Training Policy

At Handcrafted, we aim to provide a supportive training environment based on promoting growth, confidence, and excellence in service delivery. This policy outlines our principles and details our practice wherever Handcrafted delivers training to our beneficiaries, including learner identification, recognition of prior learning, reasonable adjustments, and quality assurance measures.

This policy will be reviewed as required and at least annually by the group or individual responsible for review and authorised by the Trustees as below:

Group or individual responsible for review	Training Development Officer
Last review and approval	13/09/2023

Overview

Our mission at Handcrafted is to connect with the most excluded people in society and offer them holistic support and tailored opportunities which can empower them to turn their own lives around. This includes accessible training which aims to improve confidence, develop community, and offer participants something worthwhile to do with their time. We review this policy on an annual basis and are guided by the following principles:

Person-Centred Approach

At Handcrafted, we place individuals at the heart of everything we do. Our person-centred approach ensures that each learner’s unique needs, preferences, and aspirations are at the forefront of their learning journey. We believe in recognizing and respecting the inherent dignity of every person, tailoring our services to create a supportive environment that truly values and celebrates individuality.

Trauma-Informed Care

Understanding the impact of trauma is essential to our approach. Our trauma-informed care recognizes the potential histories of adversity that our learners may carry. We aim to create a safe, empathetic, and non-judgmental space that acknowledges and responds to trauma, fostering healing and resilience.

Strengths-Based Perspective

Every individual possesses strengths, talents, and capabilities. Our strengths-based perspective seeks to uncover and amplify these inherent qualities, empowering learners to harness their potential and build a foundation for personal growth and self-sufficiency.

Appropriate Risk Taking and Harm Reduction

We understand that growth often involves taking risks. Our approach to risk-taking emphasizes informed decision-making and harm reduction. We encourage appropriate risk-taking that supports learners in exploring new opportunities while minimizing potential harm, enabling them to navigate their path to independence with confidence.

Solution-Focused Approach

Our solution-focused methodology directs our efforts toward identifying practical and actionable solutions. We collaborate with learners to overcome challenges and barriers, working together to create a positive and constructive path forward.

Learner Identification

This policy outlines Handcrafted’s commitment to ensuring that the identity of all learners enrolled on our courses is appropriately verified and outlines the procedures that are in place to enable Handcrafted to uphold that commitment.

The policy shall be adhered to by all Handcrafted tutors who are engaged in the enrolment of learners onto courses, or the delivery of courses. It affects all learners engaged in training delivered by Handcrafted.

Approach

Handcrafted aims to provide training to learners who have high levels of need and face significant barriers to learning.

Part of our strategy for achieving this aim is a commitment to accurate identification of all learners enrolled on Handcrafted courses.

By ensuring that all learners are who they claim to be, and are eligible to be enrolled in the qualifications they are working towards, Handcrafted will ensure that our training courses are accessed by learners who will most benefit from them, in line with our charitable objectives.

Responsibilities

Overall responsibility for Learner Identification Process – Training Development Manager

Carrying out Learner Identification – Hub Managers; Tutors

Maintenance of Learner Identification Documentation – Training Development Manager; Systems Officer

Procedures

Handcrafted will ensure that the specific ID requirements of each course are adhered to when registering learners on the course.

Handcrafted will carry out identification checks on each learner when they are registered for a course, to ensure that:

The learner is who they say they are.
The learner meets the eligibility criteria of the course which they are being registered for, including meeting the minimum age requirement.

The learner will be required to present the Course Tutor or their Hub Manager with photographic identity documentation confirming their identity.

In cases where the learner cannot provide photographic ID, other forms of identification may be accepted at the discretion of the Training Development Manager.

Where the learner does not possess another form of identification, Handcrafted may assist the learner in obtaining appropriate identity documentation.

A record of each learner’s identification check will be kept securely on our MIS system using Airtable software. This will include digital copies – scans or photographs – of the learner’s identity documentation. This record will be stored securely in accordance with Handcrafted’s Data Protection Policy.

