Our Policies

Access Arrangements

Access Arrangements allow candidates to show what they know and can do without changing the demand of the assessment. For example, through the use of readers, scribes and Braille question papers.

Access Arrangements are agreed before an assessment. They allow candidates with special educational needs, disabilities or temporary injuries to access the assessment and a fair and equal chance of demonstrating their knowledge, skills and understanding to achieve the assessment standards.

The access arrangement will depend on the individual circumstances, the impact of the disability on the individual, cost implications and the practicality and effectiveness of the arrangement.

Access arrangements must:

• Not make the assessment easier
• Not give the candidate an unfair advantage
• Be based on the individual need of the candidate
• Be auditable and capable of being internally and externally quality assured
• Give a realistic indication to a potential employer of what the holder of the certificate can do.

Access arrangements apply for external assessments, including e-volve tests

To enable a learner to have an appropriate access arrangement, a thorough initial assessment must have been carried out to assess the learner’s additional need. This will be done by appropriately qualified staff and the results of which will be recorded accordingly and in confidence on the initial skills scan and subsequent sign-up documents as appropriate.

It is expected that learners will supply evidence of their additional needs if declared on the initial assessment; such documents could include an Educational Health Care Plan.

If the learner declares special additional needs but does not have evidence as such then the centre may refer the learner for cognitive testing or to an educational psychologist who will enable diagnostic testing of the learner’s needs.

Special Considerations

A Special Consideration is a post-assessment adjustment reflecting an unforeseen circumstance which could affect a candidate’s performance during or near the time of an assessment and/or examination.

Special consideration may be given following dated examinations for candidates who are present for the examination but may have been disadvantaged, for example, by temporary illness or adverse circumstances during the assessment.

In the case of an on-demand assessment (including e-volve tests), the assessment should be rescheduled, following City and Guilds and ILM processes.

Examples of unforeseen circumstances include, but this is not an exhaustive list:

• Temporary illness or accident/injury at the time of the assessment;
• Bereavement at the time of the assessment (where whole groups are affected, normally only those most closely involved will be eligible);
• Domestic crisis arising at the time of the assessment;
• Serious disturbance during an examination, particularly where recorded material is being used;
• Other accidental events at the time of the assessment such as being given the wrong examination paper, being given a defective examination paper, failure of IT equipment, failure of materials to arrive on time;

Failure by the centre to implement previously approved access arrangements.

Such circumstances may not affect the assessment outcome; therefore it may be more appropriate to reschedule the assessment to enable fair access.

Special consideration cannot give the candidate an unfair advantage and must not mislead regarding a candidate’s achievements. The candidate’s results must reflect their actual achievement in assessments; not their potential ability.

All centres are required to have their own guidance on access arrangements and special considerations and to ensure that all staff within the centre are familiar with the content.

You can download the policy document HERE

Skills for Work Apprenticeship Exit Process

ILR rules:

Learning planned end date: For new starts on or after 1st August 2019, the planned end date must only include the learning related to the learning aim and not include the end point assessment period.

Learning actual end date: For apprenticeship standards on a programme aim, the Learning Actual End Date will be completed after all learning has taken place and does NOT include the end point assessment period.

Achievement date: For apprenticeship standards, the achievement date must be returned where all learning activities have ended, and the end point assessment has taken place. Once this date is returned the Completion status and associated Outcome must be updated accordingly.

Last day in Learning (actual end date)
Tutor

• Last day in learning is the day the learner completes all of the work towards their EPA (practical period). Exit paperwork to reflect this date.
• End of Course Review to be saved in Learner File with Last Day of Learning included on paperwork (does not include EPA period).
• Gateway completed along with employer confirmation that learner is ready to enter EPA.
• All other paperwork ready for IQA for final checks 

IQA

• Completes tracker with last day in learning.
• Preps all docs for Gateway, IQA informs Admin that learner has completed learning.

Admin

• Exits learner on Evolutive. Last day in Learning is on End of Course Review. ZPROG learning aim is set to outcome “learning activities are complete but outcome is not yet known”
• Admin Updates Apprentice End of Course Review tracker. Informs BE Manager if there are any actions from the review

Timescale and correct language req 
IQA

• Sends learner to gateway

Aprox 3-6 months after Gateway entry

Learner completes Gateway process

IQA

• Informs Admin of achievement date.
• Updates trackers including hotlist.

Admin

• EPA achievement date input into ZPROG – Achievement field and outcome changed to “Achieved”.
• Destination completed on Outputs screen using information on End of Course Review.

Reviewed Draft 27 02 23 Suzan Mc Gladdery
Final by MARCH 7TH 23

The policy document can be downloaded HERE

Process for ensuring all Apprentice Paperwork is accurate and Input in a timely fashion

SBD Team engagement with Learner and Employer and start paperwork process.

Approx month before start date:

• BDO and BE Manager meet to discuss potential starts.
• BE Manager informs IQA of starts names and informs tutors of number of potential starts for each subject for the next month.
• Tutors confirm cohort start dates to BD Team and IQA

3 Weeks before start date:

• BD Team complete paperwork with learner and employer – learner file stays in pipeline folder.
• BD Team forward names of confirmed starts for this month to BE Manager and IQA.
• BE Manager allocates tutor and tutor is informed of learner and file location.
• Tutor completes ITP – Tutor informs IQA that ITP is complete using email format created by V Lawton

Up to 7 days after cohort start date:

• Tutor informs BE Manager, IQA and BD Team that learner has actually started on expected start date. If the learner has not started on the actual start date the Tutor explains why this is and what further actions have been taken.
• BD Team will chase up any non-starters with employers and adjust any paperwork if necessary, ensuring learners and employers are informed.
• IQA to update all trackers with actual start and exp end dates

Week before next upload:

• IQA informs Admin of all Apprentices who have started in the period.
• Admin enrol learner onto Evolutive and move learner file from pipeline folder to live folder.

Approx 8 weeks after start date:

• IQA will register Apprentices with AO and inform Admin when this has taken place.
• Admin will update Evolutive.

Reviewed 27 02 23 draft
Final by March 7th 23

A copy of the policy document can be downloaded HERE

Learner Code of Conduct
February 2023

Timekeeping and attendance:

• Attend as agreed on your induction. If you don’t, action will be taken and could result in your dismissal from the programme.
• Do not be late for your session when returning from lunch or break

Behaviour:

• Value and respect other people
• Comply with any reasonable request from staff
• No bad language – do not swear or call anyone names
• Mobile phones should be ON SILENT and put away during training hours
• Report anything suspicious to the centre staff

Dress code:

• It is important that you are clean and tidy at all times
• Dress smartly and have good personal hygiene
• Do not wear outdoor coats, hoods or hats in the classrooms

Damage/ Misuse of property:

• Do not take anything from the centre without asking staff
• Do not use personal STORAGE, memory sticks or computer software
• Damage to equipment or furniture in the centre will result in disciplinary action being taken
• Do NOT access personal or inappropriate internet sites during training sessions

Discrimination/ victimisation/ harassment/ abuse:

• Any forms of discrimination, victimisation, harassment or abuse will be classed as gross misconduct and will not be tolerated

Absence/ Sickness/ Holidays:

• Make sure someone contacts the centre before 9.30am if you are ill
• Let staff know if you have a dentist, doctors or hospital appointment

Assault:

• We have a ZERO TOLERANCE policy on violence and any incident will result with the police being informed

Alcohol, illegal substances and drugs:

• No drugs, alcohol or weapons are allowed – this will lead to instant dismissal

Smoking:

• No smoking or Vaping on the premises – there is a specific place outside for
  break times

All learners including Apprentices agree to adhere to Code of Conduct

Reviewed 27/02/23 Suzan Mc Gladdery

A copy of this policy document can be downloaded HERE

Skills for Work Code of Ethics

 Promote access to career development activities and services in a range of ways that are appropriate and ensure inclusion.

 Accountable for career development activities and services and must submit themselves to whatever scrutiny is appropriate to their role. Enhance the standing and good name, act in the interests of the Council and at all times exercise integrity, honesty and diligence.

 Encourage individual autonomy in making decisions and always act in the individual’s best interests.

 Respect the privacy of individuals. Learners must be informed of the limits of confidentiality and data-sharing at the outset. Disclosure of confidential information should only be made with informed consent or when required by law.

 Maintain professional competence, knowledge and skills through participation in continuous professional development informed by reflective practice and the National Occupational Standards.

 A duty of care is expected always to act in the best interests of learners. Develop and maintain professional and supportive working relationships with colleagues both inside and external to their own organisation and respect the contributions of others. A duty of care to themselves, both in terms of their personal integrity, personal safety and their capacity to practise in order to provide an effective service to learners.

 Actively promote equality and diversity and work towards the removal of barriers to personal achievement resulting from prejudice, stereotyping and discrimination.

 Ensure professional judgement is objective and takes precedence over any external pressures or factors that may compromise the impartiality of activities and services. Ensure that advice is based solely on the best interests of the learner. Where impartiality is not possible this must be declared to the client at the outset.

 Provide services and activities in an open and transparent manner

 Act in accordance of trust, ensure that learner’s expectations are being met and honour agreements and promises.

Date June 22 Suzan Mc Gladdery
Reviewed 27/02/23 Suzan Mc Gladdery
Review Date 27/02/24

A copy of the policy document can be downloaded HERE

Skills for Work: Employer Engagement Strategy

Aims of the Employer Involvement Strategy

Skills for Work (SfW) is committed to raising the skills level of the district’s workforce by driving regeneration to support the district’s economy, jobs and skills. By working with partners, we aim to create apprenticeships and learning opportunities for unemployed residents, and provide skills in the district’s key sectors. We actively encourage engagement with employers so that we can be more responsive to their needs and contribute to the original objectives set out in the Bradford District Employment and Skills Strategy:

• Unlocking enterprise and employment growth in the private
• Raising employer demand and investment in skills at all levels, including accelerating employer take-up of Apprenticeships (including SMEs and micro employers) particularly in retail, advanced manufacturing, construction, financial and business services, and creative and digital industries.

SfW aims specifically to support: -

• To improve our capacity to engage with employers and therefore increase the number of customers moving into Apprenticeships and work with the opportunity to progress.
• To work with local employers to develop Apprenticeship Standards that meet their particular needs, especially in priority sectors.
• To increase the involvement of employers in designing, developing and where appropriate and delivering programmes.
• Build mutually beneficial relationships with employers and challenge employers’ negative perceptions of long-term unemployed people.
• To enhance employers' commitment to the principles of Inclusivity, Corporate Social Responsibility by working with employers to support people with disabilities, young people, and other disadvantaged groups to access and sustain employment.

Employers are key stakeholders and partnership with employers is crucial to the success of these aims.

SfW’s employer engagement strategy supports:

• The Council’s priorities: Better Skills, More Good Jobs and a Growing Economy - growing our local economy in an inclusive and sustainable way by increasing productivity and supporting businesses to innovate, invest and create great jobs. 
• West Yorkshire Combined Authority Economic Strategy; boosting productivity and enabling inclusive economic growth

Employer Engagement

To continually improve and our provision we will seek feedback from employers by:

• Developing links with existing employer networks/trade organisations/sector skills councils, the National Apprenticeship Service (NAS) and Jobcentre Plus.
• Undertaking business needs analysis/training needs analysis to identify “what employers need”.
• Seeking employer’ views via the FE Public Information Framework Employer Views Survey and conducting annual on-line surveys
• Ensuring employers’ and work place supervisors contribute to learner progress reviews.
• Ensuring employers’ views inform self-assessment/internal inspection processes
• Undertaking internal quality monitoring

The benefits of an Employer Involvement Strategy:

• To deliver programmes that can respond to local employment needs and opportunities.
  
• Learning which is planned and therefore meeting the needs of employers, employees and other customers.
• Improve the employability of customers by equipping them with the employability skills desired by prospective employers.
• Improved links between on- and off-the-job training and the quality of provision for customers.
• Use our links with employers to evaluate our programmes as part of our quality improvement arrangements.
• Improve SfW’s employees’ knowledge of industry sectors and the demands of particular employment fields.
• Sharing of good practice.

A copy of the policy document can be downloaded HERE

Employer Evaluation Summary July 2023

Aim
Skills for Work undertook a review with apprenticeship employers. To review the impact of delivery and to identify improvements to the service offered to employers.
Process
The employer questionnaire was developed and issued to all apprenticeship employers on 13th March. Responses were monitored on a regular basis to monitor and maximise response rates. From 24th April all employers that had not responded were contacted by phone to encourage completion to support our service improvement arrangements.
Deadline for completion 2nd May 2022.
The survey was sent to 66 (-24 unique employers 21-22) employers supporting 90 apprentices, the response rate was good, representing 75.6% of apprentices completing the survey. This was achieved by the administration team contacting employers that had not responded by phone to discuss responses in the last 2 weeks of the survey.
66 employers were asked to participate in this survey with 46 returns received resulting in a 70% response rate for individual employers. At the time of the survey, 90 apprentices were on the programme. Some employers have more than one apprentice within their organisation.

82.6% (-9.9% 21-22 survey) Employer satisfaction rate
17.4% 8 Employers were dissatisfied with the service they received from Skills for Work.

Wk 1 Responses received 3
Wk 2 Responses received 11
Wk 3 Responses received 41
Wk 4 Responses received 46/66 70%

Examples of employer responses received
Skills for Work provides apprenticeship support for many departments across the Bradford District Council, NHS services, including hospitals and GP surgeries, schools and employers across the Bradford district.

• BMDC Britannia House, Hall Ings
• BMDC Waste Collection Services, Harris Street Depot, Harris Street
• BMDC Bradford Youth Service
• BMDC Britannia House, Hall Ings
• BMDC Children’s Social Care, 6th Floor Margaret McMillan Tower
• BMDC City Hall
• BMDC Directors Office, 1st Floor, Margaret McMillan Tower
• BMDC Environmental Delivery Team, Trade Waste Services, Harris Street
• BMDC Facilities Management, City Hall
• BMDC Fleet Services, Shearbridge Depot,
• BMDC Sedbergh Sports and Leisure Centre
• BMDC Shearbridge Depot, Great Horton Road
• BMDC The Register Office, City Hall
• BMDC Toller Youth Cafe, 2 Duckworth Lane
• BMDC Youth Justice Service
• BMDC Ilkley LIdo, Denton Road
• BMDC Skills for Work
• BMDC Skills House, Margaret McMillan Tower, Princes Way
• Clarendon Medical Centre
• Cullingworth Village Primary School
• Department for Education
• Dixons Allerton Academy
• Fairfield Primary School
• Horton Bank Top Surgery
• Kirklees Council Civic Centre, 3 High Street
• Kirklees Council Riverbank Court, Wakefield Road
• Midland Road Nursery School
• NHS Bradford Royal Infirmary
• NHS Bradford Teaching Hospitals NHS Foundation Trust
• NHS St Luke’s Hospital
• Premcrest
• Sleek Beauty
• Whyteghyll Ltd

Summary

The overall summary of responses from employers indicates that the vast majority agree or strongly agree at 82.6%, they are happy with the service they receive from SFW. A higher proportion of employers are answering neither agree or disagree, which identifies an inconsistent approach to the overall service delivery for communication, links to on and off the job training, progress reviews and delivery of training relevant to industry standards.

Following an external audit in May. Themes for immediate development have been integrated into the quality improvement plan, including a full review of communication and 3-way progress reviews, completed during June incorporating shared planning with employers to meet their business needs.

• 6% of employers agree that apprentices are developing the skills, knowledge and behaviours that support employment.
• 70% agree good communication links are established with employers for on the job training and off the job training.
• 78% of employers agree that learners progress is planned well and reviews completed to develop apprenticeship individual needs.
• 89 % agree resources are good and meet employer industry standards which are relevant, valid and reliable.
• 96% would recommend Skills for Work to other employers.

Themes for development

• Learner communication is good but inconsistent with employers. Some employers are not involved with apprenticeship reviews (triage reviews). Many get an update email but are excluded from participation in the review and feedback.
• Managers/supervisors are not supportive of the 20% off the job training, especially when functional skills support is required – lack of understanding of the programme requirements and expectations. Employer support for apprentices to be re-enforced for some employers.
• Staff retention – change of tutor Customer Service. More sessions are delivered face-to-face in the employer premises and this situation has improved since a new tutor was recruited.
• To improve communication and information regarding next steps at the end of the apprenticeship. E.g. employability support.
• To review the service, offer and consider apprenticeships in different sectors. Many employers are requesting Teaching Assistant level 3 qualifications.

Consultation and training needs analysis with employers is required.

43.5% of employers have requested additional information on how SFW can further support employer workforce development needs.

The 8 employers providing elements of negative feedback around communication and progress reviews require further investigation to identify if improvements completed have resolved the dissatisfaction. (Awaiting feedback from Mark email sent 18.7.23)

Areas of good practice

• Apprentices are informed well and know what is required to achieve their qualification
• Effective planned learning gives learners the knowledge, skills and behaviour to progress and achieve enhanced career development opportunities.
• Good learner support
• Excellent recruitment and selection of apprenticeships, job matching well to vacancies
• High standard of delivery results in good teaching and learning and progression for apprentices.
• Relevant and effective resources and delivery to meet industry standards and relevant to work situations.

Evaluation Feedback

Effective planned learning gives learners the knowledge, skills and behaviour to progress and achieve and enhance career development.

Employers give many examples where the apprentice complete their qualifications and progresses into sustained employment, in some cases, career progression and promotion to managerial positions.

Employers said that their apprentice’s knowledge and skills are constantly improving on-the-job and progressing well. Apprentices gain confidence in their role. Course work for apprentices is organised well.

Employers provide some good examples of communication but this is inconsistent across the apprenticeship provision. Satisfactions has dropped from 85% to 70%.

Some managers/supervisors are not supportive of the 20% off the job training, especially when functional skills support is required – lack of understanding of the programme requirements and expectations need to be explored.
All managers/supervisors new to post require the knowledge to support existing apprentices on programme.
Contractual requirements were re-enforced with employers due to slippage of recording and completion of 6 hours weekly off the job training, this has caused some level of dissatisfaction.

Learner communication is good but inconsistent with employers. Some employers are not involved with apprenticeship reviews (triage reviews). Many get an update email but are excluded from participation in the review and feedback. An audit was completed in May and process review completed in June.

Some employers said that the recruitment and selection process and pre-contact support for apprentices is excellent.

Very good learner support enables learners to progress. Tutors give additional support to apprentices where barriers have been identified that impact on learning. An employer stated that tutors go above and beyond to support their apprentice. Another, explained that their apprentice was struggling and had some additional needs identified during their program, which was swiftly supported and now the apprentice is back on track with their learning and feeling much more confident.

Employers said that apprentices are regularly kept informed of progress but that employers are not consistently involved in the process.

Some managers/supervisors with responsibility for the apprentice do not understand apprenticeship expectations and lack apprenticeship support for 20% off the job training, including participation in reviews.

A full audit of the review process was completed in May. Contractual requirements, re-enforced with some employers to increase employer participation at reviews. Frequency of triage reviews has increased to every 6 weeks and documentation amended to include employer feedback on the apprentice knowledge, skills and behaviours. Reviews are effectively planned and the frequency of reviews is included in weekly performance management.

Tutors have high standard of delivery that result in good teaching and learning and progression for apprentices.
Employers say that relevant, effective resources and quality delivery to meet industry standards which are relevant to work responsibilities.

One employer said that the tutors, work well with apprentices and deliver relevant training effectively

Examples of employer feedback:

What we could do to improve:

• I suppose after speaking with some previous and engaged apprentices that some classroom work within groups could benefit moving forward.
• Face to face delivery
• Recently 4 apprentices started and there is a new trainer who visits does the training in an afternoon but trainees would prefer in the morning as this gives them the afternoon to complete the work that the trainer has given them for the next session.
Action completed: Session is now delivered on Tuesday mornings
• More face-to-face study but this has been discussed
• Since Covid, no face-to-face communication with the apprentices even though studying in collages and schools have gone back to working in schools and no longer online. I feel from managing apprentices previously they learn and absorb more when it is a face-to-face meeting.
• Support to managers
• Do additional support need our apprentice was struggling, and the communication with the tutor at the time was difficult and we had to chase for any updates. But a new tutor has since taken over and this seems to have improved.
• Took a very long time to complete this course for my employee. Through no fault of her own.
• Clearer guidance on timeline for end of apprenticeship
• Better communication
• Unable to answer as have had little direct engagement with Skills for Work
• Better communication
• Communicate with me more.
• Communication
• Unable to answer as have had little direct engagement with Skills for Work
• Apprentice had a change of line management and team during the apprenticeship. Support with a handover of the apprenticeship process with the new line manager would have been helpful.
• Better communication when classes have been cancelled or changed. e.g., maths tutor left mid-way. Josh was not advised until class attended and no tutor.
• More updates of apprentice’s progress from skills for work
• Following up with what apprentices about what needs to be done next.
• A play off between what the tutor tells apprentice to do and what the apprentice expects to do - as an employer we feel in the middle of this. Over the years we have had really good apprentices, but we feel we have been unfortunate with these apprentices. No reflection on Skills for Work as we employed the apprentices, but it has made me reconsider if I would ever take 2 apprentices on at once again.
• Perhaps an opportunity to ensure greater links with the apprenticeship qualification and the work placement. Not all of it fits as well as it could do.
• Require more contact, visits and information from the tutors.
• Maths and English support not available at some point, and apprentices taking time out not good for Manager in terms of time and workload. Would like some on-site support in training for apprentices.
• Proof reading required which tutors used to do but informed by tutor their roles as changed. This is something she feels current apprentices are missing out on.
• Varied skills set. Could widen roles for apprentices as we have had to go to Birmingham to cover bespoke roles for our other apprentices.
• Skills for Work should look to deliver apprenticeships in different sectors as well.
• Try to stick to one tutor throughout the course as our apprentice has had a couple of changes to tutors, and she has found this difficult.
• Add more resources to the team. I have witnessed the department and learners struggle due to the lack of resources such as tutors in the past 2 to 3 years.
• Better communication/information regarding next steps at the end of the apprenticeship. e.g the option for redeployment and further employment.

