Appeals and complaints procedure Stars Education and Training Ltd is committed to providing a high-quality service to learners. However, the Stars Education and Training Ltd recognises from time to time there may be instances where learners have legitimate complaints or the need to appeal. Stars Education and Training Ltd takes all such matters seriously and deals with them in confidence and without fear of recrimination or disadvantage. This procedure therefore is designed to ensure that all appeals and complaints are dealt with in a manner that is fair, transparent, timely and based on consideration of relevant evidence. This procedure undergoes periodic review and may be updated at any time to ensure clarity, accuracy, and best practice. The Appeals Procedure – Initial contact Learners who are dissatisfied may submit an appeal, the Appeals procedure can only be used where there are adequate grounds for doing so and may not be used simply because a learner has been unsuccessful with his or her application. There are several grounds for making an appeal and at least one must be specified when appealing. The grounds for appeal are as follows: - There is evidence that procedure was not followed - There is new evidence which has come to light and there are valid reasons for not previously making it available. If no good reason is given as to why this information was not previously available, then it will not be considered. - There is evidence that the Stars Education and Training Ltd has demonstrated bias or prejudice Stage 1 Receipt of the appeal will be acknowledged in writing normally within 5 working days of the date of receipt. Stars Education and Training Ltd will assess the grounds on which the appeal is based to determine whether they are valid. If it is found that there are no valid grounds for appeal, the appeal will not be progressed any further and the applicant will be informed of this in writing normally within 10 working days. Stage 2 A formal response will be issued in writing normally within 10 working days. If the appeal is not resolved to the satisfaction of the learner, they should raise this as soon as possible with the course tutor or centre manager, details of the centre manager are provided: Sania Cheema, sania_cheema@yahoo.com, we aim to resolve all complaints within 10 working days in writing. Stage 3 Appeals at this stage will only be considered valid on the following grounds: - Stars Education and Training Ltd has failed to follow the procedure. - There is new material evidence that for good reason was not available at earlier stages of the procedure. Consideration of such evidence will only take place in exceptional circumstances and the applicant will be required to explain why such evidence could not be disclosed at an earlier stage. - There is evidence Stars Education and Training Ltd has demonstrated bias or prejudice. Stage 3 appeals will be reviewed and a learner seeking a review should submit a written request within 10 working days of the date of the outcome of the notification of the Stage two appeal. If the learner is still unhappy with the outcome of the complaint, they can refer to the awarding body who will carry out an investigation into the complaint and will be in touch with the learner with the results of the investigation. BIIAB Qualifications Ltd can be contacted by phone 0115 854 1620. Stage 4 If the learners appeal has not be resolved due to whatever reason and all of avenues have been exhausted, it can be taken to Ofqual or QIW by using their appeals procedure. Office of Qualifications and Examinations Regulation Earlsdon Park, 53-55 Butts Road, Coventry CV1 3BH Telephone: 0300 303 3346 (Lines are open Monday to Friday, 9.00am to 5.00pm) Textphone: 0300 303 3345 Fax: 0300 303 3348 Email: info@ofqual.gov.uk Qualifications Wales Q2 Building Pencarn Lane Imperial Park Coedkernew Newport NP10 8AR Email: contact@qualificationswales.org Policy: http://qualificationswales.org/ media/1444/281015-reg-complaints-awarding-bodies.pdf You must provide regulators with the following information: • What the complaint is about • Your full name and candidate number (if you have one) • The training provider’s name and number • The name of the awarding organisation or exam board • The qualification or unit title and code number • Copies of any relevant supporting documents. Policy review date: October 2024 Assessment Policy Stars Education and Training Ltd aims to provide fair access to assessment for all learners. Assessment practice will be open and consistent with the codes of practice and regulations laid down by the relevant awarding body. The aim of this policy and its related procedures is to: - Ensure learners receive accurate and useful information about their progress and attainment - Ensure that staff receive clear and effective advice on managing the assessment process - Ensure compliance with awarding body regulations - Support improvements in teaching effectiveness, learner achievement and progression. Principles Stars Education and Training Ltd are expected to ensure that: - Assessment is conducted with rigour, fairness and in accordance with current awarding body regulations - Work submitted is that of the learners - Formative assessment is used to measure learners’ progress, challenge learners to achieve high standards and prepare them for summative assessment - Appropriate feedback is provided to learners on assessed work which promotes learning and facilitates improvement (this must adhere to awarding body regulations where strict feedback rules apply) - Assessment decisions are recorded and documented accurately and systematically, and in accordance with the requirements of awarding bodies - There is a robust system for standardising and internally verifying assessment decisions and grades - Assessment and internal verification records are kept securely for the period stipulated by the awarding body - Learner work is kept securely for the period stipulated by the awarding body - The Malpractice and Maladministration Policy is referred to when necessary Setting assignments - Assignment deadlines