Recognition of Prior Learning

The Recognition of Prior Learning (RPL) is a process which recognises that learning is continuous – at work, home and at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning. RPL is about using a learner’s evidence of earlier learning and achievement towards part of a qualification.

Evidence for RPL

A tutor/assessor will review whether the evidence is enough to show that a learner has met the assessment requirements for a current qualification. The learner will need to show that through knowledge, understanding or skills they already have, they do not need to repeat the course or complete extra assessment activity. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting part of a unit, unit(s) or a qualification. Evidence submitted for RPL must be relevant to the standards for which competence is claimed.

If there is evidence that the learner has previously shown the knowledge, skills or understanding required by a qualification, this may be used towards achieving that qualification. Evidence of previous learning or achievement must be:

Authentic - produced by the learner
Current - sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim
Reliable - indicates that the learner can consistently perform at this level
Sufficient - fully meets the requirements of the standards.

Evidence from a learner’s past experience could include:

Home or family life
Non certificated education or learning
Paid work
Community or voluntary work.

RPL is not normally used to provide evidence against achievement for an entire qualification. This would be called an exemption and is usually used where a learner must gain a specified qualification for a particular purpose (for example, as an entry requirement for further study, employment or registration).

Process for RPL

Before enrolling the learner, we will discuss with them the option of using RPL to claim units (or elements of units) for some of their past learning or experience. If the learner is interested in this, we will explain:

The process of claiming a unit using RPL.
The support and guidance that is available.
How long the process will take, how to appeal and any costs included.

We will check that the evidence provided by the learner for RPL has been achieved before the start of their course of study.

We will register each learner as part of our normal processes. As part of this a learner interested in RPL will be given a tracking document to record the evidence they are submitting for RPL and to show this against the standards of the unit, or part of a unit, that the evidence is being used for.

A learner's past achievement that would show evidence of up-to-date knowledge, understanding and skills varies between industries. It depends on the range of their experience, technological changes and the nature of the outcome claimed. The assessor may ask questions or ask a learner to show them skills, to check that their understanding and skills are current.

Assessment as part of RPL is a structured process for gathering and reviewing evidence and making judgements about a learner’s past learning and experience in relation to unit standards. The assessor may look at:

Work experience records, validated by managers.
Past portfolios of evidence or essays made by the learner.
Reports validated as being the learner's own unaided work.
Expert witness testimonies.
Professional discussions.

New assignment briefs or tasks that have been created to fill any gaps in the learner's work.

In assessing a unit using RPL the assessor must be satisfied that the evidence from the learner meets the standard for all of the learning outcomes and assessment criteria. If gaps are found in the learners work through RPL, then more assessment methods will need to be used to create enough evidence to be able to able award the learning outcome for the whole unit.

Handcrafted will keep records of assessment against prior learning and make sure these are available for verification. Evidence collected through the RPL process will be assessed and verified through our quality assurance procedures.

Internal Quality Assurers (IQAs) sample all assessments regularly and will do so particularly for RPL to ensure Awarding Body specifications are being applied consistently. Handcrafted recognise that RPL is a high-risk assessment method that could lead to Staff and Learner malpractice.

Feedback will be given to the learner once their evidence has been assessed and an assessment decision made. In addition, they will be given details of what options are available to the learner it has been decided not to award the unit or qualification.

Appeals

If a learner wants to appeal against the decision made, they can appeal using the Handcrafted Appeals Procedure. If the learner wants to make a complaint, they can also do so using the NOCN/Pearson Qualifications Websites.

Reasonable Adjustments & Special Considerations

This policy sets out the duties of Handcrafted to consider the application of reasonable adjustments and special considerations for its learners, and the measures Handcrafted will take in order to fulfil these requirements.

Approach

Handcrafted has a duty to consider the application of reasonable adjustments and special considerations for every learner for whom these measures might be appropriate. Our work engages with vulnerable people who face multiple disadvantages. Many of them face significant barriers to learning. Making adjustments to help them access learning and assessment is therefore an essential part of our work to remove these barriers to learning.