What we do well:

• Management oversight to service needs
• Course work for the apprentice's is well organised.
• Support in employee’s confidence, knowledge & skills set
• Keep in contact with the apprentices really well, provide them with their work
• Explain about apprentices needs and what we - Skills for Work are all about
• You found the right person for our job (recruitment process is good). You do what you do well.
• Brilliant training for the apprentices and great support for them
• Assessor, Joanne Bowen, is excellent. She communicates clearly and sets clear expectations for the learners.
• Recruitment and induction support is also excellent
• support to apprentices
• Communication
• Support the students well and inform managers of any short fallings
• Supporting Apprentices who may struggle
• Communication, Support for both apprentice and employer
• Regular staff updates provided
• Regular contact
• The apprentice is well informed
• Excellent support for apprentice, helps with any issues arising and if information is not known will follow up once obtained
• Communicate really well with both employer and apprentices
• Patient with trainees and go above and beyond to support them
• Always keep us up to date and communicate well
• Support for apprentices is good
• Regular communication between apprenticeship team and employer.
• My apprentice feels very well supported
• Our apprentice is in need of more personalised support due to some additional needs which meant he was struggling on the course initially. This has now been implemented and he is feeling much more confident now he is receiving the personalised assistance.
• Interact regular with apprentices and we also receive regular updates
• Timely and effective communication
• Keeping employer involved in communication with apprentices
• Apprentices give positive feedback on their experience
• Keeps employer updated with progress on apprenticeship
• Support trainees well, have a good relationship and always kept in the loop regarding trainees.
• Supporting & keeping apprentices on track
• Communication of information - updates on progress, line management aware of process at all times, management of individuals.
• Relevant content for what we needed
• Work well with apprentices and deliver relevant training effectively
• Coursework and assessment and assignments are relevant to work situation

You can download a copy of this document HERE

An employer’s guide to apprenticeships with Skills for Work
The information provided in this document is relevant to the apprenticeships that Skills for Work offer, and the delivery methods we use.

What are apprenticeships?
Apprenticeships can be delivered to existing members of staff and new recruits. Common misconceptions are that apprenticeships are just for entry level manual roles or for people just out of school or college – but that is not the case anymore!
Apprenticeships are work-based training schemes that are designed to help you foster emerging talent in your business. They combine work with study and result in a programme which is truly work – focussed.
Apprentices hold real jobs in your business, and spend the vast majority of their time carrying out their mainstream duties. An apprenticeship takes a minimum of 12 months to complete, in which the apprentice will gain qualifications relevant to their job role. Apprenticeships are available up to degree level!

Skills for Work deliver the following Apprenticeships:
Management Level 5
Team Leader Level 2 & 3
Business Administrator 3
Customer Service Level 2 & 3
Public Service Operational Delivery Officer Level 3
Associate Project Manager Level 4
Learning Mentor Level 3
Coaching Professional Level 5

Apprenticeship Delivery
Most of our apprenticeships consist work based qualifications and Functional Skills Maths & English.
Due to funding rules, all learners must work towards Level 2 for each of the Functional Skills. We deliver Maths & English support sessions at St Peters House on a weekly basis and are available for your apprentice to attend.
Skills for Work deliver mandatory workshops at St Peters House to support learners to achieve their Diploma. You will be made aware of any ‘release’ dates at the beginning of your learner’s apprenticeship and will be included in the Individual Learning Plan. Funding rules state that 20% of time should be spent off the job training.

What are the Employer’s and Line Managers main responsibilities

Pay the right rates
You must pay your learner at least the Apprenticeship wage for the full duration of their apprenticeship. Apprentices who are aged 19+ can be paid the Apprenticeship Wage for the first 12 months but then this must rise to at least National Minimum Wage for the remainder of their apprenticeship. You can offer incentives and bonuses as you do with other members of staff. Further guidance relating to Minimum Wage Rates can be found here:
https://www.gov.uk/national-minimum-wage-rates

30 hours per week
To employ apprentices for a minimum of 30 hours per week or extend the length of time the learner remains on programme in line with the hours worked.

Contract of Employment
Employers should provide a contract of employment which sets out the employment rights, responsibilities and duties. The apprentice must be employed for the full duration of the apprenticeship. For Apprenticeship Standards this duration must cover the End-Point Assessment period.

Apprenticeship Agreement
An Apprenticeship Agreement must also be in place. The Employer must keep the agreement for the duration of the apprenticeship and give a copy to the apprentice and the training provider.
A template and guidance can be found below:
https://www.gov.uk/government/publications/apprenticeship-agreement-template

Same benefits as other employees
Generally apprentices should get the same benefits as other employees unless employers can otherwise justify not providing such benefits, failure to do so can lead to discrimination claims.

Providing Time/Release your apprentice
You must allow your apprentice to attend any workshops / training sessions that are planned by the training provider. 6 hours per week (on average) of your apprentices time should be spent training. Provide protected time so that the apprentice can complete their apprenticeship training within their contracted working hours. Including any requirement to undertake English/Maths to Level 2. Employers should also provide the apprentice with opportunities to practice new skills in the work environment.

Feedback to the apprentice
Provide regular feedback to the apprentice on their performance in their job in order to support their development and ensure they have the necessary skills and knowledge for their job role and apprenticeship.

Manage the apprenticeship
Ensure they make Skills for Work aware if there is any risk that the apprentice will not complete their apprenticeship on time. For example if there are issues with performance in the role or there are critical changes to the role or business.

Support the programme
By signing visit reports, providing witness testimonies and releasing the learner from the workplace to complete the programme.
For Apprenticeship Standards;
• Supporting the Apprentice with a work based project
• Participate in Tripartite reviews between the training provider and the apprentice
• Work closely with Skills for Work to choose an end-point assessment organisation (at least 3 months prior to the end of the programme) and ensuring that the apprentice is making good progress towards completing their apprenticeship.
• Agree, with the apprentice and provider, when learning is complete and the apprentice is ready to undertake the end-point assessment.

Agree a plan of training
The Line Manager should discuss and agree a plan of training with the apprentice and their Tutor Assessor and address any issues identified during the process.

Use an adaptive management approach
Be adaptive in their management approach. Although apprentices are to be managed in the same way as any other member of staff, an apprentice may be in their first job role and the line management of the apprentice may need a more hands on approach during their first few weeks at work.

Set Objectives
It is important that the Line Manager remains continually aware of the apprentice’s progress throughout the apprenticeship. An objective should be to successfully complete the apprenticeship.

Concerns/Complaints and Compliments
Initial concerns need to be raised with the Apprentice and Training Provider, our procedure and flow as below:

• Tutor
• Internal Quality Assurer
• Business Engagement Manager

Concerns can be raised with the Tutor Assessor initially then escalated if required. Up to 5 days maybe required for an Investigation.
Telephone: 01274433648 or Email: Businessdevelopment@bradford.gov.uk

What are the main responsibilities of the Apprentice

Attend regular meetings

The meetings are determined at the start of the programme by the Tutor Assessor and reviewed as the programme progresses. These meetings may be face to face or via other communication methods. Tutor Assessors will meet with learners ever 4 weeks either at St Peters House or in the workplace.

Attend scheduled formal reviews

This involves the Apprentice, Line Manager and Tutor Assessor. These reviews are an opportunity for all three parties to look at the apprentice’s progress and consider the next phase of learning.

Be self-sufficient

Be responsible for their own learning and development and for ensuring that they are working to the best of their ability at all times.

Undertake training

Attend any workshops or training sessions offered by Skills for Work and carry out work set by their Tutor Assessor to enable them to achieve their apprenticeship qualifications.  Attend all required off-the-job training and workshops and notify the training provider if you are unable to attend.

Be responsible

Be diligent, punctual, behave in a responsible manner and in accordance with the requirements of Health & Safety legislation relating to the learner’s responsibilities as an individual.

Allow access

Allow the provider to access and share their prior learning records, including learning records (LRS) only for the purposes of administering the specified apprenticeship.

For Apprenticeship Standards

Commit to the learning activities including any work based projects as required by the standard. 

To complete any coursework, assignments and exams as required to achieve the apprenticeship standard.

To agree, with the employer and main provider, when learning is complete and that they are ready to undertake the end-point assessment.

What are the main responsibilities of the Provider

Apprenticeship

Offer the Free “Recruit an Apprentice Service”, helping and supporting the employer with the recruitment of an apprentice.  Ensure the apprenticeship is the most appropriate learning programme for the individual after initial discussions with the employer and the apprentice.  This will include checking the eligibility of the apprentice and conducting checks with the employer.  Including any prior learning and ensuring the employer acknowledges that the apprentice requires at least 20% off the job training over the duration of the training period.

Ensure Quality of Delivery

Ensure the apprenticeship is achieved to the required quality and on time through regular observations of teaching and learning, and apprentice/employer feedback.

Organise induction

Provide a comprehensive induction for the apprentice and explain the plan of training.

Provide materials needed

Provide all the required learning materials for the apprenticeship.

Organise meetings

Agree visits / workshops and support sessions with the apprentice and line manager.

Provide Support

Support the apprentice and line manager to map the apprenticeship evidence required to the workplace and role that the apprentice is carrying out.

For Apprenticeship Standards;

• Supporting the Apprentice and the Employer with a work based project
• Participate in Tripartite reviews between the training provider and the apprentice
• Work closely with the Employer to choose an end-point assessment organisation (at least 3 months prior to the end of the programme) and ensuring that the apprentice is making good progress towards completing their apprenticeship.
• Agree, with the apprentice and employer, when learning is complete and the apprentice is ready to undertake the end-point assessment.
• Update the Commitment Statement in consultation with the Employer and Apprentice as and when required.

Set the course of study

Provide learning, support and guidance to the apprentices, by setting the apprentices course of study and agreeing deadlines for completion.

Regular reviews

Carry out regular reviews with the apprentice and line manager, discussing the apprentices progress.

Agree action plan

Discuss and agree an action plan with the apprentice and line manager to address any issues identified during the review/ assessments.

Raise any concerns

Let the employer know of any concerns or issues they have relevant to the apprenticeship.

Redundancies

Make efforts to secure alternative employment for the named apprentice if made redundant by the employer

Evidence Methods

Witness statement

A statement made in writing or on a digital recorder by someone who knows the apprentice and can vouch that they are capable in their job role.

Employer’s testimony

This can be a letter or a document from yourself stating that you are happy with their work.

Video clip

A video clip of the apprentice at work but must have sounds and other persons identified.

Observation

This is normally carried out by the Tutor Assessor who will watch the apprentice working and assess their performance against the national standards. They will be given feedback on their performance. Success is recorded on their e-portfolio.

Discussion

Often it is easier for the apprentice to describe or discuss an event or situation verbally and this can be recorded using a voice recorder.

Questioning

The Tutor Assessor may ask the apprentice questions to make sure they have the necessary knowledge and understanding to carry out their job to the national standard. Questioning may be oral or written.

Products of Work / Diverse evidence

Throughout the apprentice’s normal working day they may be required to complete some paperwork, keep records or create something as a result of a task they have completed. This type of evidence will be required with a brief explanation from them on what they are and how they use them in their role. Work/ screenshots can be uploaded to their e-portfolio as evidence.

Recognition of prior learning

The apprentice may have done things in the past which are applicable to the programme. These may be used as evidence, provided they are sufficient, current and relevant to the standards.

SKILLS FOR WORK: e-SAFETY POLICY

Aims
• Identify the roles and responsibilities relating to e-Safety at Skills for Work
• Safeguard and promote the welfare of learners and staff
• Help learners and staff take responsibility for their own e-Safety
• Ensure staff and learners use technology safely and securely
• Educate staff and learners about potential threats and harms arising from internet use

Skills for Work is committed to creating and maintaining a safe learning and working environment that promotes well-being and security for all its learners and staff within all locations by protecting their physical and psychological well-being and ensuring safeguarding from all forms of abuse. e-Safety is the process of limiting risks to young people and adults when using Information and Communications Technology (ICT). e-Safety is primarily a safeguarding issue not a technological issue, which relates to the use of all ICT- fixed or mobile; current, emerging and future ICT.

ICT is used daily as a tool to improve teaching, learning, communication and working practices. The use of ICT is of significant benefit to Skills for Work staff and customers, in personal, social, professional and educational contexts. How-ever alongside these benefits are potential risks that we have a duty of care to manage, to ensure they do not become actual dangers to customers or for employees.

e-Safety Risks and Issues

e-Safety risks and issues can be generally classified into three areas: content, contact and commerce. The following are basic examples of the types of e-Safety risk and issues that could fall under each category.

Content:

• Exposure to inaccurate or misleading information
• Exposure to socially unacceptable material such as that inciting violence, hate or intolerance
• Exposure to illegal material, such as promotion of terrorism and images of child abuse
• Exposure to risks associated with radicalisation and extremism, including violent extremist literature that lead to terrorist-related activity
• Exposure to age-inappropriate material
• Downloading of copyrighted materials, e.g. music and films
• Use of remarks, ‘jokes’ and banter in electronic communications or social media, about age, disability, gender, race, religion or belief or sexual orientation, gender re-assignment which are offensive, abusive or belittling and detrimental to a good working environment
• Plagiarism

Contact:

• Grooming using ICT, leading to sexual assault and/or child sexual exploitation
• Bullies using ICT (email, mobile phones, chat rooms, social media etc) as a way to torment their victims, known as cyber bullying)
• People self-publishing information-sometimes inappropriate about themselves and therefore putting themselves at risk
Commerce:
• Exposure to inappropriate commercial advertising
• Exposure to online gambling services
• Phishing
• Commercial and financial scams

The aim of this e-Safety Policy is:

• To raise e-safety awareness and the use of internet safety measures amongst staff and customers to safeguard them from possible harm
• To ensure that Managers and staff champion the e-Safety agenda and that this strategy is fully endorsed at all levels
• To focus on opportunities for safe learning using a wide range of technology including social networking, whilst building resilience as well as reducing risk
• To be informed of latest developments in terms of the gaps in our knowledge around digital safety
• Ensure that we target the needs of specific groups, such as vulnerable adults at risk and young people
• Promote the availability and use of digital controls and monitoring software
• To highlight the increased functionality of mobile phones, games consoles and other new technology
• To look at internet use and the risks faced by young people and adults and ensure that e-Safety learning is promoted, to provide a firm foundation for a targeted preventative approach
• To provide policy, guidance and support including responsible use of technology.
• To raise customer awareness of cyber bullying, and of potential threats of radicalisation and extremism and what to do if these instances arise
• To ensure that staff recognise the importance of ensuring that customers understand the do’s and don’ts of safe use of technology
• We are committed to the principle of e-Safety across all our provision through the use of monitoring and training to raise awareness for both staff and customers
• To ensure that public awareness campaign messages are coordinated and embedded in support materials for managers and staff teams
• Signposting customers to access further help and support
• Include information for customers about e-Safety when they are away from Skills for Work e.g. at home or on placement.

Procedure

• E-Safety concerns: Every e-safety concern will be assessed in relation to Safeguarding.
• All e-Safety concerns/incidents will be recorded as part of Skills for Work Safeguarding process and procedure and adhere to BMDC policy and guidelines and
• All staff will ensure that any e-Safety concerns are reported and will assist where possible with any follow up.
• Ensuring risk assessments where required and recognise that e-safety issues must often present a Safeguarding risk
• The designated safeguarding lead will be responsible for ensuring all e-safety issues that pose a Safeguarding risk are investigated
• Organise timely and appropriate staff training in relation to e-safety issues as part of Skills for Work’s safeguarding training
• All staff are responsible for ensuring that: They have read and understood Bradford Council’s Your Council Information Security Policy (bradford.gov.uk)
o They report any suspected misuse or problems through the appropriate channels Skills for Work Safeguarding process / Bradford Councils
o Teaching subject matter that communicates and reinforces the importance of e-safety, with special regard for safeguarding issues
• All Learners are responsible for ensuring that they understand the importance of reporting abuse, misuse or access to inappropriate materials

Skills for Work will remove, block, ban and, if necessary, report users to the associated media platforms who violate acceptable norms with direct messages that:

• Bully, harass or intimidate
• Are unlawful, libellous, defamatory, abusive, threatening, harmful, obscene, profane, sexually orientated or racially abusing.
• Infringe the or violate someone else’s rights
• Violate or intellectual property rights
• Advertise products or services

Skills for Work will also ban any users who:

• Encourage others to post such messages
• Use offensive imagines as their profile picture
• Have an offensive username

The following policy should be read in conjunction with Bradford Council’s policies and mandatory training for staff:

• Safeguarding
• Protecting Information e-learning
• Your Council Information Security Policy (bradford.gov.uk)

All information and guidance for users including e-safety, safeguarding, health and safety and complaints process will be included in user/learner Welcome booklet issued to all users and staff. Welcome/Induction booklet is also available via Skills for Work (insert link) and hard copies will be available on request.
Reviewed: 15th February 2021 Reviewer: Suzan Mc Gladdery
Reviewed: 15th February 2022 Reviewer: Suzan Mc Gladdery
Reviewed: 24th February 2023 Reviewer: Suzan Mc Gladdery

A copy of this document can be downloaded HERE

Evaluation Summary Apprenticeship Provision July 23

Aim
Skills for Work completes a review of the Adult Learning and Apprenticeship delivery to support the measure of learner satisfaction, quality of teaching and learning, identify service improvements and ensure the safety of learners and staff.

Process
The apprenticeship satisfaction questionnaire was issued to all apprenticeship learners in learning on 5th April 2023. Responses were monitored on a weekly basis to monitor and maximise response rates. From 24th April 2023, all apprentices that had not responded were contacted by phone to encourage completion to support our service improvement arrangements.
Deadline for completion 2nd May, 2023.

Response Rates
Apprentices in scope 93 learners in learning
Response received 69

The response for the survey is good representing 74.2% of Skills for work apprenticeship delivery.

The overall satisfaction rate is 95.1%. This is an improvement of 1.6% on 21-22 data 93.5%.

Summary
The overall summary of responses indicates a very high level of satisfaction.

Does your course meet your needs? Satisfaction: 97%
I receive the support I need Satisfaction: 94.2%
I am treated fairly by Skills for Work staff Satisfaction 99.0%
Lessons and training sessions are delivered in a way that helps
me build on my existing knowledge. Satisfaction 95.7%
I am given feedback to help me improve Satisfaction 95.7%
My course is preparing me for what I want to do next Satisfaction 91.3%
I have access to the resources that I need to do well on my
course or training Satisfaction 95.7%
Skills for Work has created a safe, disciplined and positive
environment for me to learn Satisfaction 97%
(Note: Learner s feeling safe is 100%)
I am able to give my views about things that affect me and feel
listened to Satisfaction 95.7%
I am well informed by Skills for Work about the career choices
available to me and understand what I need to do to succeed in
my chosen career Satisfaction 90%

96% of apprentices would recommend Skills for Work.

Impact - What is it like to be an apprentice with Skills for Work?

Apprentices said……

• “I Love the job, really grateful I had the opportunity to do this.”
• “Rewarding, fun, useful. The lessons are good and interactive, helpful and the people are so friendly.”
• “A privilege and amazing experience.”
• “Good, I really appreciate the opportunity I have had.”
• “Fits around my current role so I can learn and work at the same time.”
• “Along with working full time and having time allowed to complete the course through work is a bonus for my future career.”
• “Feels good to be supported.”
• “Great! I feel I am gaining good skills and knowledge to support me.”
• “It is a good experience and learning opportunity. It has already helped me to improve the way I work as a customer service practitioner and so I look forward to completing the course and achieving my apprenticeship.”
• “I feel well-supported and guided through the qualification. I feel there is a lot of flexibility. Communication is good/apprentice managers are also well-informed about what stage the apprenticeship is at from the tutors.”
• “It is a lovely experience and I believe I learn a lot about my course but also other aspects of my role.”
• “Intense programme but I am enjoying it building my confidence and improving myself with practical knowledge and learning skills to apply to my job role.”
• “Amazing, I have learnt so much.”
• “I am enjoying this learning journey with Skills for Work and would recommend it to others.”
• “Have learnt new information from the AOL tasks and add to my existing knowledge. Gained a good understanding from the learning materials.”
• “It’s challenging, but interesting, enjoyable and useful.”
• “I’m happy to be an apprentice as I get full support and I feel comfortable and challenged.”
• “I find being an apprentice with Skills for Work to be engaging and I enjoy being able to reflect on my own skills through the work we do.”
• “Very good experience.”
• “Good experience, excellent supporters and comfortable in asking for help.”
• “It's been a great pleasure; I truly believe that I’m in the best hands to help me pass the course at the first attempt.”
• “I think I am treated well and supported through every step of my apprenticeship.”
• “Very confident, easy to access support and information.”
• “Very good, I find all the staff helpful, and the support provided is excellent.”
• It teaches you that you must work hard and put the effort in to get a good result, but it's always worth it. You feel very 'seen', not just like you're treated as another student, but you're individually given care and help”.
• “Best experience, so educational and insightful, highly recommend.”
• “Empowering”.
• “Brilliant, helps me build for my future career and also allows me to transfer the skills, qualifications into my current job role and for a future job role.”
• It is nice as I feel well supported by Skills for Work as well as my employer and both are keen to help me learn and progress in my career.”
• “Good development pathway.”
• “I really enjoy the group interaction and support I get from my tutor. As a manager, I struggle sometimes with time, this is something I am using my learning to improve.”

Areas of good practice

Apprentice satisfaction rate is high at 96% and has improved from 21-22 data.

