved. If the Provider has not re-submitted the paperwork within 1 week MIS will make a request. If these documents remain outstanding MIS will then escalate the issue for contract monitoring.

Matching of Documents

 All names mentioned on the register must match the submitted enrolment forms and in turn reconcile with the initial assessments submitted.

Enrolment Forms

 All parts of the enrolment form require to be completed in full; learners who are not prepared to disclose required information should not be allowed to continue on the course as this is a condition of funding.

Registers

 All parts of the register should be completed fully. All learners withdrawn should have a reason for withdrawal stated.

 All absence including withdrawals should be recorded on the Absence monitoring section on the back of the register.

Initial Assessment forms & ILPs

 Providers are required to submit initial assessment forms and ILPs for each learner on their courses; if a learner has failed to complete any of these documents the Provider should discuss the matter with the respective Curriculum Manager who will then inform MIS.

Exam Certificates

 For all accredited courses, Providers are required to submit learner certificates (photocopies) within 6 weeks of the course finishing. In cases, were Awarding Bodies have delayed

processing certificates the Provider can potentially submit “Confirmation of Submission” from the Awarding Body.

Section D: Provider Reports Issued by HLT  Reports will be issued to Providers on a termly basis.

 Information on the reports will show the data status as of the end of the term. For instance: Autumn term (1st August – 31st December)

Spring term (1st January – 31st March) Summer term (1st April – 31st July)

 Reports will be produced four weeks after the end of the term with the exception of the Summer term.

 Providers are requested to review reports and contact MIS within 1 week of receipt if you require further information or believe there is a discrepancy.

Section E: Arranging Meetings with MIS Staff

 Providers are able to arrange a meeting with MIS Staff to discuss/review documentation, provider reports and advice on MIS Procedures.

 Please contact the following via email and they will contact you within two (2) working days to arrange a mutually convenient time.

ESOL, Pilots & Informal Learning – Martin Gwarada ([email protected]) Family Learning, Literacy & Numeracy – Gareth Jones ([email protected]) ICT – Steven Bray ([email protected])

If you wish to discuss any issues with the Manager of the Department including escalating any matters, please contact:

David Johnston ([email protected]) Manager: Finance & MIS

Appendices

Appendix A: Adult and Family Learning

MIS Documents Return Timeline

At start of the course 1. Course Detail form

After 3 sessions (courses less than 6 weeks) / 3 weeks (for year-long courses) 2. All Initial Assessment forms

3. Fully completed Enrolment forms 4. Copy of the register – every 4 weeks 5. Scheme of work

At the end of the course 6. Learners’ end survey

7. Original register with all sections completed 8. Individual Learning Plans (ILPs)

 Accredited courses – a sample of 4  Non-accredited courses – all ILPs 9. Confirmation of submission to Examining Board 10. Copies of certificates (when received)

Appendix B: Informal Learning

MIS Documents Return Timeline

At start of the course – one week before the course commences 1. Course Detail Forms

At the end of the course – within one week of the course ending 2. Enrolment forms

3. Learners’ end survey