Handcrafted will consider reasonable adjustments and special considerations in every case where they may be appropriate. We will do this in compliance with NOCN’s Reasonable Adjustment and Special Consideration Policy and Procedure.

A Reasonable Adjustment is an action taken to ensure equal access to an assessment. Under the Equality Act 2010, education and training providers (including Awarding Organisations) have a duty to make Reasonable Adjustments for learners who have a disability or difficulty so that they are not at a substantial disadvantage in accessing an assessment. Examples of a Reasonable Adjustment are, but are not limited to:

Amending usual assessment arrangements, for example allowing a learner extra time to complete the assessment.
Adapting the format of assessment materials, such as providing materials in Braille.
Providing assistance during assessment, such as a sign language interpreter or a reader.
Re-organising the assessment room, such as providing a learner with a separate room for an assessment away from other learners.
Changing the assessment method, for example from a written to a speaking assessment.
Using assistive technology, such as screen-reading or voice activated software.

A Special Consideration is an access arrangement taken when a learner’s assessment performance is affected by unforeseen circumstances which are out of their control. This includes learners who are suffering from a temporary illness or condition, or who were or would be otherwise disadvantaged at the time of their assessment. A Special Consideration can be requested, approved and applied both before and after an assessment has taken place.

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.
Handcrafted adopts a person-centred and trauma-informed approach to our work with our learners, who are vulnerable and have complex needs. Our approach treats our learners as unique individuals and takes into account their own experiences. We aim to treat our learners with empathy in accordance with our core values. We will apply this approach in our application of reasonable adjustments and special considerations.

Responsibilities

Overall responsibility for Reasonable Adjustments and Special Consideration sits with the Training Development Manager

Implementation of Reasonable Adjustments and Special Consideration for individual learners sits with the Hub Managers and Tutors

Access to fair Assessment

This policy applies to any assessment that takes place internally of students’ work.

This policy of access ensures that all assessment/assessment activities undertaken by learners are:

reliable
valid
fit for purpose.
transparent
recognise and respect equality, and diversity.
use appropriate language for assessment tasks.
include a variety of assessment strategies.

We aim 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 course. 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

Examination & Invigilation

This policy has been created by consulting the NOCN Examination and Invigilation Policy.

Invigilation

One invigilator is allowed to invigilate a maximum of 5 learners.
An invigilator must be able to summon help without disturbing learners taking an exam.
Learners should be seated with a distance of 1.25 from one another.
Learners may take pens into the examination room. Any pencil cases must be transparent.
Mobile telephones and other electronic equipment are not permitted.
They may also bring a snack which can be consumed quietly, and a water bottle.

Examination Room

When preparing an examination room, invigilators should consider an area for learners to store their personal belongings. Bags and other belongings should be out of reach of learners and access to them must be monitored by the invigilator.

Ideally learners should be seated and ready to take the examination 5 minutes before the start of the exam.

A clock must be visible to learners at all times throughout the exam.

The start and finish times of an examination must be clearly visible for all learners to view in the examination room.

During the examination

The guidance to learners relating to the examination must be read out by the invigilator prior to the commencement of the exam.

Once the examination has started learners may not ask questions about the exam. In exceptional circumstances they may seek the attention of the invigilator, for example if they need to use the toilet.

Invigilators must not talk to or distract learners during the exam.

Invigilators must be able to observe all learners at all times during an exam.

If a learner wishes to leave the room for any reason and intends to return to continue their exam, they must be accompanied. The invigilator must remain with them at all times. The learners remaining in the examination room must continue to be invigilated.

Learners arriving late for an examination (by less than 15 minutes) must be seated near to the door and the disturbance to other learners kept to a minimum.

Learners who are more than 15 minutes late will not be able to enter the examination room or undertake the exam. In such cases, an alternative time to take the examination will be arranged.