• Lessons and tasks are organised and planned well.
• Apprentices value the additional modules on get to gateway to challenge and build on existing knowledge and understanding in business administration and operational delivery qualifications.
• High standards of teaching and learning. Well-structured sessions that encourage participation and inclusion
• Apprentices feel supported well and enjoy the flexibility of online learning, though some learners would like more face-to-face teaching.
• Communication is good. Tutors are accessible and approachable and provide good information, advice and guidance to apprentices.
• Effective target setting and feedback to ensure progression and timely achievement.
• Good variety of resources to enhance skills, knowledge and behaviours.
• Safeguarding for apprentices is outstanding and apprentices say it is a good supportive, learning environment.
• Excellent exam support and preparation for end point assessment

Areas for development

Although apprentices are very happy with the support from SFW, areas for improvement were included in the feedback and trends identified.

• To review the delivery of functional skills maths – potential delivery at employer premises, hybrid approach, access to resources to support timely progression and 1:1 support where required.
• Improve planning to meet some individual learner needs. Further analysis and review of teaching delivery methods by program to incorporate elements of face-to-face teaching.
• Employers to allocate 20% off the job training as agreed within the apprenticeship agreement. Re-enforce off the job learning commitments with some employers at next review. To complete an audit of reviews and identify off the job slippage.
• Review aftercare support for apprentices to support career progression and next steps.

Next steps

Quality of teaching and learning and learner experience remains a priority and is monitored monthly with annual survey and review to ensure service improvements are effective.

Below is the full content of the questionnaire. Several responses identified possible issues which were followed up instantly by the tutor. These issues were investigated and concluded to the satisfaction of those concerned.

Evaluation Feedback

clear from the start and throughout their program. Many are enjoying their apprenticeship training which they say is run efficiently and well organised with excellent teaching and learning from tutors. Apprentices say the online platform, resources and workshops are planned and delivered effectively. Improve planning to meet some individual learner needs. Some apprentices would prefer elements of face-to-face teaching for customer service and coaching professional delivery. Communication is good and apprentices value the support, encouragement and feedback to monitor progress and achievement.

Tutors are professional and approachable. Support is provided on an individual basis. Apprentices say that tutors are always accessible when help is required with course work. Communication and response are instant when additional support is required. Tutors are good listeners and constantly adapt delivery to meet individual needs.
A minority of apprentices have struggled to achieve their functional skills maths and feel that they would benefit from hybrid teaching, additional resources and extra support where required.

All learners, with the exception to one, said that they are treated fairly. One learner who has expressed dissatisfaction is being addressed by the Business Manager through the complaints process.

Lessons are well structured. Tutors encourage participation and inclusion. Tutors are qualified and knowledgeable, which provides the information to build on the apprentices’ existing knowledge and understanding.

Apprentices say the quality of teaching and learning is excellent. Good communication and engaging work-related examples and tasks.

The gateway platform provides additional optional modules and information. Apprenticeships use this information to embed and challenge their understanding especially when preparing for end point assessment.

Apprentices feel training sessions are well structured and a great learning experience.

Some apprentices have struggled with the online platform and do not like this style of learning and would prefer a classroom environment.
Some apprentices have started maths functional skills classes are too late in their programme and unable to progress to gateway.

Tutors provide regular feedback and review catch-up meetings. Targets are planned well to ensure apprentices are on track with their learning and understand expectations between reviews. Learners are provided with additional resources and support where required.

Apprentices say they are guided through the apprenticeship process and work is assessed quickly and detailed feedback provided on all submitted work.

Apprentices feel they are provided with good advice and guidance, plans of action, timetable and set task deadlines which can be challenging but helps apprentices progress timely through their pathway.

Feedback is provided after each delivery session and individual support is available on a 1:1 basis.

Apprentices value the additional support provided by tutors and say tutors genuinely care.

Apprentices are provided with career information, advice and guidance through the National Careers Service.

Apprentices are provided with the information, advice, and guidance to improve and progress within their job role. They say it is fun, rewarding and an amazing experience and that it fits around their role to enable them to learn and work at the same time.

Many apprentices are enjoying their job and apprenticeship opportunity. Apprentices say they have improved their skills, knowledge, and behaviours from gaining valuable experience while in employment.

Majority of apprentices have a positive learning experience and prefer the on-line learning platform – Get to Gateway. They find it easy to navigate with a range of useful resources and instant access.

A blended approach is used for Business Administration and PSOD qualifications, apprentices enjoy attended theoretical sessions and find them useful and informative. Some apprentices have said that they would like more face-to-face delivered sessions.

A wide range of resources are used which provide work-related examples, scenarios and video relevant to their job role.

Many apprentices have received functional skills support in small groups or on a 1:1 basis and received additional resources and support.

Some apprentices showing dissatisfaction said that the on-line portal can be an issue at times but that is down to network connectivity issues and not the portal.

Some apprentices studying the coaching professional qualification said that they were “unclear about the connection between the theory being taught and how this relates to practically coaching an individual. There is a lot of duplication and overlap with previous study I have completed being a qualified social worker.”

Apprentices completing Business Administration, value the additional modules on get to gateway to challenge and build on existing knowledge and understanding in business administration and operational delivery qualifications.

All learners felt safe in their learning environment. Apprentices feel fully supported and encouraged to achieve and often exceed their potential and say it is empowering. One apprentice said that you feel very 'seen', not just like you're treated as another student, but you're individually given care and help”.

Apprentices say that there are high standards of teaching and learning. Well-structured sessions that encourage participation and inclusion. Lessons and tasks are organised and planned well.

Most apprentices can discuss views and issues that affect them and feel tutors are approachable and supportive.

Tutors are friendly, allowing for a pleasant learning atmosphere. Apprentices feel listened to, and support is available to offer guidance and support.

Good communication and quick response to queries when learners do not fully understand what is required, is appreciated by majority of apprentices.

One apprentice who was struggling working in a group environment, informed their tutor they were struggling and 1:1 support was provided immediately.

Some apprentices had changes in their personal circumstances that was impacting on their learning which resulted in instant additional support needs being identified recognised and planned by tutors.

Apprentices are provided with career information, advice, and guidance through the National Careers Service.

7 apprentices did not feel well informed about their career choices and what they needed to do to succeed. All have been signposted and provided with the details to contact National Careers Service for a 1:1 telephone appointment.
Some apprentices showing dissatisfaction were successful in gaining an apprenticeship opportunity within Bradford Council and disappointed that this has not materialised into sustained employment due to restructures across departments. This is no reflection on apprenticeship performance. All have achieved their qualification and in gateway or end point assessment. Tutors have made referrals where required to the National Careers Service and Skills House for employability support.

Potential destination tracking when apprentices enter gateway could improve sustainable employment for some apprentices. At present apprentices are signposted and not referred and not all apprentices take full advantage of labour market information available to them by the National Career Service for their future career. A longer period of aftercare support to measure career progression as there are many examples of apprentices gaining promotion on completion of their apprenticeship 0-24 months after they have left program.

When learners were asked what can we do to improve their learning experience?

Areas for development are identified:

Examples of Positive Feedback
• Both Senior Tutors have been amazing help, there for me whenever needed and always give useful advice for anything and everything within the workplace.
• Extremely supportive in all aspects e.g., communication, resources.
• Constant contact and access to my tutor, who is very helpful.
• Both the training and support provided by my tutors is amazing.
• The lessons are well presented, and the tutors are very helpful.
• All staff are genuinely there to help and get the best outcome for the students, not just because it's their job but they do really care. My tutor is exceptional and by far the best teacher/tutor I've ever had.
• Listening to me when I had issues at work that were affecting my effort and time to put into the course.
• Explaining every module and task in thorough detail so there was no confusion.
• Providing detailed feedback (both negative and positive)
• Support with end point assessment. I was amazed at how immediately relaxed and comfortable I felt, despite my nerves. Once I got my distinction, I received the loveliest calls and emails. I really appreciated the effort they went to, in order to make me feel proud of my accomplishment. I could really tell that some of the most genuine people work for this organisation from my experience, I would definitely recommend. "
• Planning virtual classes, very well organised
• Great tutors, helpful and friendly
• The maths tutor on a Wednesday morning is really positive and is a good tutor.
• An easy-to-follow course, lots of support, great tutor/mentor.
• Tutor is friendly, non-judgemental, supportive and is never too busy to help.
• Supportive tutor friendly, approachable and helpful
• Good communication/supportive tutors
• My tutors are brilliant at explaining everything and supporting me.
• Very positive and efficient communication, kind, helpful and thoughtful towards work standards and improvement
• Very Supportive and very organised
• My tutors are fantastic they support me very well and I feel they are both very approachable. If I am struggling with anything I don't need to ask they recognise this straight away.
• Available to ask for help and advice when needed or unsure.
• Tutors are very helpful and informative with assignments and tasks.
• The tutors are very helpful and explain in a way which makes it easy to learn.
• My tutors are a great support network and deliver great training sessions.
• Give the support needed to learners.
• The tutor support and one-one space provided is fantastic and has really supported me in my learning.
• Lessons and tasks are well organised. It is clear from the start what is expected and how the course will run.
• A great tutor as is willing to support as and when needed. It is great that the tutor is available for support and easily accessible. "
• The whole course is run very efficiently. From the way the learning is delivered, to the 1-1 and group support that the tutors give, to the time and effort the tutors give to yourself even when it's not work related. I can't fault anything.
• Everything is explained well.
• Tutors are always accessible if I need help with my work.
• Tutors explain things very well and help with anything I am unsure about very quickly.
• My assessor/tutor is extremely supportive; teaching and guidance is excellent, and they have supported me throughout this learning journey and helped me stay on track to achieve my goals.
• Punctual and always delivering sessions to a high standard.
• Engage well with the learners and encourages participation.
• Provide very informative feedback on each piece of work I have completed.
• You give me good advice and support with my work and have helped me get back on track when I was behind.
• Providing support and guidance and giving feedback
• Arrange meetings, review and assess case studies, guiding through the process. Preparing for end point assessment. Providing feedback on reports.
• Good with updating the work for example When I have completed a task then the response is in good time.
• Communicate well, give good progress updates as well as helpful feedback and provide good structure in terms of plans of action, timetables and work/task timelines which helps me to progress through my course.
• Access to course material and resources including feedback.
• Keeping apprentices well-informed regarding their pathway, deadlines/submission dates and assessment periods as well as preparing them for the next stage in the qualification. Providing training modules on Gateway to voluntarily complete and build on knowledge as well as help with coursework. Sufficient learning materials for revising for exams and completing units.
• Great support from tutor, relates to job role and the workplace.
• The work is related to my job role and workplace.
• Tutor is very flexible with how I learn and adapts to my learning need. Gives feedback and gives work in bite-sized chunks. If something isn't working, they will help find a route through. I find this very helpful.
• Deliver online training effectively.
• Excellent resources and workshops
• Planned workshops discussing various topics.
• I really enjoy the online learning sessions with my tutor. These provide learning in a style that best suits me.
• The PowerPoint presentations are good and the access to tutor's notes give relevant additional information. I am much happier now the sessions are face to face and not on Microsoft Teams as the sessions are much more interactive.
• Interactive lesson that engages me and create positive discussions about work and learning. Tutor is on hand to help support you through lesson as well as take an interest in your personal wellbeing.
• Deliver sessions in a fun informative way.
• The sessions which I have with my tutors are great and they are very supportive and make me feel safe.
• Supportive and friendly small groups and good learning environment.
• Listening and understanding
• Listening to me and giving me advice on how to approach subjects/problems that I come across.

Areas for development as identified in apprenticeship feedback

• My tutor has been changed 3 times and I no longer want to do this apprenticeship I’m falling behind.
• Different assessments and time scales
• I feel that the tutor is under pressure to get people rushed through their math to pass their exams. However, I find it extremely difficult in a classroom setting, especially with ADD.Two hours in class is far too long for me to sit and focus, whilst other distractions are in the room. Luckily, Vicky Sellars has listened to my concerns and got me some one 2 one maths tuition. My feedback is not a reflection on tutors but is about my learning need.
• The skills for work website crashes from time to time which is frustrating. Not sure if you have any input on this? (Network not portal)
• Manage the time better for online sessions, it would be more effective have a morning timeslot rather than an afternoon time slot. However, this is subject to change. (Addressed – Session delivered AM July 23)
• It might just be my computer, but the portal can be erratic, closing down for no reason or modules not opening. As I said this could just be an issue with my own network. (Network issued not portal)
• Maybe pace out a little with workshops
• More face-to-face sessions
• I feel as though the workload can be too much at times. Especially for myself working in adult social care as an advisor I struggle to manage getting enough time to complete set tasks for the apprenticeship. Some tasks can take me hours to complete which uses up most of my off the job training hours.
• My apprenticeship was left to rot. Our tutor left at the beginning of covid was never replaced and we got left hanging with no communication 75% of the qualification completed and nothing. I have attempted to engage with skills for work but no joy.
• The timings could improve (PM session moved to AM
• Exam conditions could be improved.
• Maybe keep a better tab on making sure apprentices are on target to complete deadlines.
• Do the Maths and English before you start with your group so you can finish with the group you started with.
• Sending meeting links out earlier in advance
• Perhaps allow progression faster if apprentice feels ready to move forward?
• Provide further tuition where maths and English is concerned, 1 session per week makes it very easy to forget the information given.
• Talk more about the qualification in how it could better the learner in later life.
• Without any training sessions I have relied on using the information available on the City & Guilds Skills for Work website which is quite limited. I feel like training sessions help me to learn and focus and stay motivated.
• I have colleagues undertaking leadership apprenticeships externally and it seems the course and support they receive is a lot more intense. My current mentor is very good at providing feedback and guiding me through the process however I feel like more sessions or training is required. "
• Less focus on Reflective Statement
• Provide more lesson time / 1 to 1 with students.
• My course has highlighted how Learning Styles apply to different people and what those learning styles are. The City and Guilds package is quite ridged in the learning style its presented in, this being mainly self-learning and an abundance of reading. As this is an apprenticeship, I would have liked to have applied practical learning/experiences. although this may come later in the course.
• Evaluate how long the modules will take and possibly better manage the work set.
• Not have too many assignments on get to gateway if they don't need to be completed.
• More free course for people that work
• Math and English to done along the course at the same time.
• I struggled a lot at the beginning because I didn't find the Learning Assistant at all user friendly and because I didn't understand what I was meant to do with the chunks of information I was being given. I am not naturally academic, and I only recently worked out that the reason why I felt overwhelmed with information was because I hadn't realised, I should be looking at the information in terms of coaching. However, now I have a better understanding I feel like I am coping much better and I will be raising this scenario at my review this week.
• Better understanding of internal council structure and processes to assist with career post apprenticeship.
• It would have helped me to have a fixed day with a cohort of learners that come together to share learning and experiences. I found the course being online a challenge.
• Clear course content. I am on a coaching course but do not feel that 6 months in I really know very much about coaching e.g. the practice skills that I need and how to successfully coach someone. The course feels very theory heavy; I understand the importance of this, but sometimes I am unclear about the connection between the theory being taught and how this relates to practically coaching an individual. There is a lot of duplication and overlap with previous study I have completed being a qualified social worker.

Impact: What apprentices said it like to be on an apprenticeship with Skills for Work

• “Love the job, really grateful I had the opportunity to do this”.
• “Rewarding, fun and useful. The lessons are good and interactive and helpful for the course I am on, and the people are so friendly”.
• “A privilege”.
• “An amazing experience”.
• “I really appreciate the opportunity I have had”.
• “Fits around my current role so I can learn and work at the same time”.
• “It fits alongside my role and allows me to do both flexibly”.
• “Working full time and having time allowed to complete the course through work is a bonus”.
• “Feels good to be supported”.
• “It’s great! I feel I am gaining good skills and knowledge to support me in my work”.
• “It is a good experience and learning opportunity. It has already helped me to improve the way I work as a customer service practitioner, and I look forward to completing the course and getting a qualification”.
• “I feel well-supported and guided through the qualification. I feel there is a lot of flexibility with completing the qualification and that communication is good. Apprentice managers are also well-informed about what stage the apprenticeship is at from the tutors. I have had plenty of time to catch up with coursework between learning sessions”.
• “It is a lovely experience and I believe I learn a lot about my course but also other aspects”.
• “Intense programme but I am enjoying it building my confidence and improving myself with practical knowledge and learning skills to apply to my job role”.
• “Amazing, I have learnt so much”.
• “I am enjoying this learning journey with Skills for Work and would recommend it to others”.
• “Have learnt new information from the AOL tasks and add to existing knowledge”.
• “It’s challenging, but interesting and enjoyable”.
• “I’m happy to be an apprentice as I get full support and I feel comfortable and challenged”.
• “Very good and enjoyable”.
• “I find being an apprentice with Skills for Work to be engaging and I enjoy being able to reflect on my own skills through the work we do”.
• “Good experience, excellent supporters and comfortable in asking for help”.
• “It's been a great pleasure; I truly believe that I’m in the best hands to help me pass the course at the first attempt”.
• “I am treated well and supported through every step of my apprenticeship”.
• “Very confident, easy to access support and information”.
• “Very good, I find all the staff helpful, and the support provided is excellent”.
• “It teaches you that you must work hard and put the effort in to get a good result, but it's always worth it. You feel very 'seen', not just like you're treated as another student, but you're individually given care and help”.
• “Supported and encouraged”.
• “Best experience, so educational and insightful, highly recommend”.
• “Empowering”.
• I Enjoy my training with Skills for Work”.
• “Brilliant, helps me build for my future career and also allows me to transfer the skills, qualifications into my current job role and for a future job role”.
• “I feel well supported by Skills for Work as well as my employer and both are keen to help me learn and progress in my career”.
• “A good development pathway”.
• “I really enjoy the group interaction and support I get from my tutor. As a manager I struggle sometimes with time, this is something I am using my learning to improve on”.

Evaluation Summary Community Learning & Adult Skills (CLASS) Provision July 2023

Aim

Skills for Work completes a review of Community Learning & Adult Skills Service (CLASS) to support the measure of learner satisfaction, quality of teaching and learning, identify service improvements and ensure the safety of learners and staff.

Process

The CLASS satisfaction questionnaire was developed and issued to all CLASS learners studying E2-L3 qualifications, learning on 27th April 2023 (183 learners). Responses were monitored on a weekly basis to monitor and maximise response rates.
Deadline for completion was 3rd July 2023. 

ESOL learners (88 learners), evaluations were conducted through learner forums during July 2023.

Response Rates

The response rate for the survey was high and inclusive of 22-23 service delivery for accredited AEB learning.
183 in learning, 163 responses, E2-L3 88.1%
88 in learning, 66 responses, Pre-entry – E1 75%

The total in learning, 271 with 229 responses, resulting in an overall 84.5% response rate.
Summary (E2-L3 Learners)
The overall summary of responses indicates a very high level of satisfaction, overall average of 97.3% an increase of 2.2% on 21-22 academic year.
Q1. Does your course meet your needs? Satisfaction: 98.2%
Q2. I receive the support I need Satisfaction: 96.7%
Q3 I am treated fairly by Skills for Work staff Satisfaction 98.2%
Q4 Lessons and training sessions are delivered in a way
that helps me build on my existing knowledge. Satisfaction 97.5%
Q5 I am given feedback to help me improve Satisfaction 96.3%
Q6 My course is preparing me for what I want to do next Satisfaction 97.5%
Q7 I have access to the resources that I need to do well
on my course Satisfaction 96.7%
Q8 Skills for Work has created a safe, disciplined and
positive environment for me to learn Satisfaction 100%
Q9 I am able to give my views about things that affect me
and feel listened to Satisfaction 98.8%
Q10 I am well informed by Skills for Work about the career
choices available to me and understand what I need to do to
succeed in my chosen career Satisfaction 93.3%

97.5% of learners would recommend Skills for Work to a friend.

Areas of good practice

• Tutors create an excellent learning environment that allows learners to focus on learning which is organised and planned well. Creating positive attitudes and commitment to learning.
• Tutors create a positive environment that allows learners to focus on learning that is safe and disciplined.
• The quality of education is very good with elements of outstanding practice.
• The curriculum intent is designed to give learners, particularly the most disadvantaged the knowledge and skills they need to succeed in life.
• Learners feel well supported by their tutors and say support is outstanding.
• Learner develops and improve their personal and social skills.
• Learners gain detailed knowledge and understanding making good progress to their identified start points.
• Learners demonstrate high levels of respect for others with positive attitudes and commitment to learning.
• Good lesson resources that challenge learners in class and at home through google classroom and homework activities.
• Most learners are prepared well for their next steps in education and employment and provided with locally relevant careers guidance.

Areas for development

Although learners were very happy with the support from SFW, areas for improvement were included in the feedback that included.

• Review class duration, longer classes/multiple sessions in a week (13.5%, (E2-L2) of learners require more learning hours to progress quicker). (50% of ESOL learners would like more classes each week).
• Access to on-line learning resources, power point presentations to provide embedded learning and catch-up sessions for missed learning.
• Impact of learning due to tutor absence.
• Improve communication on curriculum development, 12.9% of learners would like to attend more courses, especially to GCSE, level 3 qualifications, first aid and employability.
• Some learners would like career development linked to employability to be provided at the start of their course.
• A reward system to motivate and encourage learners throughout their course.
• Provide additional support for people requiring creche facilities.
• Placement opportunities for learners on teaching assistant courses.
• More trips and extracurricular activities throughout the course

Next steps

A senior management meeting is planned for identified areas for development on 22nd August 2023. All learners will be issued with, you said/we did feedback during September 2023.

Quality of teaching and learning and learner journey experience remains a priority and is planned and monitored quarterly with annual survey and review to ensure service improvements are effective.

Evaluation Feedback

Committed and dedicated tutors create an excellent learning environment that allows learners to focus on learning which is organised and planned well. Creating positive attitudes and commitment to learning.
Learners really enjoy their learning experience at Skills for Work and feel challenged and motivated to succeed and achieve their personal goals. Many learner’s give examples how they develop and improve their personal and social skills, knowledge and understanding.
A safe, friendly, welcoming environment to learn, where they feel fully supported by the tutors. Learners say they are progressing well which gives them confidence and improves their health and wellbeing and self-belief through their progress and achievement.
Learners said that courses are supporting them to prepare and progress into future employment.
See examples below of what it is like to be a learner at Skills for Work.