and external test dates during Induction will be detailed, this should also include target dates for the completion of practical work. - Assessment schedules should be agreed for the year and provide learners with an even spread of work. - A copy of these sections of the scheme of work must be provided to the learners at the start of their course. - All assignments should be issued with a top sheet which meets awarding body requirements - Any formative assessment deadlines should be set sufficiently in advance of the summative deadlines to enable the learners to benefit from the feedback. - Staff are not advised to change assessment dates unless it essential. Where changes are necessary, learners should be given plenty of advanced notice, and awarding bodies will need to be informed. - All assignment briefs must be internally verified before being issued to learners. - Ensure tutors set clear guidelines on how work should be submitted and exactly what evidence is required. Internal verification and moderation All vocational and occupational programmes are subject to an internal verification or moderation procedure to assure standards and consistency. Assessment will be internally verified or moderated in line with the principles of assessment in accordance with the awarding body regulations. It is vital that, having completed internal verification, the internal verifier gives personal feedback to the assessor, and that this feedback is recorded. It is this discussion that forms the basis for the Internal verification system and provides the opportunity to review practice. External verification and moderation All vocational and occupational programmes are subject to some form of external verification, standardisation or moderation, and Stars Education and Training Ltd are responsible for ensuring that awarding body regulations are followed. Arrangements for learners with special assessment requirements - Assessment must be available to all those who have the potential to achieve the standards required for a particular qualification. - Where special arrangements need to be made to accommodate learners with particular needs, care must be taken to ensure that they are fair Support may be appropriate in a variety of ways including: • Adapted equipment and physical environment • Extended assessment time • Special information learning technology Awarding body protocols must be adhered to. Malpractice - All incidences of academic misconduct, such as cheating and plagiarism, must be dealt with according to the Stars Education and Training Ltd Malpractice and Maladministration Policy. - Learners must be informed of this policy during Induction and given careful guidance about what constitutes malpractice and guidance on the study skills required to avoid it. Appeals - Learners who have concerns about the outcome of an assessment should, in the first instance, discuss the matter with their tutor or assessor. - The Assessment Appeals Process should be explained to all learners at the start of their course. All staff are expected to refer to this policy and the relevant awarding body guidance when they plan their assessment strategy. Policy review date: October 2024 Conflict of Interest Policy Purpose The purpose of this policy is to provide guidance regarding handling possible conflicts of interest that may arise as a result of Stars Education & Training Ltd delivering training or assessment to individuals and companies. This policy applies to all staff and other individuals whenever they interact or potentially interact with any of Stars Education & Training Ltd’s training and other functions. This policy: • Defines what is meant by a conflict of interest. • Sets out the Roles and Responsibilities and Procedures for managing conflicts of interest. Scope All staff acting on behalf of Stars Education & Training Ltd must be free from conflicts of interest that could adversely affect their judgment or objectivity in delivering qualifications. If it is not possible to remove the conflict of interest, said conflict must be managed in order to ensure there is no adverse effect created. We recognise that some delivery staff may take part in legitimate activities outside of their roles with Stars Education & Training Ltd which could inadvertently create a conflict of interest. However, any potential conflict of interest must be acknowledged and disclosed in order for the conflict to be properly managed. It is the responsibility of each member of staff at Stars Education & Training Ltd to recognise situations in which there is a potential for a conflict of interest, or a situation which may reasonably be perceived by others to be a conflict. All perceived, potential, or actual conflicts must be disclosed to the Head of the Centre/Centre Manager/Senior Management team. Definition of Conflict of Interest A conflict of interest may generally be defined as ‘a conflict between the official responsibilities of a Tutor, Assessor, or member of staff, and any other interests or relationships the individual may have that could compromise or appear to compromise their professional decisions’. Conflicts of interest can arise in a variety of circumstances in relation to delivery of qualifications, for example: • When an individual has personal interests that conflict with their professional position. • Where someone works for or carries out work on behalf of Stars Education & Training Ltd, who has friends or relatives undertaking a qualification. • When an individual has a position of authority in one organisation which conflicts with their interests in another organisation. Examples of Conflicts of Interest It is not possible to provide a definitive list of examples of conflicts of interests, but the following are examples of situations that could lead to actual or perceived conflicts of interest: • Tutors / Assessors / IQA working with a business other than Stars Education & Training Ltd which is in direct competition. • Tutors / Assessors / IQA participating in the appointment, supervision evaluation or assessment of a person with whom the person has close or family ties. • Tutors / Assessors / IQA having a close or family relationship with a registered learner, or learners’ family whilst being involved in decisions about the outcome of their accreditation or qualification, or where the person whose remuneration is in part determined by the outcome of the assessment. • An employee of Stars Education & Training Ltd working towards a qualification with Stars Education & Training Ltd. • Tutors / Assessors / IQA using learner data for personal gain or advantage. • An individual that is currently working or has worked with an Awarding Body in the past, working with Stars Education & Training Ltd. The existence of such interests as those outlined above, does not necessarily imply conflict, but is likely to give an appearance of conflict and as such should be declared. The list above is not exhaustive. Roles and Responsibilities All staff have a responsibility to be aware of the potential for a conflict of interest. It is likely that individuals working with and on behalf of Stars Education & Training Ltd will encounter potential conflicts of interest from time to time. Such situations must be carefully managed to ensure that any conflict of interest does not detrimentally impact on the standards of, or public confidence in, regulated units and qualifications, or on the reputation of Stars Education & Training Ltd and any Awarding Body we work with. It is the duty of all staff at Stars Education & Training Ltd to disclose any actual or potential conflict of interest. Procedure Any potential or actual conflict of interest should be disclosed to the Lead IQA. In the instance that the Lead IQA is involved in the conflict, the issue should be disclosed to another member of the Senior Management Team. Conflicts should be recorded on a conflict of interest form which will be maintained by the IQA. In the instance that the conflict involves the IQA, another member of the Senior Management team should verify the form. Dependent upon the rules of the particular Awarding Body involved, the conflict should be disclosed to the External Quality Assurance Team (EQA) or the Quality Assurance Manager (QAM). If there are any changes to the declared circumstances of the member of staff, the IQA must be informed/updated immediately in writing so that the conflict of interest can be (re)evaluated. The information submitted must be evaluated to identify if any further action is required. A written record of the outcome will be kept on file. Examples of Corrective Action • Ensure the individual is not allocated work for the particular learner under the conflict and not taking part in discussions or training/assessment decisions. • Referring certain matters such as assessment, verification, and recommendations for credit for decision to other Tutors / Assessors / IQA with no vested interest. • Declining involvement in projects. • Declaring an interest when it is appropriate to do so. • Referring the matter to the Senior Management for advice and guidance. • Individuals upholding any codes of practice and confidentiality requirements for all organisations, including Awarding Bodies that they work or have worked for. This list is not exhaustive. Policy review date: December 2024 Data Protection Policy Stars Education and Training Ltd takes its responsibilities regarding managing the requirements of the General Data Protection Regulation (GDPR) very seriously. This policy sets out how the Stars Education and Training Ltd handles those responsibilities. Stars Education and Training Ltd uses and stores personal data relating to past and present staff and learners, contractors, website users and contacts (data subject). When processing personal data, Stars Education and Training Ltd is obliged to fulfil individuals’ reasonable expectations of privacy by complying with GDPR and other relevant data protection laws. This policy seeks to ensure that we: - Are clear about how personal data must be processed and Stars Education and Training Ltd expectations for all those who process personal data on its behalf. - Comply with the data protection law and with good practice. - Protect Stars Education and Training Ltd reputation by ensuring the personal data entrusted to us is processed in accordance with data subjects’ rights - Protect Stars Education and Training Ltd from risks of personal data breaches and other breaches of data protection law. This policy applies to all personal data we process regardless of the location where that personal data is stored and regardless of the data subject. All staff and others processing personal data on Stars Education and Training Ltd behalf must read it. A failure to comply with this policy may result in disciplinary action. Personal Data Protection Principles When you process personal data, you should be guided by the following principles, which are set out in the GDPR. The University is responsible for, and must be able to demonstrate compliance with, the data protection principles listed below: - Processed lawfully, fairly and in a transparent manner. - Collected only for specified, explicit and legitimate purposes and not further processed in a manner incompatible with those purposes. - Adequate, relevant, and limited to what is necessary in relation to the purposes for which it is processed. - Accurate and where necessary kept up to date. - Not kept in a form which permits identification of data subjects for longer than is necessary for the purposes for which the personal data is processed. - Processed in a manner that ensures its security, using appropriate technical and organisational measures to protect against unauthorised or unlawful processing and against accidental loss, destruction or damage. Data Subjects Rights Data subjects have rights in relation to the way we handle their personal data. These include the following rights: - Where the legal basis of our processing is consent, to withdraw that consent at any time. - To ask for access to the personal data that we hold. - To prevent our use of the personal data for direct marketing purposes. - To object to our processing of personal data in limited