Attendance Register and Invigilation Report

An invigilator must complete an Examination Attendance Register and Examination Invigilation Report for every examination session. The report should show:

the date of the exam
the time the examination took place
the location of where the examination took place
any learner who attended the examination late (up to 15 minutes)
any learners who attended the examination late (beyond 15 minutes)
any other circumstances of unusual examination practice must be identified on the invigilators examination report

Suspected Malpractice

If a learner is suspected of malpractice, the invigilator must warn the learner that he/she may be removed from the examination room. The candidate should also be warned that the awarding organisation will be informed and may decide to disqualify the candidate.

An invigilator must inform the centre manager of any malpractice or suspected malpractice, immediately. It is the centre manager’s responsibility to inform the awarding organisation as soon as possible, all cases of suspected or actual malpractice in connection with an exam.

The End of the Examination

Invigilators must remind learners when there are ten minutes of the examination remaining.

At the end of the examination learners must be told to stop writing and ensure that their name and reference number is on the examination answer sheet.

Examination papers and learner examination answer sheets (if different) must be collected in immediately at the end of the exam. The invigilator must check that the learners have completed their details correctly before the learners have left the examination room.

All examination papers must be stored securely in a locked office prior to dispatch to the awarding organisation.

The answer papers must not be changed, checked, or altered in any way between the time of collection from learners to the dispatch/scanning for marking at the awarding organisation.

Where the centre has an issue with a question that is considered misleading or incorrect on the examination paper, the awarding organisation should be made aware of this immediately.

Fire Alarm Procedure

An invigilator must take the following action in an emergency such as a fire alarm:

Stop learners from writing.
Collect the Learner Attendance Register and evacuate the examination room.
Advise learners to leave all examination papers in the examination room.
Ensure all learners are supervised as closely as possible while they are out of the examination room to make sure there is no discussion about the exam.
Make a note of the time of the interruption and how long it lasted.
Allow learners the full working time set for the examination.
Make a full report of the incident and of the action taken on the Invigilation Report and send to the awarding organisation.

Document Retention and Secure Storage

Record Keeping Requirements

Files will be kept for each learner and will contain as a minimum requirement:

learner’s surname, first name
course studied.
academic year
documentation required for funding or awarding body purposes.
information about the learner, e.g. proof of identify
evidence of eligibility for funding e.g. identify document, proof of address
evidence of qualifications/course studied and achieved
any additional information as relevant to tutors

File storage

Learner files are stored electronically in secure off-site cloud-based servers that meet accepted security standards and legal requirements.

Retention of records

Learner files are required to be retained securely for 6 years from Financial Year End after the relevant course completion. Handcrafted will observe any additional requirements that may be placed upon it by funding bodies/awarding bodies and the ICO. Guidance will be sought with these bodies prior to the destruction of documentation after this time has lapsed. In addition, electronic portfolios will be kept for a minimum period of 2 years after which time they will be destroyed. Any certificates held and not claimed by learners will be returned to the relevant awarding body.

Internal Quality Assurance Policy

This procedure outlines the method for Internal Quality Assurance (IQA) of the qualification assessment process by means of scheduling, co-ordinating and performing internal audits of assessment decisions. This procedure applies to internal quality assurance of qualification assessment decisions performed by suitable qualified staff.

Responsibilities

Overall responsibility for the Internal Quality Assurance Process – Training Development Manager (Lead IQA)

Carrying out quality assurance – Hub Managers (IQAs)

Maintenance of IQA audit records and reports – Training Development Manager (Lead IQA)

Personal development plans and the technical and vocational competence of assessors and IQAs - Training Development Manager (Lead IQA)

Procedures

Prior to a learner commencing the qualifications, an initial assessment discussion is held between the learner and tutor to identify the appropriate qualifications and levels.

An induction pack will be issued to all learners at the commencement of their training programme including details of the appeals/complaints procedures. At this meeting an Enrolment Form will be completed, and learner files created.

Details of each Learner will then be entered onto our MIS database on Airtable.

An Internal Quality Assurance Sampling Plan will be completed by the Lead IQA.

Assignments or Coursework

It is anticipated that workbooks and questions for each program will be produced. These will be internally quality assured before use. IQA means checking work is fit for purpose before it is handed out to learners by the assessor i.e. that learning objectives are clearly stated on the assignment or course-work brief, competences covered on successful completion of the work are clear and the timescale is stated. On completion of all assignments and/or worksheets the assessor will mark and provide feed-back and feedforward comments to each learner.