Learners feel well supported by their tutors and say support is outstanding.

Tutors are friendly, helpful, and very supportive which is valued by learners. Learners feel they learn in a supportive environment, given extra support as required to achieve their goals and encouraged to ask for help. Good teaching methods with explanation of activities where work is explained in detail and support given as required to ensure learners gain detailed knowledge and understanding to make good progress.

With individual guidance and extra support learners have improved their confidence and motivation and exceeded their expectations, for many applying for volunteering roles and employability for the first time.

At initial assessment, learners are asked if they have any additional support needs. These are identified prior to the course starting and planned on the learners’ ILP. A detailed report is available. Health and disability needs are identified, planned and supported, including payment of travel and support for childcare where applicable.

Many learners have identified support needs that are individually planned, learners with anxiety talk about being comfortable and relaxed in their learning environment.

Learners demonstrate high levels of respect for others with positive attitudes and commitment to learning.

Most learners feel they are respected and treated fairly by tutors. 1 learner who expressed dissatisfaction has been resolved through the customer complaint process.

The other learner has enjoyed their learning experience had been good but after being challenged by the tutor for not attending they felt this was unfair.

Lessons are planned and prepared well with good classroom management. Tutors challenge behaviours, knowledge and understanding and make good progress. Learners say they are proud of their achievements.

Learners understand their targets and what they need to complete on a weekly basis. They are provided with homework and their work is marked well. Learners say that tutors encourage them to do their best and that tutors are amazing, fantastic the way that everything is explained in a way it is easy to understand.  Tutors are always available to help and support if required.

Learners though not dissatisfied said that they would like more learning hours, more frequent classes on a weekly basis.

Learners are set individual targets on their Individual Learning Plan which are reviewed on a regular basis. Learners are clear about their targets and what they need to achieve and improve.

Learners say that they are supported and provided with advice and guidance that communication is good and they are listened to and helped in the classroom and especially examination preparation.

Learners talk about the patience of tutors, being provided with positive feedback and how it motivates and challenges them to do well.

Learners have identified aspirations and individualised life goals that they want to achieve. Many learners talk about progressing through their qualification levels and achievements and how education is providing them with their ultimate end goal of sustained employment.  Many are completing volunteering opportunities to gain valuable work experience.

For some ESOL learners it is having the confidence and understanding to go shopping and catch a bus and the ability to communicate to others with understanding in everyday life.

The social interaction of meeting new people and creating friendships is important to many learners especially for their health and wellbeing.

Learners attending teaching assistant qualifications are prepared to progress into sustained employment within a school.  

All learners on the programme have access to impartial CIAG sessions with the National careers service and have Career Development Action Plans to develop their next steps to learning and work.

If they require 1:1 Employability Support a referral can be made to SkillsHouse.

Good lesson resources that challenge learners in class and at home through google classroom and homework activities.

Learners say the approach and teaching methods used, support and availability to resources, clear lesson plans and welcoming learning environment enables them to do well on their course.

Learners say classes are well planned and organised. Provided with a wide range of resources to give them the tools to learn from paper-based, Goggle Classroom, videos and recordings. Learners are provided with homework and additional resources to challenge learners and to help them improve.

100% of learners feel safe in their learning environment which is welcoming and creates a good atmosphere.  Learners are able to demonstrate a good understanding of expected behaviours and attitude, safeguarding and prevent, including a good understanding of online safety.

Learners demonstrate high levels of respect for others with positive attitudes and commitment to learning. Learners say that we have a mix of people of all ages & backgrounds & get to learn a variety of different people’s views.

Tutors create a positive environment that allows learners to focus on learning that is safe and disciplined, classroom rules are discussed and mutually agreed.

Learners are supported well and feel confident to ask questions without judgement. Staff are approachable, friendly and always listen when learners do not understand.

Most learners are prepared well for their next steps in education and employment and provided with locally relevant careers guidance by the National Careers Service.

Learners feel that Skills for Work creates opportunities for learners to increase their confidence, skills, and employability prospects.

Some learners have gained confidence through valuable voluntary placement experience and upskilling their functional skills. Many learners achieve their exams and progress to the next level. Tutors have helped with interview preparation and some learners have successfully gained employment.

Learners thoroughly enjoy the teaching assistant qualification to support them in their chosen career of working in a school setting or with children.
15 learners are not currently looking for employment.
Some learners would like career development linked to employability to be provided at the start of their course.

11 learners said that they were not well informed about their career choices to succeed in their chosen career. All learners have been emailed with the relevant information.

When learners were asked what can we do to improve their learning experience?
Areas for development are identified:
• More courses available
• More IT courses linked to vocational requirements and expectations
• Evening classes and combine with employability skills for TA
• Could provide more courses in community learning centres
• Offering, provide drinks and a biscuit
• More lessons on informed material through PowerPoints, online resources rather than catchup for avoidable missed sessions
• There should be materials for practice through emails an online portal
• Conducting Online classes, self-teach to progress quicker
• Learning platform (ICT) is not good. Teacher needs to provide a lot of extra support
• More resources and equipment for teachers to help learners.
• Worksheets could be printed in a more manageable size rather than A3
• Provide teachers with better equipment and resources to improve learning for students
• Communication answer any emails if out tutor off
• Communication on start dates
• lessons that are cancelled have another teacher to help
• Delays in marking exams and lessons not always available in English due to staff absence
• Let us know if class is cancelled before turning up to class
• More notice of lesson changes if any
• We would be grateful if there's a teaching assistant level 3 course at St Peter's house. Even Though first aid course would be icing on a cake .
• If you can introduce level 3 courses
• Could we please have a level 3 teaching assistant course as it would be a benefit for everyone who is going to complete level 2
• Placement opportunities for TA course
• Expand it to GCSE higher level
• More courses over holidays for kids
• To study more hours in weekly. For example, 2 days of week.
• More days of ESOL classes
• Personally, I'd like the sessions to be longer, or for there to be more sessions in the week, purely from a social aspect as I really enjoy the conversation. I have found the course thoroughly enjoyable I would just love more
• More learning hours
• More days of learning
• One more day a week of learning
• I would like more learning hours
• Increase hours or days for classes
• Getting more than one session a week
• English class twice a week
• You can provide more opportunities on employments and apprenticeships.
• By providing regular career guidance from start of course. General course contents plus specialised training regarding specific job related topics.
• Career and job advice
• Provide more information related to get a job
• What happens next when completing the course
• inform people of other opportunities and courses that would be suitable for people in the class, to help further their education and career
• Would like more information about teaching assistant jobs available and how to apply for them as part of the course
• Encourage students by giving them an incentive. This will encourage and motivate, could be anything, monetary or little gift items .etc
• Arrange more trips and activities for classes
• Something needs to be checked and changed in Business Administration unit 503 exam
• Maybe offer creche for parents with kids

Examples of Positive Feedback

• Talented teacher and friendly environment for learning.
• Convenient place to go
• Friendly environment and relaxed learning
• The environment is very welcoming which makes it easier to understand things
• Nice environment
• Delivering the course in the community.
• Friendly environment
• The teaching is very brilliant also the atmosphere is great
• Fantastic service, you meet everyone’s needs, this service is much needed, tutors are very personable
• Like environment and organisation
• Near my home, I can speak better more confident than before and have more skills
• Positive environment for learning
• Good teaching
• Very friendly and good team, teachers always ready to help to have a good knowledge and gives advice for any situation
• Very good service and teaching
• The teacher is excellent
• My teacher is so good she is so cooperative, she explain everything perfectly. Your management is so good you guide us well about everything
• Plan the lessons well, and offer short courses to help with current course
• Everyone's polite
• Excellent Teaching
• Teaching and informative
• Teaching
• Excellent teacher, information always clear and timely.
• Good interactions with students, not boring classes.
• Friendly and professional tutors
• Teaching
• Everything is good the way of conveying method of teaching is very easy and very impressive
• Community outreach, assessment and feedback, good quality teaching and learning resources
• Excellent teaching.
• Well trained teachers
• Teaching methods
• I’m very happy with my English teacher she is very professional and always kind and helpful.
• The teacher is very helpful and friendly to us.
• You teach well
• Very good teaching methods
• Teachers are good
• Teaching in a good way
• Good tutor, not learnt from different tutor at other provider
• Friendly staff
• My tutor is amazing, she is inspiring & makes you believe you can achieve anything
• Impressive way of delivering lessons
• Excellent tutor and opportunities to help me as a mum getting back into work
• Explaining well so you understand
• Teachers are good and dedicated
• Help and understand that it's not too late to have a career or learn something new. Everyone has different abilities, and may not have gained any qualifications at school but are still welcome and are given the encouragement and confidence to learn something they love. Giving people a second chance that they may not have got first time round.
• Tutors have provided me opportunities to help me to refresh my skills.
• This course helps me to improve my English skills
• I am improving my English
• To learn new things and improve my reading and writing, speaking as well, learning new words
• I like reading and writing and listening
• Improving writing, listening and help to get job
• This course helps us very well we improve our learning skills
• Advice and range of courses
• Support students very well.
• The support for skills for work is outstanding. They have made this journey so easy and enjoyable for me
• My tutor is a fantastic teacher. When I don’t understand something she is patient and will explain the question numerous times so I can understand
• A great tutor she is very helpful
• Good support for students
• You support students
• Teacher is very supportive
• Everyone supports each other
• Supporting the learners
• The teaching is very good, and the teachers are supportive.
• I like the way how teachers explain and support us in our lessons
• Friendly atmosphere and committed teachers. Good support and advice.
• I have certain learning needs and my tutor supports them well
• Listen to me to help me with my course
• The overall support is amazing by staff
• Everything, the staff are very friendly and so helpful
• Always gets help when needed
• Good support
• This course has given me the confidence and belief in myself to apply for a volunteering role in a position relating to the course with a view to applying for the next available teaching assistant position that opens. I wouldn't have been able to do that without the support from my tutor & class, so thankyou
• I learnt more confidence
• They give me motivation.
• I’ve improved my confidence and improved my writing
• Encourage us to do more courses
• Enjoyed coming to class
• Great experience
• Everything, looking after students and materials we needed for support
• I enjoy my learning
• Really enjoy ICT class, she understands and always encourages us to do our best
• Good timings and enough sessions for understanding
• You do well in looking at my strengths and weaknesses, also what I need to work on to progress and improve
• Helping us to understand any exam questions where help is needed more
• To have regular feedback from the students about the course contents and evaluation of the teachers
• A fantastic teacher & explains things in a way that is easy to understand
• Delivery the course and aiding me to hit the criteria needed to get the result I want
• Explaining in amazing way
• The way everything is explained in the courses is understandable.
• The teaching is certainly good. It improves my knowledge, and I learnt a lot from doing the course. Everything was explained to me in detail and in an easy way to understand
• Good help got lots of knowledge
• Giving resources helping us to improve
• Skill for work text me all the events they have in advance
• Give enough time to do homework
• Availability of learning materials and approach to teaching has been remarkable
• Good lesson resources in class and on Google Classroom
• Give people the tools they need to learn.
• I have completed my level 1 and 2 in TA . I got all the support and resources to achieve my learning throughout my course. .I very much enjoyed the company of my tutor's and hope to complete a level 3
• Help me achieve my goals
• Clear lessons and access to classroom
• The tutor helps towards ILP which means you can achieve a specific target.
• clear timetables on what's to be expected each week on the course, flexible and manageable work.
• The tutor was very helpful with ILP.
• Communication and organisation
• Keep us up to date and informed of all activities available to us

What it is like to be a learner with Skills for Work and how it makes you feel

What is it like to be a learner with Skills for Work and how does it make you feel?

• “It is enjoyable; we have a mix of people of all ages & backgrounds & get to learn a variety of different people’s views. The class is a good size & everyone gets along & helps each other.
• "It's great to be a learner at Skills for work. The positive and constructive feedback that I receive from the teachers in order to improve my knowledge and skills, is fantastic”.
• “Very laid back and relaxed atmosphere that provides a good learning environment”.
• “I enjoy it”.
• “Excellent. Gives you confidence”.
• “Improved my communication, I speak more and be kind and respect others”.
• “After doing the course, learner can find suitable job that they want”.
• “I'm more confident and happier with my studies”.
• “Amazing”.
• “I have enjoyed my learning journey. This has made me more confident; I don’t think I could have gotten this far if I had to attend college”.
• “My teacher delivered so good and gave us enough resources for better understanding”.
• “As a learner at Skills for Work I have a great chance to find good jobs”.
• “It’s been great. Staffs and other learners support each other”.
• “I'm really enjoying it”
• “I feel valued as a learner. I also feel really supported when I am struggling to understand the work given”.
• “Better in myself and confident”.
• “I love studying here and intend to take another course”.
• “I like my teacher 's teaching method her behaviour your guidance”.
• “I feel that I have gained confidence in group discussions, and I feel valued as a learner here”.
• “I feel I was able to achieve my goal through Skills for work and hopefully get into employment”.
• “Enjoyable”.
• “I cannot reiterate how much I have thoroughly enjoyed being involved in this course. Having been a stay-at-home parent for 12 years prior, it has reawakened my passion for learning, given me the confidence and social skills that I had lost through being at home for an extended period and encouraged me to put myself out there to apply for opportunities”.
• “Interesting and informative”
• “It just makes you feel absolutely great to achieve”.
• “I think that I have improved my English since I started the course”.
• “Environment is friendly”
• “It’s really good”.
• “Gives you motivation”.
• “Such a friendly approach”.
• “I have enjoyed my learning as it was safe, and the tutor was very welcoming”.
• “It’s been great experience”.
• “It's a confidence builder as well as an educational one. It's very good for my wellbeing as well as gaining a qualification or learning a course. It feels good to meet with new people. I think being able to do the courses at a local school is good and makes it a lot easier for a lot of people. It's great coming to the family play days too and I like the fact that Skills for Work keep you updated with what's going on and invite you to other courses and events”.
• “It's great to be a learner at Skills for work”.
• Teachers know their subject matter and make lessons enjoyable and clear. Environment is excellent.
• “Good, informative, and made me feel welcome”.
• Not too helpful, rather more focused contents to be introduced according to job requirements. Resources could be better utilised by effective planning and regular practical training programs.
• “It is rewarding to feel I am getting closer to my goal of hopefully teaching in a school”.
• “Improving my self-confidence”.
• “I feel confident and a happy student. A big shout out to her and other staff. Thank you”.
• “Great to know I am working towards something that will help me get employment in the future”.
• “I learned to speak better”.
• “I like it I got confidence to speak in this and give a positive feeling”.
• “My speaking skills getting better day by day”.
• “It feels good to be in a class with new friends” .
• “An opportunity”
• “Give me motivation to learn more”.
• “I feel more comfortable”.
• “It's good, I am happy”.
• “I am feeling very comfortable in the classroom thanks again”.
• “I feel great the teacher is the best”.
• It's amazing to be a learner at Skills for Work”.
• “Really enjoying my course”.
• “Positive learning environment”.
• “It is like fabulous teamwork. Fabulous teaching very impressive”
• “Awesome”!!
• “A good place to learn and develop one's skill for future purposes”.
• “Good learning and workshops”.
• “I’m comfortable with the class size and feel settled”.
• “Feel like a student again”.
• “Very enjoyable, gets the best out of you and also help when needed”.
• “Enjoyable”.
• “I feel well supported, and that I'm working towards a valuable certificate”.
• “Positive experience”
• “Good experience”
• “It has been very enjoyable”.
• “Fun environment”
• “Very interesting, informative and lots of positive emotions. Met so many good friends in my English course”.
• “It's good as the teacher treats us with respect and fairly. Also, the lessons are very clear by teacher's explanation to put it easy as well as possible”.
• “Giving me a bit more focus in life”.
• “Yeah. it really good”
• “It makes me motivated and determined to learn new skills and build on them”.
• “I'm very delighted to study here I'm learning new skills, making new friends”.
• “In a few months I improved a lot”.
• “So many good things to mention”.
• “Good, I feel listened to supported and leave every class feeling like I have achieved something”.
• “It's very fun and exciting to learn”.
• “It keeps me enthusiastic and motivated”.
• “I am really enjoying learning from Skills for Work. "
• “Fantastic”.
• “The desire to gain knowledge and develop skills to improve your work performance”.
• “I have learnt the transferable skills like communication. It boosts my performance at work”.
• “ALOT better than being at school”.
• “Everything is fine, tutor is amazing”.
• “Good helping me at home with kids cause learned about safety”.
• “Really good, exciting and safe environment had a great time”.
• “Safe enjoy environment and nice admin”!
• “Good I’ve met some lovely people and enjoy my time there”.
• “There is extra activities for children during school days off which is great”.
• “Brilliant, our team was great. Our tutor was the best, she was helpful, great at explains and making sure I fully understood”.
• “Feeling more confident and prouder of what I achieved”.

ESOL Evaluation Summary (Pre-entry-E1)

During July 23, learner forums were completed with 12 ESOL classes.
88 learners in learning and responses from 66 learners resulting in a 75% response rate resulting in a 100% satisfaction rate.
The overall summary of responses indicates an outstanding level of satisfaction. All ESOL learners are very happy in their classes and enjoy the social interaction, learning and making new friends. For many ESOL learners this is the first time that they have achieved a qualification.
ESOL Learners fell they are fully supported in class and learn many new things that help them function in everyday life. Many learners said that they have improved their speaking and listening skills are now able to read text and write simple sentences and demonstrate understanding. All learners said that tutors are very good. Learners were able to give many examples of what they have learnt during their course from the alphabet, use of grammar and punctuation, spellings and learning many new words.
ESOL learners have a good understanding of British values and safeguarding.

Potential areas for development

• Problems with WIFI on occasions at Bankfoot Primary School
• Loan devices to school for delivery of ESOL ICT (Bankfoot Primary School)
• More teaching hours (learners would like 6-8 hours weekly)
• More classes a week (minimum 2 required)
• Bring children to class do joint sessions on occasions, in holidays maybe?
• ES22-155 would like a morning class or course delivered in BD3 preferably.

Positive Feedback from ESOL learners

• Helps you a lot
• Very helpful always helps you
• Marks your work so you learn
• She is amazing. Wonderful teacher
• I enjoy how to use a mouse it was very difficult at first
• I will use my computer at home and practice
• I have learnt many new skills and I have enjoyed it
• I know how to send and delete emails
• I now have an email I did not have before
• I found it difficult at first to use a mouse but I am confident now
• I have learnt how to send an email
• I have built my confidence how to use a laptop
• I can now get messages from my children’s school
• Be able to meet new friends
• Quality time in class
• Improving my communication
• Learning new things makes me feel happy
• Inspired by the teacher and student behaviour
• Communicating with others
• Learned many new things
• Improving my English
• Teacher is very good
• I really enjoy class
• The teacher is really good
• I have improved my speaking & listening
• I am more confident
• I can put sentences in the right order
• British values
• Different parts of speech
• Different types of text
• Spell new words
• Form sentences using adjectives
• Understand form filling
• Improved grammar and spellings
• I enjoy class

To download a copy of this policy, please go HERE

Exam Booking Procedure C&G

Minimum of 3 Weeks Prior to booking exams. This is down to the allocated AO window for ordering exams.

Fully completed Exam Booking forms for all exams/tests/assessments/assignments to be emailed to relevant IQA, a minimum of 3 weeks prior to date requested. This includes SLC assessments.
The Room Booking form is found in Teams. It is the Tutor’s responsibility to ensure a suitable room is booked. If Online exams are being booked, laptops must also be booked out. This is also on the same worksheet as the room booking.
If an external venue is required, this must be booked by the Tutor.

The exam booking form can be found in 2022-2023 Model documents here
Please ensure that prior to submitting the booking form, it is completed in full, ensuring that the name of the learners is their birth/registered name. Any incomplete booking forms will be returned to tutor. This will be reflected in the register and reasons for return noted in the IQA notes section. The 3 week rule will start from the re-submission date.
Registration Numbers:
Please check on Evolutive for FLASS/CLASS learners
For Apprentices their registration numbers are on both Get to Gateway and the IQA Tracker

IQA’s to send an email to tutors to confirm that the exam booking forms have been processed and exams have been ordered. Tutors must confirm via email that they have checked the information and that all is correct. Any anomalies must be advised immediately. This will ensure that all exam booking forms have been processed for the correct day, time and correct exam.
The exam booking tracker is here
IQA to record on their outlook calendar to check the confirmation email from tutor has been received. If not received, IQA to inform Line Manager of non-compliance.
Note : All SLC recordings needs to be uploaded to the exam shared drive here (SLC recordings 2022-2023), in the individual tutors named folders on the day of the assessment. This is to prevent any being lost, misplaced or accidently deleted.

Two Weeks Before

• IQA will inform EQA of any SLC taking place.

One Week Before

• IQA will print off internal printed exams/ assessments and secure at SPH in the exam cupboard in the safe.
• Tutors to ensure candidates know dates, times and what to bring with them.
• Online Exams – Invigilators to ensure they have received the Pin & Keycodes for exams. (NOT EPA tests)

One day Before

• EPA Invigilators to ensure they have received Pin & Key codes for Knowledge test.
  (only released day before assessment).
• For online exams/tests/assessments, Tutors to check that booked Laptops are in working order.

On the Day

• IQA will invigilate exams in SPH subject to availability (Thursdays). For any other days, Tutor must arrange suitable invigilator and SOS as per the exam booking form and book a room.
• Exam signage MUST be displayed outside the room – before the candidates enter the room.

Paper based Exams

• If a learner doesn’t attend on the day, their exam will be returned to the Awarding Organisation and the tutors will need to refer back to the beginning of the exam booking process to reorder.

Online Exams

• Some online exams/assessments remain live for a fixed period of time, however this depend on the AO. Online exams/assessments will be advised on a case by case basis.
  

Note: On the day of the exam, Invigilators are to give Reception a register of all learners who are attending SPH for their exams.