circumstances - To ask us to erase personal data without delay. - To ask us to rectify inaccurate data or to complete incomplete data. - To ask us for a copy of the safeguards under which personal data is transferred outside of the EU. Accountability Stars Education and Training Ltd must implement appropriate technical and organisational measures in an effective manner to ensure compliance with data protection laws. Stars Education and Training Ltd is responsible for, and must be able to demonstrate compliance with, the data protection principles. - Training staff on compliance with Data Protection Law and keeping a record accordingly. - Regularly testing the privacy measures implemented and conducting periodic reviews and audits to assess compliance. - Appointing a suitably qualified Data Protection Officer. Stars Education and Training Ltd responsibilities Stars Education and Training Ltd is responsible for establishing policies and procedures to comply with data protection laws. Data protection Officer responsibilities - Advising Stars Education and Training Ltd and staff of their obligations. - Providing advice where needed. - Monitoring compliance. - Cooperate and be the contact point for Information Commissioners Office (ICO). Staff responsibilities Staff members who process personal data must comply with the requirements of this policy. Staff members must ensure: - No personal data is disclosed either verbally or in writing, accidentally or otherwise, to any unauthorised third party. - All personal data is kept securely. - Where there is uncertainty around a data protection matter advice is sought from the Information Compliance team and the Data Protection Officer. - Any data protection breaches are swiftly brought to the attention of the Information Compliance team and the Data Protection Officer. Student responsibilities - Familiarising themselves with the Privacy Notice provided when they register with Stars Education and Training Ltd. - Ensuring that their personal data provided to Stars Education and Training Ltd is accurate and up to date. Data subject access requests Data subjects have the right to receive a copy of their personal data which is held by the University. In addition, an individual is entitled to receive further information about Stars Education and Training Ltd processing of their personal data as follows: - Information about their rights. - The right to complain to the Information Commissioners Office. - Any third-party source of personal data. - The categories of personal data being processed. Reporting a personal data breach The GDPR requires that we report to the Information Commissioner’s Office (ICO) any personal data breach where there is a risk to the rights and freedoms of the data subject. Where the Personal data breach results in a high risk to the data subject, they also must be notified unless subsequent steps have been taken to ensure that the risk is unlikely to materialise, security measures were applied to render the personal data unintelligible, or it would amount to disproportionate effort to inform the data subject directly. In the latter circumstances, a public communication must be made, or an equally effective alternative measure must be adopted to inform data subjects, so that they themselves can take any remedial action. We have put in place procedures to deal with any suspected personal data breach and will notify data subjects or the ICO where we are legally required to do so. Limitations on the transfer of personal data The GDPR restricts data transfers to countries outside the EU to ensure that the level of data protection afforded to individuals by the GDPR is not undermined. You transfer personal data originating in one country across borders when you transmit or send that data to a different country or view/access it in a different country. You may only transfer personal data outside the EU if one of the following conditions applies: - The European Commission has issued a decision confirming that the country to which we transfer the personal data ensures an adequate level of protection for the data subjects’ rights and freedoms. The countries currently approved can be found here. - Reasons of public interest. - To protect the vital interests of the data subject where the data subject is physically or legally incapable of giving consent. Record keeping The GDPR requires us to keep full and accurate records of all our data processing activities. You must keep and maintain accurate corporate records reflecting our processing, including records of data subjects consents and procedures for obtaining consents, where consent is the legal basis of processing. These records should include, at a minimum, the name and contact details of Stars Education and Training Ltd as the data protection officer, clear descriptions of the personal data types, data subject types, processing activities, processing purposes, third-party recipients of the personal data, personal data storage locations, personal data transfers, the personal data’s retention period and a description of the security measures in place. Records of personal data breaches must also be kept, setting out: - The facts surrounding the breach - Its effects - The remedial action taken Training and audit Stars Education and Training Ltd must ensure all staff have adequate training to comply with data protection laws. Systems and processes must be regularly tested and reviewed to assess compliance and comply with this policy. Sharing personal data In the absence of consent, a legal obligation or other legal basis of processing, personal data should not generally be disclosed to third parties unrelated to Stars Education and Training Ltd unless they are Awarding bodies who have a statutory right to obtain information about data subjects. Policy review date: October 2024 Equal Opportunities Policy This Policy provides a standpoint for Stars Education and Training Ltd under the principles of equality for learners who identify with the protected characteristics outlined in the Equality Act 2010. This policy exceeds the legislated principles, and will