The IQA will sample the marked work before it is handed back to learners ensuring it is marked appropriately, that feedback is constructive, linked to grading criteria, and identifies opportunities for improved performance.

Ongoing Assessment Process

Whenever the Assessor meets the learner in a one-to-one or group context, the meeting activity will be recorded on a Contact Record and stored on our Airtable database. Whenever the Assessor meets the learner on a one-to-one basis an Action Plan/assessment plan will also be completed, and the meeting activity recorded on a Contact Record Sheet.

Ongoing formative and summative assessment will be carried out by the Assessor and completed elements and units marked on the assessment plan or cumulative assessment record.

Completion of Elements/Units

Confirmation that the criteria for each unit have been met is indicated by the signing and dating of each evidence assessment sheet. The assessment plan record and/or cumulative record sheet for the qualification will also be completed and signed by the Assessor. These details will be sent to the IQA.

Internal Assurance Process

Internal quality assurance of 'progressing' files will be carried out on a planned on-going basis, auditing the assessor's signed off and completed elements/units (checking for authenticity, validity and sufficiency) and ensuring a satisfactory range of types of evidence.

IQA will also be carried out to monitor the feedback/forward comments given by assessors to learners. Written feedback will be given to assessors on the outcome of every progression audit.

IQA will include a sample of one observation of each assessor with a learner candidate on an annual basis (more frequent for a new and/or inexperienced assessor).

Informal IQA discussions regarding specific learners will be recorded on the learner file using red ink.

Standardisation of Assessment Arrangements

All assessors and IQA will meet each term to consider specific qualifications and determine standardisation of assessment decisions to ensure consistency between assessors over time and across learners. These will also review the IQA plan/sampling matrix with all IQAs and the Lead IQA.

Regular staff meetings (a minimum of 1 per term) will be used to consider any changes in awards, or amendments to assessment, verification, and quality assurance requirements. In addition, staff meetings will be used to disseminate information on assessment and feedback from External Quality Re-viewer visits. EQR reports will be circulated to all relevant assessors and IQAs by the Lead IQA on receipt.

Completion of Qualification and Lead IQA Review

When all units to be certificated are complete the IQA will carry out a final check of the portfolio to ensure all dates and signatures are correct and inform the Lead IQA.

The Lead IQA will carry out a quality review on the portfolio, in line with the sampling strategy and the awarding body requirements, using the Lead IQA form developed to record findings.

The Lead IQA will also prepare the eRAC claim and process this on-line using the appropriate Awarding Body documentation.

This will generate the certificates which will be issued to the learners.

External Quality Review Visits

All portfolios, assessor reports/feedback, IQA reports and Lead IQA reports will be kept pending an annual External Quality Reviewer visit. Prior to the visit the EQR from the awarding body will specify which portfolios need to be made available for inspection and review.

All portfolios will then be offered back to learners or destroyed according to agreed guidelines regarding confidential information.

Malpractice and Maladministration

In order to seek to avoid potential malpractice, Handcrafted will:

the induction period and the learner handbook to inform learners of the policy on malpractice and the penalties for attempted and actual incidents of malpractice.
show learners the appropriate formats to record cited texts and other materials or information sources.
ask learners to declare that their work is their own.
ask learners to provide evidence that they have acknowledged any sources used.
conduct any investigations in a form commensurate with the nature of any allegation.
ensure the handling of individual cases takes account of the needs of the student, first and foremost.

The term ‘malpractice’ covers any deliberate actions, neglect, default, or other practice associated with the examples below; it may include a range of issues from the failure to maintain appropriate records or systems to the deliberate falsification of records in order to claim certificates.

Enquiries and Appeals Process

Handcrafted is committed to providing the highest levels of service to its trainees, and learners. We anticipate that issues or complaints can be resolved through the complaints or enquiries procedures and these procedures will be followed in the first instance. However, where a learner remains dissatisfied having exhausted these procedures, they have recourse to the appeals process.