NB: it is not Jack’s responsibility to check ID. This should be done by the Invigilator and/or another suitable SFW member of staff.

After Exams

• Any Tutor marked tests/assessments/assignments will be kept in the safe and need to be marked in SPH. It is best practice to mark the exams on the day. Exams must not leave the building and must be signed in and out of the safe room. Tutors and IQA’s to co-ordinate the return of marked work to the safe.
• If marking can’t take place on the day of the exam, a date & time must be agreed with IQA to ensure access to papers for marking. All internally marked tests/assessments/assignments (including SLC’s) should be marked and submitted for sampling within two weeks of the exam date.
  Admin shouldn’t be asked to get exams out of the safe for marking.
• All completed SLC paperwork is to be saved with the recordings and an email sent to the IQA to advise they are ready for sampling.

On Completion of Internal Marking

• Once IQA’s have received the marked assessment/exams/tests/assignments, they must be sampled within two weeks of receipt, in line with the sampling strategy.
• Once sampled, IQA’s will inform tutors, Line Managers and Admin staff.
• Feedback will be recorded on an IQA sample record document and decisions made will be emailed to the Tutor & Line Manager, again within the two-week time frame. Feedback should be read, agreed, signed and returned to the IQA with any disagreements discussed and resolved.
• Any disagreements not resolved will be passed to the ‘Head of Centre’ for an impartial resolution.
• Internal claims will be processed for passed assessments. Actions will be set for failed assessments.
• Externally marked exams will be sent to Awarding Organisation on the same day as they are sat, for marking. Results will be advised on Mondays.
• IQA’s will check results from Awarding Organisations each Monday.
• IQA’s will email results/completed IV activities to admin, Tutors whose learners are affected and the Senior Management Team (JH, CA, MF). Only one email is required, not individual emails to each Tutor.
• If learners are beyond their planned end date and/or results are critical to their completion/progression, then additional checks may be required subject to agreement. This does not include ad-hoc checks for results for learners who are on programme and on target.

A copy of this document can be downloaded HERE

Aims
The aims of this plan are:
• To examine potential risks and issues that could cause disruption to the management and administration of exams, including the potential impact of a cyber-attack.
• To mitigate the impact of disruptions by providing actions or procedures to follow.

Legislation and guidance
This plan complies with the Joint Council for Qualifications (JCQ) General Regulations for Approved Centres, which require all exam centres to have a written examination contingency plan/examinations policy.
This plan is also informed by the Ofqual Exam system contingency plan: England, Wales and Northern Ireland. This plan also complies with our funding agreement and articles of association.

Responsibilities

Head of Centre
The head of centre will ensure that a written examination contingency plan/examinations policy is in place which covers all aspects of examination administration.

Staff and invigilators
Staff and invigilators involved in the centre’s exam process are responsible for reading, understanding and implementing the contingency plan.

Monitoring arrangements
This policy will be reviewed every year in the autumn term, or well in advance of each exam series.

To download a copy of the full Exam Contingency Plan, please go HERE

Family Learning Volunteer Waiver

Thank you for your dedication and commitment for assisting the Skills for Work Team within The City of Bradford Metropolitan Council. We appreciate your support as a volunteer for our Family Learning Day/s.
As a volunteer we need to ensure you have received and fully understand the following documents/ policies/ procedures.
*If you have not received or understand the documents/policies/procedures below, please make Saif Hussain aware and he can ensure you have received and understand the appropriate information. *

Documents/Policies/Procedures:

British Values and Your Responsibilities
-Democracy, Rule of Law, Individual Liberty, Mutual Respect, Tolerance of those of Different Beliefs

Health and Wellbeing

Bullying / Cyber Bullying

Prevent Strategy

Careers Information Advice and Guidance Service (CIAG)

Council Complaints Procedure

Local Government and Social Care Ombudsman

Data Protection and Privacy Notice

Quality Standards. Ofsted / The Matrix Standard

Safeguarding- Protocols / Process Flowchart / Designated Safeguarding Lead

Etiquette for all staff, volunteers, visitors, and learners

Fire safety

To download this document, go HERE

Promoting the Health and Wellbeing of Learners Policy

Introduction

Skills for Work (SfW) has an ethos that our service should aspire to create or encourage:
• Successful Learners
• Confident Individuals
• Responsible Citizens and Effective Contributors

There are strong connections between effective, successful learning and health.
A good education helps build strong foundations for:
• Supportive social connections
• Accessing good work
• Lifelong learning and problem solving
• Feeling empowered and valued

These foundations support healthier lives by increasing our opportunity to:
• Develop lifelong healthy habits
• Manage and limit exposure to life’s challenges
• Afford a good quality of life
• Live and work in safe and healthy environments

All aspects of a learner’s experience at home, in training or in daily life contribute to personal and social development. This policy is not just aimed at our learners, but nurtured through our relationships with our staff, employers, partners and visitors.

Aims
SfW aims to impart, foster and promote understanding, skills, capabilities and attributes necessary for mental, emotional, social and physical wellbeing now and in the future.

We aim to do this by supporting learners:
• To make informed decisions in order to improve their mental, emotional, social and physical wellbeing
• To experience challenge and enjoyment in their learning;
• To make a successful move to the next stage of education or work

Everyone within SfW, whatever their contact with learners, shares the responsibility for creating a positive ethos and climate of respect and trust – one in which everyone can make a valuable, positive contribution to the wellbeing of each individual within SfW and the wider community.
Some aspects of health and wellbeing are the responsibility of all staff. These responsibilities include each member of staff’s role in establishing open, positive, supportive relationships across SfW, where learners will feel that they are listened to; in promoting a climate in which learners feel safe and secure; in modelling behaviour which promotes health and wellbeing and encouraging it in others; through using learning and teaching methodologies which promote effective learning; and by being sensitive and responsive to each individual’s wellbeing.

SfW aims to develop:
• Successful learners - by supporting learners to set and review personal goals for achievement in their learning and development
• Confident Individuals - by encouraging awareness of the importance of showing respect and valuing other people
• Effective Contributors - Through their learning, individuals can have opportunities to engage positively in learning experiences that are fun, enjoyable and challenging

Promoting Health and Well-Being
Wellbeing of SfW staff is paramount and through quality assurance, observations, meetings, and promoting good relationships, Management are able to act quickly and support all staff who may need it. Bradford Council Health and Well-Being policy provides guidance on how to obtain support

Signposting
SfW is proactive in providing contact links in the Learner Induction Handbook to organisations or support groups.

Support
All our learners complete screening at induction and we encourage them to disclose any matters that are impacting on their lives or that are of concern to them. This could include:
• learning history
• social factors
• medical problems
• work readiness skill

During induction and throughout the course, tutors and staff should make learners aware that they can approach staff at any point during the life of the course to inform them of any changes or developments to their health or social situation.
Tutors will plan in support during a learner’s programme. This may include 1:1 mentoring, online support courses, workshops or signposting to external organisations.

Policy Issue SMcG June 2021
Reviewed: June 2022 Suzan Mc Gladdery
Reviewed 27 02 23 Suzan Mc Gladdery
Date of review 27 02 24

To download this policy, go HERE

Information, Advice and Guidance

AIMS and OBJECTIVES

 We provide impartial and objective information, advice and/or guidance, delivered in a safe, friendly and welcoming atmosphere by experienced staff, maintaining confidentiality and professional integrity.

 Our programmes aim to equip local people with the skills, knowledge and qualifications necessary to enhance employment opportunities and enable the districts economy to grow.

 We provide an introduction to the programme that clarifies what support can be expected and what help is available.

 We provide learning and employment support to higher skill levels and explore career options so our customers can make informed choices.

 We review ongoing progress and achievements while on programme.

 We signpost and/or refer to other agencies or sources of support where appropriate.

 We provide access to a wide variety of up to date information and resources.

 Our range of services and resources reflect the diverse needs of the community and customers.

 We maintain networks/partnerships with other organisations and local employers.

 Our service is measured and evaluated against its aims and objectives for its effectiveness; and we will seek feedback to continuously improve the quality of our services.

Suzan McGladdery
Skills for Work Manager
Education, Employment and Skills

To download a copy of this document, go HERE

LEARNER COMPLAINTS

Introduction

This guidance relates to the methods used by Skills for Work to address learner complaints. Other complaints, from members of the public, employers etc are dealt with separately under the Bradford Council complaints policy and procedure1.

The guidance is used to ensure that learner complaints are dealt with consistently throughout Skills for Work and conform to specified contractual and quality improvement requirements. This applies to all centres within Skills for Work. This guidance does not prejudice the right of a learner to complain to the relevant programme funding and/or qualification awarding body or prime contractor, where a route for such complaints exists. All learners should be made aware that they can escalate a complaint to the prime contractor if they feel it has not been adequately dealt with by Skills for Work.

Contract Coordinators and Skills for Work Manager have overall responsibility to ensure the learner complaints procedure is implemented and that all aspects relating to this procedure are fully documented and regularly reviewed. Officers investigating complaints are from now on referred to as “Nominated Officers”.

Definition of a Complaint

The Council’s definition of a complaint is as follows: ‘A complaint is an expression of dissatisfaction, however made, about the standard of service, the actions or lack of action, by the council, or its staff which affects an individual service user or a group of users.’

Note i: for the purposes of this guide the definition of a complaint is extended to include expressions of dissatisfaction by one learner about another.

Note ii: a complaint about a racial incident involving a service, a learner or member of staff should also be recorded under the Council’s Racial Incidents Monitoring and Reporting Guidelines. A racial incident is defined as “any incident which is perceived to be racist by the victim or any other person”.

This guidance applies to programmes delivered by centres within Skills for Work as described above.

1 Staff and Management Responsibilities

• 1.1 A member of staff receiving a complaint should make every endeavour to remedy the complaint as appropriate.
• 1.2 Nominated Officers are responsible for investigating and, where possible, resolving complaints from learners, and for implementing any necessary corrective actions, at the centre(s) for which they are responsible (except as provided for in sections 1.2 and 1.3 below).
• 1.3 A member of the Senior Management Team is responsible for investigating and, where possible, resolving complaints from learners that remain unresolved following action by a Nominated Officer, in respect of centres within Skills for Work.
• 1.4 Where a Skills for Work Manager is the subject of a complaint, a senior manager will nominate an appropriate person to investigate and, if possible, resolve the complaint.

2 General

• 2.1 Learner complaints are an important part of the feedback process whereby services are aligned with learner needs. All members of staff who deal with learner complaints should therefore view them as potential opportunities for service improvement. Learner complaints should not, however, be used as a substitute for a planned process of service evaluation and improvement resulting from solicited and unsolicited learner feedback.
• 2.2 A complaint must be viewed as legitimate and important to the person making the complaint regardless of whether or not the specific details of the complaint can be justified by the centre. Learners have a right to complain about any aspect of Skills for Work’s provision which they feel fails to fulfil their reasonable needs. This right must be respected and care must be taken to ensure that a complainant is not disadvantaged in any way by exercising their right to complain.

3 Handling Complaints

• 3.1 This guidance operates in two stages,
• 3.2 First Stage
  • At the first stage front line staff should make every endeavour to remedy the complaint. Complaints should be responded to in the most appropriate way. Any officer dealing with a complaint should:
• treat the complainant with respect and courtesy;
• be responsive and sensitive to their complaints;
• listen to the complainant and hear what they are saying;
• avoid setting out merely to justify the position of Skills for Work,
• keep the complainant informed on the progress of a complaint;
• wherever possible, provide clear explanations of what went wrong;
• make an apology and provide redress where

Underlying service problems must be addressed, but a written response will not always be necessary or appropriate. All complaints must be detailed on a Complaints Return Form to ensure it is recorded correctly in accordance with section 5 – Recording of complaints. All complaints should be acknowledged within two working days and responded to within ten working days. If there is significant doubt about the factual circumstances surrounding the complaint, requiring an investigation, the complaint should be immediately referred to the second stage.

• 3.3 Second Stage
  • 3.3.1 If the learner remains dissatisfied, then the complaint will pass to stage two and be dealt with by a Nominated Officer, this stage may also include a review of how the complaint has been handled at earlier stages.
  • 3.3.2 To allow the complaint to be clearly understood, at this stage, by both learner and nominated officer, complaints must be set down in written form. Learners may, at their own choice:
  • • write a letter of complaint to the Contract Co-ordinator or complete a Complaints Form.
    • receipt by email is accepted at this stage
• If a learner experiences difficulty in writing a letter of complaint or completing a Complaints Form, s/he should be assisted by a member of staff or other person of the learner’s choice.

3.4 Investigations

• Where it is necessary to establish matters of fact in connection with the complaint, the manager must conduct a formal investigation. Interviews with individuals, which form part of the investigation, must be recorded in writing and the record signed by the person(s) concerned, after an opportunity to make any necessary corrections. See also section 5 below.

3.5 Feedback

• When the Nominated Officer is in a position to make a judgement about what action may be required to resolve the complaint, s/he must feed back to the complainant, normally at a meeting called for the purpose. The complainant should be informed:
  
  • whether or not the Nominated Officer has substantiated the complaint; either
  • (a) the action taken, or proposed to be taken, to address the issues raised by the complaint, if it has been substantiated; or alternatively
  • (b) that no action is proposed to be taken as a result of the complaint;
  • the timescale within which action will be taken, if applicable;
  • the complainant’s right of appeal if s/he feels that the complaint has not been resolved to her/his satisfaction.

3.6

• If the complainant feels that the action taken, or proposed to be taken, satisfies her/him that the complaint has been adequately dealt with, the complaint is considered to have been resolved. If the complainant remains dissatisfied and wishes to take the complaint further, s/he may appeal as set out in section 6 below.

4 Investigation of Complaints

• 4.1 Nominated Officers who handle a complaint where an investigation is necessary to establish the facts must be aware that the investigation may disclose the need to consider formal action, such as disciplinary action. It is important to conduct the investigation in a way which does not prejudice such subsequent actions, should these be found to be necessary.
• 4.2 For the above reason, and to ensure consistency and fairness of treatment, investigations, which are required in connection with learner complaints, must be conducted in accordance with the Council’s Managing Investigations Procedure.

5 Recording of Complaints

• 5.1 Nominated Officers who deal with learner complaints must keep the following records of each complaint they handle:
• 5.1.1 For complaints resolved at the first stage
  • name and address of complainant
  • centre where complaint was received and programme (if applicable)
  • date of complaint
  • method by which complaint was received
  • details of complaint
  • category of complaint
  • equal rights monitoring information
  • whether complaints acknowledged within 2 working days
  • whether complaint was responded to within 10 working days
  • action taken or how complaint was handled
  • whether complaint was upheld, partly upheld or not upheld
  • whether the complaint was resolved or still on-going
  • name of Nominated Officer
• 5.2 When complaints pass to the second stage, must retain the following documents:
  
  • a full statement of complaint i.e. the written complaint referred to in 3.3
  • all statements taken during the course of the investigation
  • any correspondence entered into in connection with the complaint
  • any other document referred to during the investigation
  • the findings of the investigation

• 5.3 Records of complaints must be retained securely at the relevant Centre for a period of 2 years after the complaint has been

6 Appeals

• 6.1 A complainant whose complaint remains unresolved after the second stage may refer the matter for re-consideration by way of an appeal.
• 6.2 Appeals must be made in writing, within 10 working days of receipt by the complainant of the feedback referred to in sections 3.5 above. The letter of appeal should be addressed to the relevant senior manager as set out in section 1.2 above, who shall also hear the appeal.
• 6.3 Appeals shall proceed as set out below:
  
  • a) the complainant may introduce new material, relevant to the complaint or the way it has been handled, at this stage;
  • b) the manager hearing the appeal must also consider whether the complaint was properly investigated and otherwise dealt with correctly;
  • c) the manager hearing the appeal may speak to any other person who appears to have information relevant to the complaint, whether such a person was interviewed as part of the original investigation or not.
  • d) Appeals should be dealt with within 10 days of the receipt of the appeal request.
• 6.4 Appeals under this section represent the final level of internal recourse available to a learner.
• 6.5 Records of appeals must be maintained in accordance with the requirements for second stage complaints (see section 5 above)
• 6.6 If any learner is still dissatisfied with the service provided by Skills for Work, they can take up their complaint with the prime contractor / external body.

To download a copy of this procedure, see HERE

Learner Discipline, Sanctions and Plagiarism Policy

This document sets out the code of conduct to which learners are expected to adhere whilst undertaking training, teaching and learning with SfW. It sets out the procedure that should be followed where the code of conduct is breached.
Breach of the code of conduct may lead to disciplinary action being taken against a learner. Repeated breaches or a single serious breach may result in a learner being suspended or asked to leave their course.

This policy applies to all learners, and all SfW provision - including apprentices, accredited and non-accredited learning.

These procedures are not related to a learner's academic performance or capability
The underlying principle is to provide an impartial process for dealing with problems of learner discipline.

Introduction to the Policy

SfW has developed the learner discipline policy to make clear:

• The types of behaviour that are unacceptable
• The procedures that will be used to deal with unacceptable behaviour
• The likely sanctions for unacceptable behaviour

This policy and attendant procedures are required to promote a healthy, safe and productive learning and working environment for all learners and staff.

No disciplinary action will be taken against a learner until the circumstances have been investigated, except when misbehaviour has been directly observed by a member of staff; then appropriate action should be taken immediately.

Misconduct

The following are examples of misconduct:

• threatening behaviour or assault.
• any bullying (including cyber bullying), intimidation, harassment, taunting (including any homophobic comments), verbal abuse or the use of any violence or threat of violence towards any person.
• discrimination of any kind (including racial, homophobic, age, religion, sex, gender reassignment and disability).
• Any behaviour that relates to the PREVENT agenda.
• cheating, plagiarism.
• inappropriate access to web material deemed unsuitable.
• Foul and abusive language used toward any other learners, member of SfW staff, visitors, security staff.
• Harmful, sexual behaviour including peer-on-peer sexual harassment and sexual violence, including online, in your lives and the lives of your peers. This includes sending ‘nudes’ and consent.

This is not an exhaustive list and each incident will be reviewed individually.

Online principles

The following are examples of rules when attending online sessions:

• Consent for recording sessions online.
• No photos, screenshots or recordings on personal phones unless agreed content and for a specific purpose.
• Wearing of suitable clothing.
• Appropriate area, away from others and neutral backgrounds where possible.
• Use of appropriate language in online chats.
• Appropriate email address and names when logging in to online sessions.
• Do not subject anyone to harmful, sexual behaviour including peer-on-peer sexual harassment and sexual violence, including online, in your lives and the lives of your peers. This includes sending ‘nudes’ and consent.

This is not an exhaustive list and each incident will be reviewed individually.

Stages of the Disciplinary Process

Verbal Warning / Informal Concerns
(a) A verbal warning can be issued by any member of staff where a learner has breached the Learner Code of Conduct. These should always be noted on the Expression-of-Concern-Form
(b) It is important that all staff who have concerns about a learner record the concern on the Expression-of-Concern-Form (to allow the manager to follow up with the learner.
(c) The manager or appointed staff member will review the evidence and make arrangements to interview the learner to discuss staff concerns.

Formal Concerns

Stage 1 Action Plan

• Behaviour: any breach of the learner code of conduct including disrespectful behaviour towards staff or fellow learners.

• A member of staff will create an action plan with the learner to support them to work towards displaying conduct better suited for the learning environment at SfW.

• For Apprentices, this may involve their employer.

Stage 2 Formal

• A Stage 2 formal warning is given if there has been a failure by the learner concerned to make satisfactory progress during Stage 1. A learner can also be issued directly with a Stage 2 formal warning for any serious breach of the Learner Code of Conduct without having to go through the first informal stage.

Stage 3 Final

• Stage 3 (Final) represents the final stage of the disciplinary process. If there is no improvement in behaviour, then the Manager may permanently exclude the learner from SfW provision.
  Apprentices should be aware that employers will need to be informed, and this could impact on their employment situation.

Please note:
• SfW understands that the first step to modelling good behaviour is leading by example. This means that all staff and visitors must act professionally, responsibly and with integrity. We work hard to ensure that discipline is consistent across SfW so that behaviour boundaries and sanctions are clear to all and are applied fairly, proportionately and without discrimination.

• SfW shall comply with all statutory duties in respect of equal opportunities in the areas of sex, race, age, disability, sexual orientation, transgender, religion, belief, pregnancy, maternity and paternity, marriage and civil partnership and the rehabilitation of offenders.

• SfW shall also comply with the Human Rights Act 1998 and any subsequent enactments or modifications.

• Special consideration will be given to learners whose behaviour might be the consequence of a recognised learning difficulty or disability, where appropriate.

Reviewed 27 02 23 Suzan Mc Gladdery
Date of Next Review 27 02 24

A copy of this document can be downloaded HERE

Learner Support Fund Policy

Aim/Scope

Skills for Work is committed to providing a fair and transparent policy for the distribution of publicly funded additional support. The policy is designed to be accessible and easily understood by learners, potential learners and staff.

In establishing such a policy, Skills for Work takes account of government policy and guidelines.

Publicly funded additional support has been developed to support learners who face a real financial barrier to learning.

All funding is subject to meting fund-holder criteria and maintaining satisfactory levels of attendance, progress and behaviour

Introduction

Skills for Work administers the Additional Learner Support Fund (ALS) on behalf of West Yorkshire Combined Authority (WYCA), the focus of the fund is to support learners who would face a financial barrier remaining or continuing in education. This policy was developed in accordance with Government Guidance and Policy. Then ALS fund is limited; therefore, applications will only be approved if sufficient funds remain available.

The 19+ Discretionary Fund

This fund is available to learners over the age of 19, and on a provision, which is funded by AEB. The fund is divided into two categories:

(a) Hardship funding – general financial support for vulnerable and disadvantaged learners

(b) 20+ childcare funding – for learners aged 20 or older on the first day of learning who are at risk of not starting or continuing learning because of childcare

Funding Criteria

Along with meeting the agreed criteria of each funding stream, learners will be assessed based on their household income.