protect learners from unlawful conduct, because of: - age - disability - gender reassignment, gender identity and gender expression - marriage or civil partnership - pregnancy and maternity - race - religion or belief - sex - sexual orientation Stars Education and Training Ltd will operate a zero-tolerance approach in respect of prohibited conduct relating to the list above. Purpose Stars Education and Training Ltd will ensure that people are treated equally regardless of their identification with one or more of the protected characteristics. We will be proactive in all matters relating to equality, diversity and inclusion. We value and will celebrate the richness brought to our training provider by a diverse population of staff, students and partners. We will continue to strive to provide an environment in which learners want to work and to be a model employer leading in good employment practice. Stars Education and Training Ltd is committed to enabling each member of staff to achieve their full potential in an environment characterised by dignity and mutual respect. Stars Education and Training Ltd will take a zero-tolerance approach to discrimination, victimisation, harassment, or any other prohibited conduct of any kind by any party. Any action found to be in breach of any of these would be addressed in accordance with Stars Education and Training Ltd policies and procedures. The Policy applies to all employees, prospective employees, learners, and visitors, as well as any persons or companies associated with the functions of Stars Education and Training Ltd. Stars Education and Training Ltd takes its responsibility to these individuals seriously and seeks to ensure that they are treated with dignity and respect. The activity committed to over the period of the strategy will support us to meet our legal duties, in particular the need to have due regard to: - Eliminate discrimination, harassment, victimisation and any other prohibited conduct within the Act. - Advance equality of opportunity between those that share a protected characteristic and those that do not. - Foster good relations between those who share a protected characteristic and those who do not. Roles and responsibility An Equality & Diversity Policy cannot succeed without the active support of all those who work at Stars Education and Training Ltd. The responsibility for delivering the Policy extends to every member of the training provider including managers, those with an explicit remit for diversity, and individual members of staff. The implementation of this Policy is therefore a shared responsibility amongst staff employed by Stars Education and Training Ltd. Implementation All learners should be provided with information about the Policy or where it can be found upon registration. All staff should familiarise themselves with this Policy and ensure their practices are consistent with its contents. New employees must receive information on Equality & Diversity obligations and provisions at an early stage in their employment. Staff members should inform the head of centre or centre manager if they think that discrimination is taking place. Communication It is important that staff at all levels are aware of this Policy to comply with its requirements. A copy is available on our website and copies will be made available to staff. Complaints Stars Education and Training Ltd will take seriously any instances of non-adherence to the Equality and Diversity Policy by staff, prospective employees, learners, and visitors, as well as any persons or companies associated with the Stars Education and Training Ltd. Stars Education and Training Ltd will ensure that all staff and learners are given opportunities to pursue reasonable means to follow procedures should they feel they are experiencing discrimination. Any instances of non-adherence will be investigated and where appropriate will be considered under the relevant disciplinary Policy for staff or learners. Regarding any breach of the Policy by visitors or any persons or companies associated with the functions of Stars Education and Training Ltd, Stars Education and Training Ltd will take appropriate action in relation to the nature of the incident. Policy review date: October 2024 Examination Policy Purpose Stars Education & Training Ltd is dedicated to providing a high quality and robust service for our learners and staff. Centre responsibility: Learners will be registered by a member of staff, no later than at beginning of the course; however, if this isn’t possible, the learners should be registered on the relevant qualification as soon as possible thereafter. Stars Education & Training Ltd has the responsibility to take all reasonable steps to confirm the identity of the learners and we will do this by requesting sufficient personal data to complete the registration form and inputting a unique learner number (ULN) –if the learner opts to have a ULN – to ensure the learner can be clearly and uniquely identified. The centre will nominate staff who will be authorised to check and submit course registration/certification requests. Stars Education & Training Ltd is responsible for ensuring that the course has been delivered effectively, the learner has completed the relevant parts of the course, and the learner’s identification has been confirmed. In addition, they will check course paperwork, registration requests, and certificate claims to ensure they have been fully and correctly completed, including: • That result information match course registration details. • Only appropriately competent trainers, assessors, and verifiers were involved in the delivery/assessment. • The correct documentation was used. • Learner details are correctly completed. • Investigating any suspicious entries or reasons for omissions of key data, resolving any issues with the relevant trainer, assessor and/or internal verifier and when required raising the matter with the Awarding Body. Any completed Examination Answer Sheets will also be checked by the Centre to ensure full and clear completion and that the correct qualification has been listed, as