These procedures will ensure that:

All appeal decisions are taken by individuals who have no personal interest in the decision being appealed.
All appeal decisions are taken by individuals who have appropriate competence.
Appellants are kept informed of the progress of their appeal.
Appeals are dealt with within published timescales.
The specific needs and interests of learners are considered and protected.
Every endeavour is made to ensure compliance with relevant legislation and in particular the handling of sensitive data in accordance with the GDPR.
Where an appeal results in the identification of a failure in the assessment process, Handcrafted takes all reasonable steps to identify any other learners affected, correct, or mitigate as far as is possible the effect of the failure, and ensure that the failure does not recur.
An appeal may be only made on the grounds that Handcrafted did not apply its procedures consistently, or that its procedures were not followed properly and fairly.
Learners (or a centre on behalf of a learner(s)) undertaking end point assessment with the EPAO may appeal against the grade(s) on receipt of their results.

External Quality Review Visits

All portfolios, assessor reports/feedback, IQA reports and Lead IQA reports will be kept.

Tutors should make learners aware of the Assessment Appeals Policy during induction.

Learners should familiarise themselves with the Assessment Appeals Policy and inform their tutor if they are not satisfied with an assessment.

The tutor will offer support to learners throughout the appeals procedure.

Potential Impact on Equality, Diversity, and Inclusivity

Handcrafted will ensure all procedures are in line with its Equality Policy and that reasonable adjustments are made, if necessary, to enable a fair process to be adhered to.

Handcrafted’s Appeals Procedure allow learners who are registered at the Centre to challenge the outcome of their assessment at the level of a unit/module/component if they consider that the assessment has not been carried out properly. Examples of areas where an appeal may be raised are as follows:

The conduct of assessment
Opportunities available for assessment
Opportunities available for re-assessment
Appropriate coverage of the evidence assessed in terms of national standards and the awarding organisation requirements.
Failure of the assessor to provide assessment agreed in the learner’s assessment plan.
Assessment decisions/grades (Should a learner wish to appeal against a decision made after a complaint has been investigated then please refer to our Complaints Procedure).

Handcrafted in line with its values of empathy and community, encourages learners to discuss any concerns with the Assessor in the first instance. If they remain dissatisfied, they should follow the appeals procedure outlined below.

Details of any learner appeal should only be discussed with others involved in the appeals process. The learner’s confidentiality must be respected at all times. Any enquiry, question or appeal should be made as soon as possible after the assessment decision. An appeal must be made within 10 working days after receiving the assessment results.

Appeals Procedure

Stage 1 – Tutor/Assessor and Learner

The learner must present the appeal form to the Assessor within 10 working days of receiving the assessment result. The form should include details of why they feel that the work has been assessed unfairly, inconsistently or not in accordance with the standards and level required by the Awarding Body. Any evidence or correspondence relevant to the appeal should be attached.

The Assessor will carry out relevant investigations based on the nature of the appeal. There are two possible outcomes:

The original assessment decision remains unchanged
The assessment decision is amended – this could be both up or down. The Assessor should document the decision with their reasons on the appeal form.

The Assessor will advise the learner of the decision no later than 10 working days after the appeal is made. The decision should be documented on the appeal form and a copy of the form given to the learner. The learner should consider the Assessor’s comments and decision and decide whether to accept the outcome of the formal re-assessment. This should be indicated on the appeal form and signed and dated by the learner. The appeal form should be returned to the Assessor within 10 working days of receiving the reassessment decision. The appeal form should be passed to the Centre Manager for tracking and monitoring purposes. If the learner has not accepted the re-assessment decision, the Centre Manager will co-ordinate the move to Stage 2 of the appeals procedure.

Stage 2 – Lead Internal Quality Assurance

Following notification that the learner is still unhappy with the assessment decision, the tutor must give the Lead Internal Verifier the following information within two working days of the appeal reaching Stage 2: the original assessment record and learner’s evidence, where appropriate; and the written explanation and confirmation of the assessment decision.