Completed applications including all required documentation and evidence will be assessed against fund-holder criteria and will be made to all learners on application.

Funding is subject to fund-holder West Yorkshire Combined Authority criteria for Adult Skills 19+ provision

Hardship funding; – general financial support for financially disadvantaged learners to support
.20+ childcare funding – for learners aged 20 or older on the first day of learning who are at risk of not starting or continuing learning because of childcare costs.

Childcare

20+ learners can apply additional learner support with childcare payments, the childcare provider must be Ofsted registered.

Learners who receive free government childcare funding are asked to use this allocation towards their course time-tabled hours. Any childcare hours in addition to free entitlement will be funded direct to the childcare provider.

Childcare agreement must be signed by the learner before any funding is released.

Continued support is subject to satisfactory attendance. Learners MUST ensure attendance is at least 90% per term. All learner attendance is monitored for continued receipt of the bursary. If funding is withdrawn, the learner will be liable to cover their childcare costs.

A copy of this document can be downloaded HERE

Lesson Visit Policy 2023

Purpose

Our mission and values
Our purpose is raising aspiration and raising achievement. We do this by creating an inclusive learning environment where all learners and staff are valued, inspired and confident. We do this because we all share a relentless determination that every learner can succeed.
Supporting our purpose is a commitment that we will:

• Deliver Outstanding Customer Service
• Excellence in Teaching and Learning
• Serve the Communities of Bradford and Keighley
• Provide a safe and enjoyable place to learn and work.

This policy focuses on developing high quality teaching, learning and assessment and aligns with the both the ETF Professional Standards and the current Ofsted approaches to reviewing teaching and learning and assessment and monitoring learner progress through a variety of measures.
Scope
This policy applies to all types of Teaching, Learning and Assessment offered by The Skills for Work team including:

• Online learning
• Classroom and community provision
• Enrichment activities
• Pre-induction activities including taster sessions.
• Apprenticeship provision both on and off the job training
• Formative and summative assessment and feedback to all learners
• Peer visits

A range of approaches to ungraded lesson visits will be used including developmental visits of teaching, learning and assessment, informal learning walks, work scrutiny, peer visits and environmental learning walks. 
A range of quality improvement processes will be used to support staff to develop their professional practice including monitoring and reviewing outcomes for learners, peer support involving participation in communities of practice, self-assessment, and quality improvement planning.
This policy focuses on two ungraded lesson visits per year, will be no notice and not linked to performance management. Judgements on the quality of lesson visits will indicate if learners are making Progress or, if learners are not making progress, then the judgement will be No Progress

Lesson visits will use a range of evidence to ensure that all learners make progress in the 4 key Ofsted judgment areas:

• Quality of education
• Personal development
• Behaviour and attitudes
• Leadership and management

Sources of evidence that will be used to support judgments based on lesson visits include:

• Discussion with teachers and subject leaders about:
  
  • The curriculum that learners follow.
  • The intended end points towards which those learners are working.
  • Their view of how those learners is progressing through the curriculum.

Reviewers’ activities will include:

• Reviews of curriculum plans or other long-term planning (in whatever form they are produced)
• Visits to classes, workshops and other activities including teaching and training.
• Scrutinising work produced by learners.
• Interviews with learners
• Discussion with teachers about how often they are expected to record, upload and review data.
• Discussions with teachers and leaders about the content and pedagogical knowledge of teachers, and what is done to support teachers, including remote teaching.
• Discussions with staff, including specialist staff, who support learners in developing their knowledge, skills, and behaviours.
• Where relevant, discussions with subject leaders and teachers about how the curriculum has been delivered remotely and reviews of learners’ work completed remotely.

Visits to ‘On’ and ‘Off the Job’ Training

These visits may require prior notification to the Assessor of the date and time of the visit. This will be to check timetables, requirements for PPE and other health & safety or security arrangements that need to be put in place prior to and during the visit.
The On and Off the Job visit will provide evidence to support the same 4 judgment areas and how well the Assessor is meeting the expectations outlined in the following section of this policy.

In addition, the reviewer will have the opportunity to make judgements on the following:

• The Teachers ability to develop and agree an assessment plan and targets with the learners and review progress.
• The Teachers ability to plan and effectively undertake a review.
• Set meaningful and achievable targets.
• Provide strategies and support for the further development of the learner’s maths, English and Employability Skills
• How well learners are prepared to take their next steps.

To judge the quality of education the reviewer will consider the following criteria:

• How well leaders adopt or construct a curriculum that is ambitious, appropriately relevant to local, regional, and national employment and training priorities and designed to give learners, particularly the most disadvantaged, the knowledge and skills they need to succeed in life.
• How the curriculum is coherently planned and sequenced towards cumulatively developing sufficient knowledge and skills for future learning and employment.
• If teachers are ambitious for all their learners, including those with SEND and those who have high needs, and how this is reflected in the curriculum. The curriculum remains ambitious and is tailored, where necessary, to meet individual needs.
• That learners study the intended curriculum. Teachers ensure this by teaching all components of the full programmes of study.
• That teachers have expert knowledge of the subject(s) and courses they teach.
• Teachers present information and/or demonstrate skills clearly, promoting appropriate consideration of the subject matter being taught. They check learners’ understanding systematically, identify misconceptions and provide clear, direct feedback. In doing this, they respond and adapt their teaching as necessary, but without having to use unnecessary, time-consuming, individual approaches to presenting subject matter.
• The work that teachers give to learners is demanding and ensures that learners build knowledge and acquire skills, improving on what they already know and can do.
• Teachers encourage learners to use subject-specific, professional, and technical vocabulary well.
• Teachers work effectively with support staff to ensure that all learners achieve as they should.
• Over the course of study, teachers design and use activities to help learners remember long term the content they have been taught, to integrate new knowledge into larger concepts and to apply skills fluently and independently.
• Teachers use assessment well, for example to help learners embed and use knowledge fluently and flexibly, to evaluate the application of skills, to check understanding and inform teaching, or to understand different starting points and gaps as a result of the pandemic.
• Teachers create an environment that allows the learner to focus on learning. The resources and materials that teachers and trainers select and produce – in a way that does not create unnecessary workload for staff – reflect an ambitious intention for the course of study and clearly support the intent of a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning, independent living, and employment.
• Any remote education is well integrated into the programme of education/training and is well designed to support the wider implementation of the curriculum.
• Learners develop detailed knowledge across the curriculum and, as a result, achieve well across all areas of their study. Learners make substantial and sustained progress from their identified and recorded starting points in each of their courses and, where applicable, across the curriculum. Where appropriate and available, impact is reflected in results from national examinations, which meet government expectations, or in the qualifications or apprenticeship standards obtained.
• Learners are ready for the next stage of education, employment, or training. They have gained qualifications or have met the standards to go on to destinations that meet their interests and aspirations and the goal of their course of study. Learners with SEND/high needs have greater independence in making decisions about their lives.

Staff new to the department

All new teaching staff will participate in at least one lesson visit and one peer visit within the first 6 weeks. Further visits through the year will be undertaken to support professional development.

Evidence available

Teachers are expected to have lesson plans, schemes of work available. There is no prescribed format for these, and they do not need to be paper based copies. In addition, it is expected that ILPs including RARAPAP ILPs, and training plans will be up to date and made available to the reviewer. The reviewer will also need access to review registers.

The Feedback Cycle

Feedback is the most important element of a visit and will be used to support the development of professional practice in line with the ETF professional standards to enable continued development of:

• Professional Values and Attributes
• Professional Knowledge and Understanding
• Professional Skills

All visits will have an action plan regardless of whether learners are making progress or not. This action plan will form part of the CPD record and will be updated after each visit. Verbal visit feedback will take place within to working days of the observation and will be discussed during a 1:1 meeting with the reviewer. These meetings will take the form of a professional discussion. Written feedback will be given within 5 working days of the lesson visit.
Where learners are found to be not making progress a further visit will be scheduled within 4 or 6 weeks as agreed with the teacher. During this time teachers will be supported to improve in elements of their practice through a range of coaching and peer mentoring strategies. Should the following visit demonstrate no progress the cycle will continue. If no progress is made after 3 visits this will be considered as a cause for concern and will become an indicator of Capability.

Appeals Complaints

• Stage 1 Discuss informally with the reviewer.
• Stage 2 Discuss with line manager to investigate and decide if a further visit would be appropriate.
• Stage 3 State their grounds for appeal or complaint in writing to the line manager within 7 working days.
• Stage 4 Appeal to the SfW Manager in the event of the line manager being the reviewer the operational lead from either Family Learning or Adult skills Service will conduct the interviews and any further observations.

To download a copy of this document, please go HERE

Quality of Education Observation Procedures

Introduction

The purpose of this Observation procedure is to ensure that amongst staff, managers and observers, there is a clear consensus on the procedures and policies underpinning observation. In addition to the Quality of Education, the Procedures now include observations of Assessments, and Information, Advice and Guidance sessions.

Underlying all Inspections is the principle that the learning experience is central and should be an enriching experience for the learner. This being so, it is crucial that observations of learner/staff interactions are conducted with integrity. Effective quality improvement is essential to good achievement and retention. The pivotal driver of quality improvement is the observation process, including follow-up developmental work, for the individual staff member and across the Service.

The Observation Procedures will, I believe, be highly effective towards the implementation of the Strategic Observation Strategy.

Please use this procedure to aid your professional development. It has been developed to help you become even more reflective, creative and an inspirational motivator for your learners.

Quality Improvement

Skills for Work (SfW) is committed to continuously improving its service to learners. A Quality Improvement Framework is in place to monitor the effectiveness of this service and ensure high standards are maintained. This procedure forms part of the Quality Improvement Framework.

The outcome of all observation and moderation findings will be included in the SAR and will inform the Quality Improvement Plan and act as a steer for staff development.

Rationale

Observations of learner/staff interactions are crucial to the maintenance of rigorous quality improvement and substantially determine the robustness of self-assessment. They ensure continuous professional development and inform appraisal. Observations will be based on confidentiality, courtesy and objectivity. Learners and staff will be respected at all times.

The purpose of observation is to:

• improve the quality of the learners’ experience
• improve outcomes for learners, families and employers
• to strive for outstanding practice
• identify staff development needs
• identify resource needs
• identify and share good practice
• monitor staff performance
• inform appraisal
• provide qualitative and quantitative information on the overall quality of provision including the identification of safety issues for self assessment and development planning

Learner and staff interactions to be observed (The list is not exhaustive and is not prescriptive for all types of provision)

• Learning and Teaching
• Inductions
• Progress reviews
• Recruitment and Initial Assessment
• Assessment
• Information, Advice and Guidance sessions

Video Recordings of Observations

On occasion video recordings of observations will be undertaken with the agreement of line-manager(s) and tutors(s). Prior consent of learners must also be obtained. The recordings will be for developmental purposes / sharing of good practise and will not be graded.

Appeals

In case of dispute between the tutor/assessor/advisor and the observer, the Observation Appeal Procedure will apply.

Please note
Notes made during observation are confidential to three parties: tutor/assessor/advisor, observers and line manager. Exception will be made in the case of children and young people, or vulnerable adults at risk. In this case they will be made available to the contact person, in accordance with procedures.

Quality of education

The Observation Procedure includes a three pronged approach, with the aim to improve the overall quality of Education. There are three types of observations: Full observations,walk through observations and light touch observations. A combination of these observations will be used with all teaching staff. The outcome of all observations links into the staff individual quality improvement plans.

Full Observations - Tutors/assessors will be observed at least once a year unless extenuating circumstances apply e.g. long term illness. Observers will look for evidence of staff understanding of the Education Inspection Framework (EIF). Judgements on the quality of learning, teaching and assessment are based on the requirements and standards within the EIF including aspects of Personal Development, Behaviour and Attitudes. In order to make these judgment observers will observe the tutor/assessor for a minimum of 45 mins, explore the learner and classroom paperwork and interview learners, children and employers where appropriate. The observer will be looking to identify learner progress over time, how the learners feel about their programme and the extent to which the teaching and learning has been tailored and customised to individual learners.

Each session will be awarded one grade: The grades will be In line with OFSTED the grades as follows:*

1 – Outstanding
2 – Good
3 – Requires Improvement (weakness)
4 - Inadequate

Where tutors/assessor are graded ‘requires improvement’ or inadequate the following actions may be taken:

• Personal updates and action plans linked to appraisal will include CPD
• Re-observation within the following quarter (where practicable)
• Participate in a Walk through observation
• Observe session hosted by a grade 1/2 Practitioner
• Work with a mentor to identify support, development and improvements activities

Note: If a second Full Observation is still considered to be inadequate (grade 4), a decision on next steps will be taken by the appropriate Line Manager under the Councils Performance Management Procedures.

Walk through - these are developmental observations and are not graded. All tutors regardless of grade will be invited to participate in a Walk Through observation to provide support and guidance in improving the quality of own practice. The Walk Through observation is general but may be themed, for example: Differentiation, Initial Assessment and Goal setting, Care and Support, Feedback etc. During the Walk Through observations the observer is encouraged to involve themselves in the session, by asking questions, and adding value. The purpose of the involvement is to provide on the job coaching and demonstrate a certain action or a teaching strategy to the tutor.

The observer will provide the tutor/assessor verbal feedback and a report which will clearly states what went well, links to personal development, behaviour and welfare and what areas could be improved in that session. The observer will also provide details of how that session or activities within the session could have been improved. Walk through will usually be conducted with no notice. The number of Walk Through observation will depend on the needs of the tutor/assessor. The outcome of these observations will feed directly into the tutors/assessors individual improvement plans. 

Light Touch – These observations will be conducted at least once per year where tutors/assessors are consistently graded ‘good’ a light touch observation will be carried out. The aim of a light touch observation is to confirm that the tutor/assessor is still good. Light Touch observations will not lead to a change in grade. Where observers can not see enough to support ‘good’ or evidence to support an outstanding grade is evident a full observation will be initiated. The observer will provide a report which will include any elements of outstanding practice. (Note theses elements are not sufficient to support an overall outstanding grade) The duration of a Light Touch observation will be approximately 15 minutes.

Moderation
Consistency of grading will be assured by internal and where appropriate external moderation. Internal moderation will include moderation meetings, which are held regularly. This forum will act as a mechanism to share best practice and for the professional development of observers. The moderations will include all the observation team from both provision. Joint observations will also be undertaken at regular intervals.

Staff Development and Performance Management Links
Any development requires identify through the three observation will be transferred into the staff individual quality improvement plans. All staff updates and action plans will be stored securely. Access will be restricted to named staff within the Service. Staff who have been authorised to access reports should record completion of actions in writing.

Line managers or designated senior staff will monitor the implementation of improvement plans through monthly updates. The Improvement plans will form part of the appraisal process.

Following a full observation staff will be required to complete a self-evaluation form a copy of which will be given to their line manager and a copy to be kept in the staff’s own CPD file.

The Observation Team
A team of trained and experienced observers will carry out the observations. The team is made up of senior core staff who hold a level 4 teaching qualification and have at least 4 years teaching experience. Where possible, observers will have the relevant expertise in a particular subject sector.

Line managers are however, encouraged to carry out Themed Work Through observations and are responsible for monitoring improvement actions identified during observation.

Other Observations
In addition, Internal Verifiers and IAG Service Improvement Officers (SIO), who are appropriately qualified, will undertake observations inline with the criteria set by the monitoring body i.e. awarding bodies, SASE and Matrix standards. These observations are not graded, however the outcome is used to inform the SAR. For full details of the Internal Verification process, please refer to the Internal Verifier Procedures.

Observer protocols
The observer will agree with the tutor how s/he is to be introduced to the customers. S/he will behave discreetly, courteously, and disruption to the session will be minimal. S/he will not take part in the session but may ask for clarification on aspects of the session, unless the observation is a Walk Through.

The observer will intervene, if there are breaches of Health and Safety which present an immediate risk, if serious issues of equality arise, or if they believe that there is a safeguarding issue.

The observer will provide notice of observation to the tutor/assessor where it deemed necessary, for example if arrangements with employer’s community venues are required.

If the observer is unable to arrange an appropriate time and date with the tutor/assessor on three occasions, the observer will contact the tutor/assessor’s line manager or centre manager.

During the session the observer will:

• watch the session
• identify learners personal development, behaviour and welfare including British Values
• look at learners’ work
• take notes
• conduct learner interviews, either during the session or in private
• Review documentation
• Identify the promotion of maths, English and other skills
• Identify resources with sufficient starch and challenge

Tutor/assessor Protocols

It is advised that tutors/assessors prepare a pack of key documents for the observer. Documents required in a pack are:

• scheme of work or curriculum plan
• the session plan
• copies of resources
• any relevant information on learners
• Learners work

Tutor/assessor should work with the observer to ensure that all types of observations are carried out professionally. Reflect on feedback provided by completing a self evaluation form. Seek development activities to improve the quality of teaching and learning.

Feedback
Written feedback will be provided within 7 working days after a full observation, at an agreed time. A copy of the OTLA report will be given to the tutor/assessor and their line manager. The tutor/assessors individual update and appraisal form will be updated to reflect the development required.

OBSERVATION APPEALS PROCEDURE

In the case of the tutor disagreeing with feedback after an observation the following procedure will be followed.

1. The tutor will state his/her grounds for complaint in writing to the Line Manager within 7 days
2. The Line Manager will inform the observer that they have received an appeal.
3. Line Manager will interview the tutor and observer to identify the details of the appeal.
4. If disagreement persists the Line Manager my request another observation.

       NOTE: In the event of the Line Manager being the observer the Operational Lead from either Family Learning or Adult Skills Service will conduct the interviews and any further observations.

Quality of education:

Observers will consider:

• the curriculum and the decisions that the teacher/provider has been made about the skills, knowledge and behaviours learners need to acquire to fulfil aspirations for learning, employment and independence.
• the way teachers teach and assess to support learners to build their knowledge and to apply that knowledge.
• The outcomes that learners achieve as a result of the education they have received.

In making judgements, observers will consider the extent to which:

• Teachers have planned and sequenced the curriculum so that learners can build on previous teaching and learning and develop the new knowledge and skills they need.
• Teaching and assessment methods and resources inspire and challenge all learners and meet their different needs, including the most able and the most disadvantaged, enabling them to enjoy learning and develop their knowledge, skills and understanding.
• Learners are supported to achieve their learning goals, both in and between learning sessions
• Staff have expert knowledge of the subject and courses they teach and use these to plan and deliver learning appropriate to learners of all abilities, reflect good industry practice and meet employers’ needs.
• Staff create an environment that allows learners to focus on learning. The resources and materials that staff select reflect the ambition intentions of the course of study and clearly support the curriculum.
• Staff adapt their teaching to ensure and enable all learners to make good progress and prepare for their next steps. Staff assess learners’ progress and performance and ensure that assessments and reviews are timely, frequent, fair, informative and reliable.
• Learners receive clear and constructive feedback through assessment and progress reviews and/or during personal tutorials so that they know what they have to do to improve their skills, knowledge and understanding to achieve their full potential.
• Teaching, learning and assessment promote equality, raise awareness of diversity and tackle discrimination, victimisation, harassment, stereotyping, radicalisation and bullying
• Teaching should support learners to develop their knowledge and skills beyond the purely academic, technical and vocational.
• Learners are ready for the next stage of education, employment or training. They have gained qualifications or have met the required standard to go on to destinations that meet their interests and aspirations.

Behaviour and attitudes

This judgement considers how staff create a safe, disciplined and positive environment within the provider and the impact this has on the behaviour and attitudes of learners.

• A calm and orderly environment in the provider (classroom, session, workshop, workplace) to ensure learners are able to learn.
• Setting clear expectations for behaviour across all aspects of the provision.
• A strong focus on attendance and punctuality to learning and work settings so that learners gain valuable employability skills.
• The extent to which learners demonstrate respect for others and constantly demonstrate behaviour and conduct that reflects the providers expectations.
• An environment in which learners feel safe because staff and learners do not accept bullying, harassment or discrimination. Staff deal with issues quickly and effectively.

Personal development

The extent to which:

• Learners take pride in their work, become self-confident, self-assured develop confidence resilience.
• Development of significant dimensions of personal development including developing responsible, respectful and active citizens.
• The provider/teachers promote equality of opportunity so that all learners can thrive together, understanding difference is positive, and promoting an inclusive environments that meets the needs of all learners irrespective of age, gender, disability, race, religion or belief, relationship status or pregnancy.
• The extent to which learners’ standards of work are appropriate to their level of study and/or requirements of the relevant industries.
• Learners develop the personal, social and employability skills, including English, mathematics and ICT skills, required to achieve their core learning aims and appreciate the importance of these skills in the context of their progression and career aims.
• How well learners know how to protect themselves from the risks associated with radicalisation, extremism, forms of abuse, grooming and bullying, including through the use of the internet, and how well they understand the risks posed by adults or young people who use the internet to bully, groom or abuse other people, especially children, young people and vulnerable adults.
• How well learners know how to keep themselves fit and healthy, both physically and emotionally.
• The extent to which learners feel and are safe and have a good understanding of how they can raise concerns if they do not feel safe; the confidence that any concerns they may have are taken seriously and followed through appropriately.