well as being signed off by a suitable, empowered, and authorised member of staff. The initial trigger for all certificate claims rests with Stars Education & Training Ltd. Only when we are satisfied that a learner has completed the relevant assessments and has reached the specified level of attainment for the qualification will Stars Education & Training Ltd make a claim for certification, to claim the full qualification. Learner Information: Stars Education & Training Ltd will make it clear to the learners well in advance of the examination, that they should notify the Centre, should they require Reasonable Adjustments and/or Special Consideration. The Awarding Bodies policies in respect of Reasonable Adjustments and Special Consideration will be complied with. Learners may be instructed to bring identification to the assessment for checking by the invigilator. This instruction should be given ahead of the course/assessment when the learner registers and/or with any pre-course materials. Invigilators: The invigilator must not be related to learners. It is our responsibility to ensure that the invigilator is suitable to invigilate examinations. Examination Procedures: Prior to the examination, Invigilators/Assessors responsibilities include: • Inspecting the examination room to ensure that the accommodation is suitable, and the seating is arranged in such a way to avoid malpractice. • Ensure that there is an ‘Exam in Progress’ sign visible on every entry door to the examination room; • Ensure that all learning aids (such as workbooks, wall posters etc.) that may assist learners with the examination are covered or removed; • Verify that all learners are present; • Identify any individuals for whom special arrangements have been approved. • Familiarise themselves with the Examination and Invigilators Procedures; • Explain evacuation arrangements to learners, in the event of an emergency; • Explain evacuation arrangements to learners, in the event of an emergency; • Be confident that all the individuals attempting to take the examination are who they say they are; • Ensure all learners add their details to the Learner List. Examinations: Prior to the examination, Invigilators/Assessors responsibilities are to: • Arrive at the examination location in good time. • Inform the learners of the correct Centre and Tutor Number. • Inform the learners of the start and finishing time of the examination, referring to a clock that should be visible to all learners. • Ensure that all learners are positioned sufficiently apart to avoid the risk of malpractice, 1.5 metres is the recommended distance between learners. • Inform learners that they are not permitted to refer to any materials other than a standard dictionary. Invigilators/Assessors should check that only authorised materials are on the learner’s desks. • If a paper-based assessment, inform learners that multi-media devices, such as mobile phones, tablets, smart watches, need to be turned off and not placed on the examination desk. • Inform all learners that they should read all of the instructions on the examination paper before answering the questions. • Inform all learners that they are prohibited from communicating with other learners during the examination and that the Invigilator/Assessor is not permitted to provide any further explanation or guidance on examination questions. • Once the learners are settled, ensure that the learners have the correct examination paper, noting the title of the examination. The Invigilators responsibilities are to ensure learners are supervised throughout the examination. • Absolute silence must be maintained throughout the examination. • Learners who arrive after the starting time for an examination may, at the discretion of the Invigilator/Assessor, enter the room and sit the examination providing that they do not disturb the other learners. They must, however, finish the examination at the same time as the other learners. • Learners who need to leave the examination room must be accompanied by an Invigilator/Assessor, who must ensure that they do not speak to anyone else, make a phone call, or refer to any notes. • If an Invigilator/Assessor observes or suspects a learner of malpractice, that learner should be asked to stop. Should the action be considered serious enough, a learner’s examination paper and answer sheet should be collected, and the learner asked to leave the examination room. • Invigilators are expected to remind the learners of the time remaining approximately 15 minutes before the end of the examination. • In the event of an emergency, the Invigilator/Assessor should evacuate the examination venue in accordance with venue procedures. All examination papers and answer sheets must be left on the learners’ desks. • If an Invigilator/Assessor is satisfied that the integrity of the examination has not been compromised, the examination can be resumed for the remaining allocated time. Policy review date: December 2024 Fair Examination Policy Stars Education and Training Ltd has a duty to provide access to fair examination and reasonable adjustments that reflect the needs of the individual learner. A reasonable adjustment is any action that helps to reduce or eliminate effects attributed to the effect of a disability or difficulty which places the learner at a substantial disadvantage in the examination situation. Introduction Adjustments may be made to the examination process depending on the specific examination requirements of the qualification, the type of examination and the needs and circumstances of the individual learner. Identifying a need Specific learning needs should be identified at the point of registration. If a disability or difficulty is expressed, consideration as to the most appropriate method of examination should take place. Stars Education and Training Ltd will work with the learner, tutor, and assessor to ensure that the centre has: - Identified those learners who are having difficulties or are likely to have difficulties during examinations - Identified whether reasonable adjustments may be needed - Identified the appropriate