The Lead Internal Verifier will reconsider the assessment decision, taking the following into account:

the learner’s reason for appeal.
the learner’s evidence and associated records.
the assessor’s reason for the decision; and
the opinion of another assessor from the centre. The Lead Internal Verifier must then give the reconsidered decision, in writing, within five working days of receiving the appeal, to both learner and Tutor. The learner must tell the Lead Internal Verifier and confirm in writing if they are still unhappy with the reconsidered assessment decision within five working days of receipt of the decision. If so, the appeal moves to Stage 3.

Stage 3 – Discussion with Three13 Panel

If an assessment appeal remains unresolved at Stage 1 of the procedure, three13 will review the appeal. The staff member who conducted the Stage 2 process must send the following details to the Centre Manager or Quality Nominee:

the written explanation and confirmation of the assessment decision
the assessment record sheets; and
any written comments.

Within ten working days of receiving the appeal, the Centre Manager or Quality Nominee will convene an Appeals Panel to hear the appeal. The Appeals Panel will consist of the Centre Manager and a Quality expert from three13. The learner may speak to the Appeals Panel and may be accompanied by an adviser*, and/or make a written submission. The tutor who made the original decision will be asked to attend the Appeals Panel to answer questions.

The Appeals Panel will then discuss the matter in private and reach a majority decision. All parties will then be informed of the decision. The decision of the Appeals Panel is final, although learners may appeal to the Awarding Body once the internal appeals decision has been completed.

Escalation to Awarding Body

If the learner remains dissatisfied with the decision of the Assessment Panel, the Centre Manager will help facilitate escalation to the relevant Awarding Body.

Group Assessments

The appeals procedure should be followed irrespective of whether the assessment is for work completed by an individual or for an assessment as part of a group allocated grade. These additional points should be followed in the case of a group assessment where a shared mark is given.

If the entire group wishes to appeal the assessment decision As a group, the procedures detailed above should be followed. If the appeal moves to Stage 1, the group should agree the reasons for appeal and document this on the appeal form. All learners within the group should sign the form. Whatever the appeal outcome, this will be applied to the assessment decision for all learners in the group.

There may be circumstances where an individual(s) within the group wishes to appeal the assessment decision whilst the rest of the group is satisfied with the assessment and accepts the decision. The individual(s) wishing to appeal the assessment decision should be aware that the appeal decision will be applied to their individual assessment only. They should follow the normal appeals procedure. Other members of the group will be asked to sign a declaration form to state that they are satisfied and accept the assessment given. This will secure the assessment decision already given to them and will remain unchanged regardless of the outcome of the individual appeal. They will not be able to make an individual appeal at a later date. Please note learner confidentially must be respected at all times. In the case of group assessments, the group will be informed that an appeal has been made but it would not be appropriate to disclose details of any individual(s) appeal.

Complaints Procedure

The Centre’s Complaints Procedure allows learners who are registered at the Centre to challenge an appropriate aspect of the Centre’s Operation.

Candidates could complain about the following areas:

Access to assessment
Process of assessment
Access to internal verification
Handling of an Appeal
Administrative Issues e.g., failure to register.

Assessors/Tutors could complain about the following areas:

Access to support and guidance
Access to internal verification
Administrative issues
Insufficient time to undertake the function.

IQAs could complain to the centre about the following areas:

Access to support and guidance
Insufficient time to undertake the function.

Suggestions and Compliments

Your views and feedback are important to us. We would like to hear from you whether or not you are satisfied with our services, this will help us recognise our strengths and weaknesses and therefore make it possible to improve our standards of service. Complaints, Compliments and Suggestion Forms are available from our administration staff and can also be found in our training rooms. When you have completed the Form, (your name and address is optional,) you can either post in the suggestion box or give to a member of the administration staff. We also provide Evaluation Forms from time to time and Exit Evaluations so as to help us monitor our services. Our aim is to respond to any of the above within 10 working days of receiving it. If, however, we cannot respond we will notify you of the reason why and give you some idea of when we will reply.