Examples of Very Effective Teaching

• Learners are curious, interested and keen to learn. They seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in learning sessions and, where appropriate, use their experiences in the workplace to further develop their knowledge, skills and understanding.
• Learners are eager to know how they can improve their work and develop their knowledge, understanding and skills. They capitalise on opportunities to use feedback to improve. Staff check learners’ understanding systematically and effectively, offering clearly directed and timely support that has a notable impact on improving learning.
• Staff are determined that learners achieve well. They have excellent subject knowledge and motivate and engage learners who enjoy the work they complete. Staff have consistently high expectations of all learners’ attitudes to learning and learners are set challenging targets to achieve.
• Staff plan learning sessions very effectively so that all learners develop skills, knowledge and behaviours that support employment and or learning. Session are planned well to ensure activities demand work that helps learners to realise their potential.
• Staff identify and support any learners well who is falling behind and enable almost all to catch up.
• Staff gather a useful range of accurate assessment information and use this to give learners incisive feedback about what they can do to improve their knowledge, understanding and skills. Learners are committed to taking these next steps and their work shows that almost all are making substantial and sustained progress.
• Staff set work that consolidates learning, deepens understanding and develops skills, and prepares learners very well for their next steps.
• Where appropriate, parents and/or employers are provided with clear and timely information that details the extent of learners’ progress in relation to the standards expected and what they need to do to improve.
• Staff are quick to challenge stereotypes and the use of derogatory language, including at work. Resources and teaching strategies reflect and value the diversity of learners’ experiences and provide learners with a comprehensive understanding of people and communities beyond their immediate experience.
• Staff promote, where appropriate, English, mathematics, and employability skills exceptionally well and ensure that learners are well-equipped with the necessary skills to progress to their next steps.

Indicators of Very Effective Learning

Learning is outstanding when learners:

• Have a very clear understanding of the purpose of the session and what is expected of them
• Feel very safe, included and motivated within the learning environment
• Relate theories to practice and are confident and inspired to try-out different ways of working
• Learn from their mistakes and correct their own errors
• Have a great deal of control over what they are doing
• Identify opportunities for their own development and feel empowered to plan for their future
• High attendance and punctuality
• Practice and develop their skills through problem solving, decision making and sharing their ideas
• Deal appropriately with their feelings and emotions
• Make effective use of previous learning and achievement
• Develop their cognitive abilities
• Develop the confidence and ability to work independently and as part of a team and/or in pairs
• Challenge concepts and ideas
• Are confident and highly motivated
• Work is of a high standard and reflects the course requirements
• Are actively encouraged to use reflection to develop their learning
• Use a wide range of learning resources that are appropriate to their needs and level
• Work productively and co-operatively throughout the session
• Are aware and proud of their achievements
  
  

A copy of this document can be downloaded HERE

Policy Fair Access Assessment

Skills for Work aims to facilitate open access for learners who are eligible for reasonable adjustment and/or special consideration in assessments, without compromising the assessment of the skills, knowledge, understanding or competence being measured.
A reasonable adjustment helps to reduce the effect of a disability or difficulty that places the learner at a substantial disadvantage in the assessment situation. Reasonable adjustments must not affect the validity or reliability of assessment outcomes, but may involve:

• changing usual assessment arrangements
• adapting assessment materials
• providing assistance during assessment
• re-organising the assessment physical environment
• changing or adapting the assessment method
• using assistive technology

Reasonable adjustments must be approved and set in place before the assessment. It is an arrangement to give a learner access to a qualification. The work produced following a reasonable adjustment will be assessed in the same way as the work from other learners.
Special considerations involve a post-assessment allowance to reflect temporary illness, injury or indisposition that occurred at the time of assessment. Any special consideration granted cannot remove the difficulty the learner faced at the time of assessment and can only be a relatively small adjustment to make sure that the integrity of the assessment is not compromised.
A special consideration is given following a period of assessment for a learner who:

• was prepared for and present at an assessment but who may have been disadvantaged by temporary illness, injury or adverse circumstances that have arisen at or near to the time of assessment
• misses part of the assessment due to circumstances outside their control

Our decision will be based on various factors, which may vary from learner to learner, and from one subject to another.

These factors may include the severity of the circumstances, the date of the assessment and the nature of the assessment.
The following are examples of circumstances, which might be eligible for special consideration:

• terminal illness of the learner
• terminal illness of a parent
• recent bereavement of a member of the immediate family
• serious and disruptive domestic crises leading to acute anxiety about the family
• incapacitating illness of the learner
• severe car accident
• recent traumatic experience such as death of a close friend or distant relative
• flare-up of severe congenital conditions such as epilepsy, diabetes, severe asthmatic attack
• recent domestic crisis
• recent physical assault trauma
• broken limb on the mend

A copy of this policy can be downloaded HERE

PoundPlus and Fees Remission Community Learning

The Education and Skills Funding Agency (ESFA) requires providers to detail how they provide added value to their Community Learning Provision.
The objective is to widen participation in learning by ensuring as much funding as possible is targeted at enhancing opportunities for those experiencing social and/or economic disadvantage.
What is Community Learning? The purpose of Community Learning is to develop the skills, confidence, motivation and resilience of adults of different ages and backgrounds in order to:

• progress towards formal learning or employment and/or
• improve their health and well-being, including mental health and/or
• develop stronger communities
  Community Learning Courses fall under the following four strands:
  

  • Personal and Community Development Learning - learning for personal and community development, cultural enrichment, intellectual or creative stimulation and for enjoyment (in most cases not leading to a formal qualification)

  • Family English, Maths and Language - learning to improve the English, language and maths skills of parents, carers or guardians and their ability to help their children
  • Wider Family Learning - learning to help different generations of family members to learn together how to support their children’s learning
  • Neighbourhood Learning in Deprived Communities - supports local Voluntary and other third sector organisations to develop their capacity to deliver learning opportunities for the residents of disadvantaged neighbourhoods. Partnership working underpins the community learning objectives and is critical to developing and delivering an effective community learning offer in our locality.

Skills for Work will engage and work closely with a wide range of relevant partners and stakeholders in our local area to help shape our community learning offer. We will work strategically to reduce duplication of the community learning offer in our locality.
What is Pound Plus? The ‘Pound’ represents the public pound, that is the government funding received to support the delivery of community learning provision. The ‘Plus’ is everything else Skills for Work can generate to be used, in addition to the public funding, to deliver the provision, such as funding from other sources.
Skills for Work invest Pound Plus income/ savings for the people who most need, and can least afford, community learning provision and will signpost learners to other partners as and when appropriate.

Cost Savings:
Accommodation- Courses are held where possible in venues that are accessible to learners and which are free of charge across the city.
Shared Services enable a cost saving for support staff across the service.
Partnership Working - Through partnership working, additional provision and services are provided that aim to engage hard to reach learners that Skills for Work may find difficult to achieve.
Value for Money - By ensuring that the curriculum available is efficient and avoids duplication of provision.
Effectiveness of the curriculum – We provide courses that encourage participation which leads to increased and improved progression opportunities.
Local Fee Remission
Local fee remission requires individuals to pay a course/tuition/joining fee, but also sets out clear eligibility criteria for those individuals who, due to their circumstances, qualify for either partial or total fee remission
Learner Fees, for Community Learning courses there will be no charges made to our learners where the provision falls under one of the following strands:

• Family English, Maths and Language
• Wider Family Learning
• Neighbourhood Learning in Deprived Communities

For some courses, there may be additional charges to cover materials. These may either be charged at the point of enrolment or require learners to provide their own resources each week, e.g. cookery and crafts, etc.
Learner Subsidies: as part of our ‘Pound Plus’ commitment Skills for Work will fully waive fees for evidenced unemployed people.
Grants: Skills for Work will seek opportunities to bid for any arising community grants that can support the widening of our community-learning programme.
Venue costs: Where delivery is off-site and partner-directed Skills for Work will request that any room hire costs are waived.
In Kind Resources
It is difficult to quantify the value of all in kind resources, the added value of the knowledge of partners over and above that of Skills for Work enhances the learner experience. Other examples of in-kind resources include staff in other departments who support learners to access and complete a course, or organisations across the district that advertise and promote courses for free.

Reviewed: 05/09/23
To be reviewed: 05/09/24

To download a copy of this document, go HERE

Process to Return a learner from a Break in Learning (BiL)

• Tutor meets/corresponds with learner and employer to discuss returning to work. Return date is agreed.
• Tutor completes the CofC originally used to start the BiL, stating return to learning date and signing a 2nd time in the provided box (underneath the original signature and date) once learner is confirmed as returned to learning.
• Tutor ensures learner and employer sign CofC
• Tutor passes CofC to IQA, who will check and make available to Coordinator and Admin.
• IQA will calculate new end date using
  https://www.convertunits.com/dates/ to calculate the number of days/weeks on BiL and
  https://www.convertunits.com/dates/daysfromdate/ to calculate the new end date.
• Admin will also calculate days on BiL and new end date as check that this has been accurately calculated.
• IQA will update all trackers.
• Admin will update Evolutive and inform BDO so DAS system is updated.
• IQA, Admin and Coordinator will sign CofC a 2nd time to confirm dates and that all systems have been updated/informed.

Reviewed Draft 27 02 23 Suzan Mc Gladdery
Final by March 23

You can download a copy of this document HERE

Skills for work Recognising, Recording Progress, Achievement and Progression (RARPAP) Policy

Skills for Work (SfW) recognises the importance in assessing the quality and level of achievement of its funded provision. It is important to know that learners are progressing both personally and within the wider community context as a result of the learning they have invested in and also that our tutors are able to best support them. RARPAP is a process which enables us to monitor achievement and progress and progression within non accredited learning.
RARPAP stands for Recognising and Recording Progress and Achievement and Progression is a six staged approach to ensure that the learner is at the centre of learning and the learner’s goals are recognised and count towards the success of their learning.
This staged process has been designed to:

• Focus on and promote the needs and interests of learners;
• Take account of learners’ diverse and sometimes multiple purposes in learning;
• Allow for negotiation of the content and outcomes of learning programmes
• Encourage learners to reflect on and recognise their own progress and achievement, thus increasing their confidence;
• Promote and support informed learner self-assessment, peer assessment and dialogue about learning and achievement between learners and tutors/trainers;
• Enable both the achievement of planned learning objectives and learning outcomes not specified at the outset to be recognised and valued;
• Promote good practice in teaching, learning and assessment
• Enhance providers’ quality assurance and improvement practices.

The staged process consists of six elements:

1. Aims: appropriate to an individual learner or groups of learners
As the learner applies for a course, aims are identified for the learner’s course. These are based on the individual needs of the learners as assessed by the tutor, learners and families and the core aims of the course.

2. Initial Assessment: To establish the learner’s starting point an Initial Assessment is completed either at a 1-1 induction or first class lesson identifying their starting point, any support needs and clarifying course content.

3. Challenging Learning Objectives/Outcomes:
Identification of appropriate objectives for the learner is an outcome of the assessment process. Depending on the length of the course appropriate medium term objectives may be devised that link well to the long term goals and recorded within the learners’ Individual Learning Plan (ILP). These are reviewed and updated as appropriate throughout the learner’s course.

4. Formative Assessment:
Recognition and recording of progress and achievement during the programme takes place for all learners, through a range of methods. Tutors’, learners, support and therapeutic staff record progress against short and medium term objectives. Learners are supported to record achievements using the provided paperwork but usually within their ILP.

5. Summative Assessment:
End of programme review of overall progress and achievement. This may include recognition of learning outcomes not specified during the programme and discussion about ‘next steps’ for the learner.

6. Plan for progression. Staff support learners’ progression to further learning, volunteering and/or employment relevant to their personal circumstances.

Responsibilities

All tutors and support staff support learners in the recognition and recording of progress and achievements and progression from the course.
Managers/senior tutors are responsible for monitoring elements of the RARPAP framework. They give individual feedback to tutors about the quality of the implementation and completion of the RARPAP elements. The report on the overall success of the area is fed into the self-assessment process. Targets for improvement at an individual and organisational level are identified through self-assessment.

Date May 2022
Reviewed 27/02/23 Suzan Mc Gladdery

To download a copy of this document, please go HERE

Skills for Work: Safeguarding Young People and Adults Policy Statement

Skills for Work staff with special responsibility for safeguarding young people and adults at risk of abuse or neglect:

Designated Senior Person:
Suzan McGladdery, Skills for Work Manager

Deputy Designated Senior Person:
Colin Atkins, Learner and Business Support Manager
Mark Fox, Business Engagement Manager

Designated Person Programme Leads:
Colin Atkins, Employment Programmes Manager
Mark Fox, Business Engagement Manager (Apprenticeships)
Julie Hallas, Learning and Curriculum Manager (AEB & Community Learning)

Statement
Skills for Work is committed to creating and maintaining a safe learning/working environment both face to face and online that promotes well-being and security for all its customers/learners and staff within all locations, protecting their physical and psychological well-being and safeguarding them from all forms of abuse. This includes protecting individuals who may be at risk of being exploited by radicalisers and subsequently drawn into terrorist-related activity. This commitment complements Bradford Council’s priority of supporting and safeguarding the most vulnerable adults, children and families. We are working with partners to reduce domestic violence and increase the safety of victims. Our multi-agency approach focuses on protecting vulnerable victims and their children from harm and bringing perpetrators to justice.
We will operate in ways that best safeguard the interests of young people and adults. With regard to young people still on a school roll, ultimate responsibility remains with the home school and any issue regarding child protection should be referred to the school’s Designated Child Protection Officer/Named Person.

Skills for Work is committed to the principles and practices of child protection and safeguarding adults:

• The needs and interests of customers/learners, particularly young customers/learners and adult customers/learners at risk are paramount.
• All people working under the auspices of Skills for Work carry a responsibility for safeguarding and promoting the welfare of young people and adults.

Skills for Work will act in ways that facilitate the development of good practice by:

• Undertaking effective and thorough risk assessment across our provision to inform our safeguarding policy and plans.
• Preventing abuse and safe recruitment policies and the development of safe and secure environments for learning with appropriate supervision and support for staff.
• Creating supportive environments, which enable young people and adults to be able to speak out.
• Protecting young people and adults from abuse by ensuring appropriate policies, practices and procedures are in place.
• Ensuring a safe on line working environment by following robust protocols, including video conferencing etiquette for both staff and learners.
• Ensuring that all employees have access to an appropriate level of information, instruction and training to ensure that safeguarding policies, practices and procedures are used and understood by all employees.
• Supporting young people and adults who may have been abused and supporting those working with them.
• Working with the Bradford Safeguarding Children Board (BSCB), the Bradford District Safeguarding Adults Board (SAB), West, North Yorkshire and York multi agency partnership and the Police.
• Where Skills for Work sub-contracts to outside organisations, Skills for Work is responsible for ensuring that those working closely with or supervising young or adult customers/learners are DBS checked.

This Policy Statement and associated procedures will be reviewed on an annual basis by Skills for Work’s Senior Management Team and be amended in accordance with legislative changes, changes to locally agreed multi-agency procedures and best practice.

Terms used in this policy statement:
Young person – any person between the ages of 14 and 18.
Adult at risk means an adult at risk of abuse or neglect. This is usually an adult who has care and support needs, and who is unable to protect themselves from abuse or neglect because of their care and support needs. In a small number of cases, it may include an adult with support needs, such as an unpaid carer of someone with care and support needs.

Reviewed 27/02/23 Suzan Mc Gladdery
Date of next Review 27/02/24

A copy of this policy can be downloaded HERE

Skills for Work: Safeguarding Young People and Adults Policy Statement
Reviewed 27/02/23 Suzan Mc Gladdery
Date of next Review 27/02/24

Safeguarding is everyone’s responsibility but the following Skills for Work staff have special responsibility for safeguarding young people and adults at risk of abuse or neglect.

Designated Senior Person:
Suzan McGladdery, Skills for Work Manager

Deputy Designated Senior Person:
Colin Atkins, Learner & Business Support manager

Designated Person(s):
Colin Atkins/Julie Hallas/Mark Fox

Statement
Safeguarding is at the heart of all our work with young people and adults at risk.
Skills for Work is committed to creating and maintaining a safe learning/working environment that promotes well-being and security for all its customers/learners and staff within all locations, protecting their physical and psychological well-being and safeguarding them from all forms of abuse across our training programmes:

• Apprenticeships
• Adult & Family Learning

This includes protecting individuals who may be at risk of being exploited by radicalisers and subsequently drawn into terrorist-related activity as supported by our Prevent Duty Statement.
We expect all of our staff, learners and services contracted to Skills for Work, to uphold and promote the fundamental principles of human rights and British values and exemplify these in their practice, including: democracy; the rule of law; individual liberty; mutual respect and tolerance of those with different faiths and beliefs. This statement reinforces our expectation that all staff at SFW are fully engaged in being vigilant about safeguarding, radicalisation and extremism.

This commitment complements Bradford Council’s priority of supporting and safeguarding the most vulnerable adults, children and families. We are working with partners to reduce domestic violence and increase the safety of victims. Our multi-agency approach focuses on protecting vulnerable victims and their children from harm and bringing perpetrators to justice.
We will operate in ways that best safeguard the interests of young people and adults. With regard to young people still on a school roll, ultimate responsibility remains with the young person’s school and any issue regarding child protection should be referred to the school’s Designated Child Protection Officer/Named Person.
The policy applies to anyone with whom we are in contact in the course of our work, who is a child, a young person, or Adult at Risk including employed Apprentices. Where the policy or procedure refers to a ‘young person’ we mean anyone who has not yet reached the age of 18 years. An adult at risk is someone aged 18 years or over ‘who is or may be in need of community care services by reason of mental or other disability, age or illness; and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation’ (Department of Health, No Secrets, 2000).

Apprenticeships and Adult & Family learning

This safeguarding policy also covers all SFW Apprenticeship learners whether they are based on site or in workplace learning, covering all aspects of a learner’s programme regardless of where it takes place.
Skills for Work expect every employer as part of the recruitment process to commit themselves to familiarise with relevant government legislation and take the appropriate steps to understand what safeguarding means in practice at their organisation, in the context of the responsibilities they have for the people they employ. They must ensure that any staff working with apprentices in a position of trust are appropriate for the role and do not present any danger or threat. All people that are working with young or vulnerable people must have had an appropriate check completed with the Disclosure and Barring service. If possible, identify a person to coordinate safeguarding across an organisation.
All learners undertake Safeguarding training and are informed how to raise concerns as part of their induction, this includes explaining the reporting protocols.
All learners are given online safety training and protocols to follow and controls are in place to ensure use of IT is appropriate to their learning.
Skills for Work ensure the employer and apprentices demonstrate their understanding of safeguarding by embedding safeguarding into the learning, this understanding is evidenced through the tripartite review process.
All employers are given Safeguarding training and are informed how to raise concerns as part of their induction, this includes explaining the reporting protocols. Safeguarding is also part of Agenda for all reviews with Skills for Work Assessor, employer and Apprenticeship throughout their programme of study.

Prevent

Skills for Work provides regular relevant training for staff so that they understand the obligations SFW has under Prevent Duty and how to identify changes in behaviours and manage risks and concerns.
Skills for Work have clear procedures in place so that any concerns raised by the individual or member of staff can immediately be brought to specialist attention and provide a contact for any further information regarding the Prevent Duty.
Skills for Work will ensure all learners are able to express views in non-extremist ways and create an environment that encourages respectful free speech and are resilient to extreme narratives.
Employers are expected to demonstrate a commitment to the principles that underpin the Prevent Duty as part of the recruitment process and seek specialist support if any concerns are raised.

British Values

Skills for Work promotes British values throughout an apprentice’s/learners programme. SFW will provide dedicated study materials which defines and explores British values and how they influence our society.
Create opportunities for apprentices/learners to apply their learning to relevant situations and contexts.
Encourage apprentices/learners to respect each other and their differences, including with regard to protected characteristics outlined in the Equality Act 2010.
Skills for Work expect employers to Demonstrate a commitment to British values and adhere to the requirements of the Equality Act 2010.

Skills for Work is committed to the principles and practices of child protection and safeguarding adults:

• The needs and interests of customers/learners, particularly young customers/learners and adult customers/learners at risk are paramount.
• All people working under the auspices of Skills for Work carry a responsibility for safeguarding and promoting the welfare of young people and adults.

Skills for Work will act in ways that promote the development of good practice by: 

• Undertaking effective and thorough risk assessment across our provision to inform our safeguarding policy and plans.
• Preventing abuse and safe recruitment policies and the development of safe and secure environments for learning with appropriate supervision and support for staff.
• Creating supportive environments, which enable young people and adults to be able to speak out.
• Protecting young people and adults from abuse by ensuring appropriate policies, practices and procedures are in place.
• Ensuring that all employees have access to an appropriate level of information, instruction and training to ensure that safeguarding policies, practices and procedures are used and understood by all employees.
• Supporting young people and adults who may have been abused and supporting those working with them.
• Working with the Bradford Safeguarding Children Board (BSCB), the Bradford District Safeguarding Adults Board (SAB) and the police.
• Where Skills for Work sub-contracts to outside organisations, Skills for Work is responsible for ensuring that those working closely with or supervising young or adult customers/learners are DBS checked.

This Policy Statement and associated procedures will be reviewed on an annual basis (next review December 2022) by Skills for Work’s Senior Management Team and be amended in accordance with legislative changes, changes to locally agreed multi-agency procedures and best practice.

Relevant Legislation

The legislation and guidance relevant to safeguarding and promoting the welfare of children and adults at risk includes the following: Keeping Children Safe in Education 2021, The Children and Social Work Act (2017), The Children Act 1989 and 2004, Working together to safeguard children (2015), No Secrets (2000), The Crime and Disorder Act (1998), The Health and Social Care Act (2008) the Care Act (2014) and the Prevent Duty (2015), Mental Capacity Act 2005 , Sexual Offences Act 2003, Safeguarding Vulnerable Groups Act 2006.
In the safeguarding of adults and young people, Skills for Work is guided by the principles set out in The Care Act 2014 and aim to demonstrate and promote these principles in our work:

• Empowerment – People being supported and encouraged to make their own decisions and informed consent
• Prevention – It is better to take action before harm occurs.
• Proportionality – The least intrusive response appropriate to the risk presented.
• Protection – Support and representation for those in greatest need.
• Partnership – Local solutions through services working with their communities.
• Communities have a part to play in preventing, detecting and reporting neglect and abuse.
• Accountability – Accountability and transparency in delivering safeguarding.

Everyone within the organisation should understand what to do, and where to go locally to get help, support and advice. It is vital that everyone within the organisation is vigilant on behalf of those unable to protect themselves, including:

• Knowing about different types of abuse and neglect and their signs
• Supporting adults and young people to keep safe
• Knowing who to tell about suspected abuse or neglect and
• Supporting adults and young people to think and weigh up the risks and benefits of different options when exercising choice and control.