adjustment - Ensure the adjustment is in accordance with the examination guidelines. Any adjustment to examinations will be based on what the learner needs to access the examination. Below are some examples of learner needs that may be adjustments to assessments. This list is not exhaustive, and it should be noted that some learner needs will fall within more than one of the categories set out below: - Communication and interaction need - Cognition and learning needs - Sensory and physical needs - Behavioural, emotional and social needs - Learners for whom English is an additional language. The learner may be eligible for reasonable adjustments if their performance during examination is likely to be substantially affected by a particular impairment. A learner does not necessarily have to be disabled (as defined by the Equality Act 2010) to be entitled to reasonable adjustments to examination. Every disabled learner will be entitled to reasonable adjustments if these are necessary. The learner may have developed coping mechanisms which minimise or remove the need for assistance. Assessment The qualifications offered by Stars Education and Training Ltd are usually assessed using the following methods: - Assessor led methods such as observation - Set examinations (verbal/written) - Any other assessment devised by Stars Education and Training Ltd and the awarding body where the learner is responsible for gathering the evidence required to demonstrate competence. Stars Education and Training Ltd only uses methods of assessment approved by the Awarding Body. Stars Education and Training Ltd will always seek the permission of the Awarding Body to apply reasonable adjustments. Using the assessment methods outlined above, the learner may meet the specified assessment criteria in any way that is valid. Some units will specify a required examination method, but most qualifications offered can be evidenced in the following ways: - Case Studies - Oral Question and Answer - Written Question and Answer - Essay / Report / Project - Role Play / Simulation - Written Description - Practical Demonstration (Observation) - Group Discussion - Performance / Exhibition - Reflective log or diary The assessment methods used should be fit for purpose for the unit and should allow the learner the opportunity to generate evidence of achievement that will demonstrate competency against the examination criteria in any given unit. All qualifications require the learner to produce evidence that they have met the required outcomes. In some units the method of examination is prescribed, but in other units the learner and assessor is given a greater degree of flexibility in choosing the most appropriate examination method; although this isn’t always the case. Where adjustments are made to the examination methods being used there is still the need to ensure that any evidence produced by the learner must, at all times: - Meet the requirements of the specifications of the unit regardless of the process or method used - Be able to be moderated or verified. In situations where written evidence is the usual method is used for the examination criteria in a unit, Stars Education and Training Ltd will allow adjustments so that the learner can submit their evidence in another format, if it continues to enable them to demonstrate that they have met the examination criteria. Any adjustments must not and will not give the learner an unfair advantage over others. The learner must also fulfil the demands of the criteria consistently over a period, regardless of the method used to obtain the evidence. The examination criteria may not be amended, re-worded or omitted. Should a learner wish to submit evidence through the medium of Braille or by signing on video, the Centre will make every effort to ensure that a suitably qualified person is made available to translate the materials for assessment and verification. Where there is a deadline for the submission of work for certification and a learner’s health or disability means that completion of examination may take additional time, Stars Education and Training Ltd may permit an extension to a deadline. It should, however, be noted that it is not possible to permit extensions for some qualifications and this will be set out as part of the enrolment and induction process of each course. Identifying and Obtaining Supporting Evidence To ensure that any adjustment to assessment will only provide the learner with the necessary assistance without giving him/her an unfair advantage over others, Stars Education and Training Ltd must be clear about the extent to which the learner is affected by the disability or difficulty. Where the centre can verify evidence of the disability or difficulty and where the implications are clear, such as for a learner with physical difficulties, profound hearing impairment or who are registered as blind or partially sighted, the centre does not need to provide further evidence of these physical difficulties. As required, Stars Education and Training Ltd will consult with the learner and the awarding body to provide additional evidence of the effect of the impairment on the learner’s performance in the examination. Stars Education and Training Ltd will use evidence of examination of the learner’s needs in relation to the examination, made by the relevant member of staff with competence and responsibility in this area; staff include learning support staff, teaching staff, trainers, assessors and other specialist staff. If necessary, external experts may be called upon to assess the learner. This evidence should include an indication of how the Centre plans to meet the learner’s needs and should show that the candidate can cope with the level and content of the examination. The evidence should be documented for audit purposes. The team will also consider the history of provision within the Centre. This would include information about the support received by the learner during the learning or training programme and during formative assessments. Evidence of the way in which the learner’s needs are being met during the learning programme