Types of Abuse Explained
Young Person Abuse or Neglect

Abuse and neglect are forms of maltreatment of a young person. Somebody may abuse or neglect a young person by inflicting harm, or by failing to act to prevent harm. Abuse means a young person’s rights and needs are not being met as defined in The Children’s Act 2004 and the United Nations Convention on the Rights of the Child (1989). Young people may be abused in a family or in an institutional or community setting; by those known to them or, more rarely, by a stranger. Abuse may occur through the actions of an adult or adults, or another young person or persons.
Where a young person is disabled, injuries or behavioural symptoms may mistakenly be attributed to his/her disability rather than the abuse. Similarly, where a young person is black or from a minority ethnic group, aggressive behaviour, emotional and behavioural problems and educational difficulties may be wrongly attributed to racial stereotypes, rather than abuse. Cultural and religious beliefs should not be used to justify hurting a young person. Safeguards for all young people are the same regardless of disability or ethnicity.

The Care Act 2014 provides a definition and framework for Safeguarding Adults

Safeguarding means protecting an adult’s right to live in safety, free from abuse and neglect. It is about people and organisations working together to prevent and stop both the risks and experience of abuse or neglect, while at the same time making sure that the adult’s wellbeing is promoted including, where appropriate, having regard to their views, wishes, feelings and beliefs in deciding on any action. This must recognise that adults sometimes have complex interpersonal relationships and may be ambivalent, unclear or unrealistic about their personal circumstances.
The Care Act 2014 defines the following areas of abuse and neglect; they are not exhaustive but are a guide to behaviour that may lead to a safeguarding enquiry. They can also be taken to include the abuse of young persons.
This includes:

Physical abuse
The physical mistreatment of one person by another which may or may not result in physical injury, this may include slapping, burning, punching, unreasonable confinement, and pinching, force-feeding, misuse of medication, shaking, inappropriate moving and handling. In regard to a young person, physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces or causes ill health to a child whom they are looking after. This situation is called Induced Fabrication Illness by a Carer (formerly known as Munchausen’s by proxy).

Signs and indicators

Over or under use of medication, burns in unusual places; hands, soles of feet, sudden incontinence, bruising at various healing stages, bite marks, disclosure, bruising in the shape of objects, unexplained injuries or those that go untreated, reluctance to uncover parts of the body. The young person appearing well, despite protestation by the adult carer.

Sexual abuse and sexual exploitation

Any form of sexual activity that the adult or young person does not want and or has not considered, a sexual relationship instigated by those in a position of trust, rape, indecent exposure, sexual harassment, inappropriate looking or touching, sexual teasing or innuendo, exploitation by way of sexual photography, reward or money, sexually explicit emails/text messages and encouraging young people to behave sexually inappropriately, subjection to pornography or witnessing sexual acts, inappropriate behaviour in Internet chat rooms, indecent exposure and sexual assault or sexual acts to which the adult or young person has not consented or was pressured into consenting.

Signs and indicators

Signs of being abused may include recoiling from physical contact, genital discharge, fear of males or female, inappropriate sexual behaviour in presence of others, bruising to thighs, disclosure, and pregnancy. Abusers may take longer with personal care tasks, use offensive language, work alone with clients, or show favouritism to clients.

Financial or material abuse of vulnerable adults

Financial or material abuse – including theft, fraud, internet scamming, coercion in relation to an adult’s financial affairs or arrangements, including in connection with wills, property, inheritance or financial transactions, or the misuse or misappropriation of property, possessions or benefits.

Signs and indicators

This may include not allowing a person to access to their money, not spending allocated allowance on the individual, denying access to their money, theft from the individual, theft of property, misuse of benefits. There may be an over protection of money, money not available, forged signatures, disclosure, inability to pay bills, lack of money after payments of benefits or other, unexplained withdrawals. An abuser may be evasive when discussing finances, goods purchased may be in the possession of the abuser, there may be an over keenness in participating in activities involving individuals’ money.

Psychological and/or Emotional abuse

This abuse may involve the use of intimidation, indifference, hostility, rejection, threats of harm or abandonment, humiliation, verbal abuse such as shouting, swearing or the use of discriminatory and or oppressive language. A deprivation of contact, blaming, controlling, coercion, harassment, cyber bullying, isolation or unreasonable and unjustified withdrawal of services or supportive networks. There may be a restriction of freedom, access to personal hygiene restricted, name calling, threat to withdraw care or support, threat of institutional care, use of bribes or threats or choice being neglected.

Signs and indicators

Stress and or anxiety in response to certain people, disclosure, compulsive behaviour, reduction in skills and concentration, lack of trust, lack of self-esteem, someone may be frightened of other individuals, there may be changes in sleep patterns, there may be severe adverse effects on the young person’s emotional development.

Neglect and acts of omission

Behaviour by carers that results in the persistent or severe failure to meet the physical and or psychological needs of an individual in their care. This may include ignoring medical, emotional or physical care needs, failure to provide access to appropriate health-care and support or educational services, the withholding of the necessities of life, such as medication, adequate nutrition and heating, wilful failure to intervene or failing to consider the implications of non-intervention in behaviours which are dangerous to them or others, failure to use agreed risk management procedures, inadequate care in residential setting, withholding affection or communication, denying access to services.

Signs and indicators

There may be disclosure. Someone being abused may have low self-esteem, deterioration, depression, isolation, continence problems, sleep disturbances, pressure ulcers. There may be seemingly uncertain attitude and cold detachment from a carer, denying individuals request, lack of consideration to the individual’s request, denying others access to the individual health care professionals.

Self-neglect and self-harm

This covers a wide range of behaviour neglecting to care for one’s personal hygiene, health or surroundings and includes behaviour such as hoarding, cutting, alcohol or drug abuse and eating disorders.

Discriminatory Abuse, bullying and cyber-bullying

Bullying may be defined as deliberately hurtful behaviour, usually repeated over a period of time, where it is difficult for those bullied to defend themselves. It can take many forms, but the three main types are physical (e.g. hitting, kicking, theft), verbal (e.g. racist or homophobic remarks, threats, name calling) and emotional (e.g. isolating an individual from the activities and social acceptance of their peer group). There is increasing use of new technologies as a tool for bullying and such incidents should be taken seriously.
Discriminatory forms of abuse include forms of harassment, slurs or similar treatment; because of race, gender and gender identity, age, disability, sexual orientation, and religion or health status and may be the motivating factor in other forms of abuse. It can be personal, a hate crime or institutional.

Signs and indicators

There may be a withdrawal or rejection of culturally inappropriate services e.g. food, mixed gender groups or activities. The individual may simply agree with the abuser for an easier life, there may be disclosure, or someone may display low self-esteem. An abuser may react by saying “I treat everyone the same”, have inappropriate nick names, be uncooperative, use derogatory language, or deny someone social and cultural contact.

Domestic abuse

The cross-government definition of domestic violence and abuse is: any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 or over who are, or have been, intimate partners or family members regardless of gender or sexuality. This includes issues of concern to black and minority ethnic (BAME) communities such as so called 'honour killings'.’ The abuse can encompass, but is not limited to:

• Psychological
• Sexual
• Financial
• Emotional

A new offence of coercive and controlling behaviour in intimate and familial relationships was introduced into the Serious Crime Act 2015. The offence will impose a maximum 5 years’ imprisonment, a fine or both.

Signs and indicators

May include many of those indicators listed under previous categories in this document, including unexplained bruising, withdrawal from activities, work or volunteering, not being in control of finances, or decision making.

Forced Marriage

A forced marriage is one that is conducted without the full consent of both parties and where duress is a factor. Forced marriage can amount to sexual and emotional abuse and put young people or adults at risk of physical abuse. In circumstances where there are concerns that someone is at imminent risk of a forced marriage urgent referrals should be made to Children’s or Adults’ Social Care. In the case of a young person at risk of forced marriage it is likely that an initial discussion with the parent, carer or other community member may significantly increase the level of risk to the young person.

Female Genital Mutilation (FGM)

FGM is a criminal offence (Prohibition of Female Circumcision Act 2003). Under the act it is an offence to arrange, procure, aid or abet female genital mutilation. Parents/carers may be liable under this act. It is also an offence to allow the procedure to be undertaken in another country. Where agencies become aware that a girl is at risk of FGM a referral should be made to Children’s Social Care.

Signs and indicators

A relative or someone known as a 'cutter' visiting from abroad, a special occasion or ceremony takes place where a girl 'becomes a woman' or is 'prepared for marriage', a female relative, like a mother, sister or aunt has undergone FGM, a family arranges a long holiday overseas or visits a family abroad during the summer holidays, a girl has an unexpected or long absence from education, a girl struggles to keep up in education, a girl runs away – or plans to run away - from home. Signs the mutilation has occurred are: having difficulty walking, standing or sitting, spending longer in the bathroom or toilet, appearing quiet, anxious or depressed, acting differently after an absence from school or college, reluctance to go to the doctors or have routine medical examinations, asking for help – though they might not be explicit about the problem because they're scared or embarrassed.

Modern slavery

Encompasses slavery, human trafficking (including County Lines), and forced labour and domestic servitude. Traffickers and slave masters use whatever means they have at their disposal to coerce, deceive and force individuals into a life of abuse, servitude and inhumane treatment.

Signs and indicators

There may be signs of physical or psychological abuse, victims may look malnourished or unkempt, or appear withdrawn. Victims may rarely be allowed to travel on their own, seem under the control, influence of others, rarely interact or appear unfamiliar with their neighbourhood or where they work. They may be living in dirty, cramped or overcrowded accommodation, and / or living and working at the same address. Victims may have no identification documents, have few personal possessions and always wear the same clothes day in day out. What clothes they do wear may not be suitable for their work. People may have little opportunity to move freely and may have had their travel documents retained, e.g. passports. They may be dropped off / collected for work on a regular basis either very early or late at night. Victims may avoid eye contact, appear frightened or hesitant to talk to strangers and fear law enforcers for many reasons, such as not knowing who to trust or where to get help, fear of deportation, fear of violence to them or their family.

Radicalisation to terrorism

The Government through its PREVENT programme has highlighted how some young people and adults may be vulnerable to radicalisation and involvement in terrorism. This can include the exploitation of vulnerable people and involve them in extremist activity. Radicalisation can be described as a process, by which a person to an increasing extent accepts the use of undemocratic or violent means, including terrorism, in an attempt to reach a specific political/ ideological objective. Vulnerable individuals being targeted for radicalisation/recruitment into violent extremism is viewed as a safeguarding issue.

Signs and indicators

May include being in contact with extremist recruiters. Articulating support for violent extremist causes or leaders. Accessing violent extremist websites, especially those with a social networking element. Possessing violent extremist literature. Using extremist narratives to explain personal disadvantage. Justifying the use of violence to solve societal issues. Joining extremist organisations. Significant changes to appearance and/or behaviour.

Reviewed Dec 21 Reviewers RK SMcG
Date of next review Dec 22

A copy of this document can be downloaded HERE

Visit Types Include in Policy

Visit Type:

Ungraded
Developmental
Visits with no notice

What are these?

• Are ungraded visits. These are a holistic evaluation of teaching, learning and assessment and the progress that learners are making.   
• These will be no notice and last for approximately 45minutes.   
• Will involve the reviewer interacting with the students.

How often will these happen?

2 per academic year

When will these happen?

• Visit 1 undertaken October to November
• Visit 2 February to April

Who will undertake these?

Managers

How and when will I get feedback?

Verbal and written feedback will be given within five working days of the visit.

Visit Type:

Peer Visits 

What are these?

• Are ungraded developmental visits to support sharing best practice. 
• These may have a particular focus agreed by both involved

How often will these happen?

At least once a year

When will these happen?

Throughout the year 

Who will undertake these?

Peers/ colleagues 

How and when will I get feedback?

Feedback for peer visits will be based on a professional discussion between the reviewer and individual.   

Visit Type:

Learning Walks 

What are these?

• Are generally a shorter version of an ungraded Lesson Visit and will be based on themes. 

How often will these happen?

Continuously throughout the year - at least one per term 

When will these happen?

Throughout the year 

Who will undertake these?

Managers
Joint visits may be undertaken 

How and when will I get feedback?

No formal feedback only where applicable 
Could inform team meetings

Visit Type:

Environmental Valuation Audit (EVA) 

What are these?

• EVAs will be undertaken where learning takes place but will also include checks on the general environment. Please see appendix for Environment Valuation Audit (EVA) template.
• These will be no notice.

How often will these happen?

Continuously throughout the year 

When will these happen?

Throughout the year 

Who will undertake these?

All managers

How and when will I get feedback?

Where applicable verbal feedback provided or referrals to estates / health and safety 

You can download a copy of this policy HERE

Response to Apprentice Evaluation feedback completed July 2023

You Said - Delivery of Functional Skills:

• Do the Maths and English before you start with your group so you can finish with the group you started with.
• Math and English to done along the course at the same time.
• More hybrid maths & English, not all sessions face to face, but understand that some learners prefer this.
• I feel that the tutor is under pressure to get people rushed through their math to pass their exams.
• Provide further tuition where maths and English is concerned.

We Did:

Funding rules do not allow this.

To discuss SMcG

To review the delivery of functional skills maths – potential delivery at employer premises, hybrid approach, access to resources to support timely progression and 1:1 support where required.

You Said - Planning to meet some individual needs:

• Manage the time better for online sessions.
• Maybe pace out a little with workshops.
• More face-to-face sessions
• It would have helped me to have a fixed day with a cohort of learners that come together to share learning and experiences. I found the course being online a challenge.
• Clear course content. I am unclear about the connection between the theory being taught and how this relates to practically coaching an individual.
• I feel like training sessions help me to learn and focus and stay motivated.
• I struggle to manage getting enough time to complete set tasks for the apprenticeship. Some tasks can take me hours to complete which uses up most of my off the job training hours.
• Maybe keep a better tab on making sure apprentices are on target to complete deadlines.
• Evaluate how long the modules will take and possibly better manage the work set.
• Not have too many assignments on get to gateway if they don't need to be completed.
• More free course for people that workBetter understanding of internal council structure and processes to assist with career post apprenticeship.
• 10% of apprentices are not informed about the career choices available or understand what they need to do to succeed in their chosen career.

We Did:

Reviewed the process and frequency of triage reviews between tutor, apprentice, and employers.

This will improve communication and support to employers.

Employers will be involved in planning targets and updated with apprentice progress at each review.

Any slippage will be mutually agreed to ensure the apprentice achieves their qualification.

Re-enforce the requirements and expectations with Employers regarding 20% off the job training and functional skills support if applicable.

For all our apprenticeship delivery we adopt a blended approach to delivery. If you require more face to face delivery or 1:1 support please inform your tutor.

Look at Skills for work Prospectus.

SFW work in partnership with the National Career Service (NCS) and have 2 dedicated employment advisors. If you require careers information advice and guidance. Ask your tutor for a referral to NCS.

All apprentices provided with the details to contact National Careers Service to plan a 1:1 telephone appointment.

Review aftercare support for apprentices to support career progression and next steps.

A copy of this document can be downloaded HERE

Response to the learner Evaluation feedback completed July 2023

You Said:

• Review class duration, longer classes/multiple sessions in a week (13.5%, (E2-L2) of learners require more learning hours to progress quicker).
• (50% of ESOL learners would like more classes each week).
• Access to on-line learning resources, power point presentations to provide embedded learning and catch-up sessions for missed learning.
• Impact of learning due to tutor absence.
• Improve communication and consultation on curriculum development, 12.9% of learners would like to attend more courses, especially to GCSE, level 3 qualifications, first aid and employability.
• Some learners would like career development linked to employability to be provided at the start of their course.
• A reward system to motivate and encourage learners throughout their course
• A reward system to motivate and encourage learners throughout their course.
• Provide additional support for people requiring creche facilities.
• Placement opportunities for learners on teaching assistant courses.
• More trips and extracurricular activities throughout the course
• 11 learners said that they were not well informed about their career choices to succeed in their chosen career.
• Offering refreshments, provide drinks and a biscuit.
• Provide teachers with better equipment and resources to improve learning for students.(Bankfoot Primary School)
• Specific ESOL holiday sessions (parents and children), celebration of ESOL certificate that children can attend.
• You can provide more opportunities on employment and apprenticeships.

We Did:

Currently under consideration.  See appendix for additional planned maths workshops at the end of this document.

BKSB can be used as an online learning tool.

We will be delivering a variety of additional ESOL workshops and timetabled drop in coming together sessions for our ESOL learners to support and promote active themed speaking and listening.

Looking into ESOL volunteers to support with additional class delivery.

We do this for the majority of our courses.

We are looking at how we can minimise the impact and provide cover for tutor absence.

We now have both a printed and online prospectus which will be updated with new course offers.

Learners are asked about what else they would like us to deliver.  We introduced the Teaching Assistant fast-track course this year in response to learner consultation.

You can contact National Careers Service for an appointment for career information, advice, and guidance

• online: nationalcareersservice.direct.gov.uk
• telephone: 0800 100 900, 8am – 10pm, 7 days a week

We will be introducing Citizen Coin.

We offer childcare support. Ask if you are eligible for free childcare.

We will be developing this through the Level 3 Teaching Assistant Course.

Volunteering opportunities are available ask your tutor for details.

We will be doing more cultural trips throughout the year.

All learners have been individually contacted.

We cannot offer refreshments due to funding restrictions. 

Courses are available to learners for ICT courses at St. Peter’s House. 

Resources at venues are discussed at the start of course delivery.

We have amended the Individual learning plan to capture this information and can refer to NCS and Skillshouse for additional career advice and support.

ESOL celebration events will be planned during school holidays so children can attend.

We will introduce an opportunities board in the reception area.

A copy of this document can be downloaded HERE

Response to Employer Evaluation feedback completed July 2023

You Said:

Some apprentices would benefit from more face-to-face delivery.

From managing apprentices previously, they learn and absorb more when it is a face-to-face meeting

Recently 4 apprentices started and there is a new trainer who visits does the training in an afternoon, but trainees would prefer in the morning as this gives them the afternoon to complete the work that the trainer has given them for the next session.

Better communication and improve support to managers, including more reviews on targets and progress.

Took a very long time to complete this course for my employee. Through no fault of her own.

Clearer guidance on timeline for end of apprenticeship

Unable to answer as have had little direct engagement with Skills for Work

Apprentice had a change of line management and team during the apprenticeship. Support with a handover of the apprenticeship process with the new line manager would have been helpful.

Better communication when classes have been cancelled or changed for functional skills.

More updates of apprentice’s progress from Skills for Work

Require more contact, visits and information from the tutors.

Following up with what apprentices about what needs to be done next.

A play off between what the tutor tells apprentice to do and what the apprentice expects to do - as an employer we feel in the middle of this.  Over the years we have had really good apprentices, but we feel we have been unfortunate with these apprentices.  No reflection on Skills for Work as we employed the apprentices, but it has made me reconsider if I would ever take 2 apprentices on at once again.

Perhaps an opportunity to ensure greater links with the coaching professional apprenticeship qualification and the work placement. 

Not all of it fits as well as it could do.

Maths and English support not available at some point, and apprentices taking time out not good for Manager in terms of time and workload. Would like some on-site support in training for apprentices.

Proof reading required which tutors used to do but informed by tutor their roles have changed. This is something she feels current apprentices are missing out on.

Skills for Work should look to deliver apprenticeships in different sectors as well.

Varied skills set.  Could widen roles for apprentices as we have had to go to Birmingham to cover bespoke roles for our other apprentices.

Staff resources

Try to stick to one tutor throughout the course as our apprentice has had a couple of changes to tutors, and she has found this difficult.

Add more resources to the team. I have witnessed the department and learners struggle due to the lack of resources such as tutors in the past 2 to 3 years.

Better communication/ information regarding next steps at the end of the apprenticeship. e.g.the option for redeployment and further employment.

We Did:

For all our apprenticeship delivery we adopt a blended approach to delivery.  SFW have adapted delivery where requested by individual employers.

Session is now delivered on Tuesday mornings as requested by the employer.

Reviewed the process and frequency of triage reviews between tutor, apprentice, and employers. 

This will improve communication and support to employers.

Employers will be involved in planning targets and updated with apprentice progress at each review.

Any slippage will be mutually agreed to ensure the apprentice achieves their qualification timely

Re-enforce the requirements and expectations with Employers regarding 20% off the job training and functional skills support if applicable.

Every attempt is made to contact the apprentice if a class is cancelled at short notice.

Discussed directly with employer

The qualification was requested by the employer and discussed and individuals to ensure that an informed decision was made.

Requirements are discussed and agreed on the commitment statement. This is the historic issue due to FS not available to apprentices during the pandemic.  Many apprentices were in re-deployment.  This has impacted on them progressing timely.

Apprentices that are exempt still require maths and English development throughout the programme and monitored at review.

Expectation that apprentices are working level FS English level 2.  Apprentices need to take responsibility for proofreading their own work before submission.  All work is internally verified and returned where required.

Management constantly review the apprenticeship qualifications to meet needs of employers. 

Discuss your individual requirements with Mark Fox mark.fox@bradford.gov.uk

Skills for Work specialise in qualification in the business and professional sector.

New apprenticeship qualifications under review are:

• Teaching Assistant level 3
• Customer Service Specialist Level 3
• HR Support Level 3

As a result of Covid 19 Skills for Work went through a restructure in June 2022. 

New staff have been recruited and this situation should now be improved over the last 6 months.

Apprenticeships are viewed as a growth area within Employment & Skills and more resource is being requested.

Skills for Work, work in partnership with the National Careers Service and have 2 dedicated careers advisors to support our service.

All apprentices are notified of this support available to them at the start of their program.  A referral can be made at any time during their apprenticeship.

We will review aftercare support processes from when learners enter gateway and up to 12 months after leaving program with Skills for Work and support with career progression opportunities.

A copy of this document can be downloaded HERE