will be documented for audit purposes. It is the responsibility of Stars Education and Training Ltd to ensure that all applications for reasonable adjustments are based on the individual need of the learner and that the evidence in support of the application is sufficient, reliable, and valid. Stars Education and Training Ltd will maintain records of all cases for audit purposes and to monitor the effectiveness of any reasonable adjustments which have been made. Policy review date: October 2024 Health and Safety Policy Policy Statement Stars Education and Training Ltd recognises and accepts its health and safety duties for providing a safe and healthy working environment for all staff, learners, and other visitors to its premises under the Health and Safety at Work Act 1974. Stars Education and Training Ltd promotes the health and safety of all staff, learners, and visitors and to: - Take all reasonably practicable steps to safeguard the health, safety, and welfare of all personnel on the premises - Provide adequate working conditions with proper facilities to safeguard the health and safety of personnel and to ensure that any work which is undertaken produces no unnecessary risk to health or safety - Encourage persons on the premises to co-operate with the Organisation in all safety matter, in the identification of hazards which may exist and in the reporting of any condition which may appear dangerous or unsatisfactory - Ensure the provision and maintenance of equipment and systems of work that are safe - Maintain safe arrangements for the use, handling, storage and transport of articles and substances - Provide sufficient information, instruction, training, and supervision to enable everyone to avoid hazards and contribute to their own safety and health - Provide specific information, instruction, training, and supervision to personnel who have health and safety responsibilities - Make, as reasonably practicable, safe arrangements for protection against any risk to health and safety of the public or other persons that may arise Stars Education and Training Ltd will comply with its duty to ensure, as far as is reasonably practicable, the health, safety, and welfare at work of its staff, learners and visitors to its premises and, in general, to: - Make workplaces safe and without risks to health - Ensure articles and substances are moved, stored, and used safely - Give staff, learners, and visitors the information, instruction, training, and supervision necessary for their health and safety. Stars Education and Training Ltd will: - Assess the risks to health and safety of its staff, learners, and visitors - Record the significant findings of the risk assessment and the arrangements for health and safety measures - Appoint someone competent to assist with health and safety responsibilities - Set up emergency procedures - Provide adequate First Aid facilities - Make sure that the workplace satisfies health, safety, and welfare requirements - for ventilation, temperature, lighting and for sanitary, washing and rest facilities - Make sure that work equipment is suitable for its intended use as far as health and safety is concerned, and that it is properly maintained and used - Prevent or adequately control exposure to substances that may damage health - Take precautions against danger form flammable or explosive hazards, electrical equipment, noise, or radiation - Avoid hazardous manual handling operations and, where they cannot be avoided, reduce the risk of injury - Ensure that appropriate safety signs are provided and maintained - Report certain injuries, diseases and dangerous occurrences to the appropriate health and safety enforcing authority. Statutory Duty of Stars Education and Training Ltd staff Employees also have legal duties, and the Stars Education and Training Ltd confidently requests voluntary workers also to observe these. They include the following: - To take reasonable care for their own health and safety, and that of other persons who may be affected by what they do or do not do - To co-operate with Stars Education and Training Ltd health and safety - To use work items provided by Stars Education and Training Ltd correctly, in accordance with training or instructions - Not to interfere with or misuse anything provided for health, safety, and welfare purposes - To report at the earliest opportunity injuries, accidents, or dangerous occurrences, including those involving the public and participants in activities organised by Stars Education and Training Ltd. Policy for Visitors On arrival all visitors should be directed to a representative. This person is to take responsibility for the visitor and assist in their evacuation from the building during an emergency or arrange help in the event of an accident. On arrival, all visitors, including contractors and/or their workers, must sign a record of the date and time of their arrival and, before leaving, should further record their time of departure. Contractors working in the building should report any concerns relating to their own safety or suspected unsafe working practices. Policy review date: October 2024 Internal verification and Assessment Procedure Purpose To define the procedure for the quality assurance of curriculum assessment within Stars Education and Training Ltd. This includes the development of assessment methods, the standardisation and verification of assessment evidence and the verification of the recording process. The purpose of Assessment is to evaluate an individual's learning. It involves generating and collecting evidence of a learner's attainment of knowledge and skills and judging that evidence against defined standards. The purpose of Verification is to ensure that all learners being assessed for certificated awards are being assessed fairly, accurately defined standards. There are 2 types of Verification: - The verification of assessment instruments prior to use. - The verification of assessed learner evidence. Effective internal verification is an ongoing process. It allows good practice to be shared and can help identify problems at an early stage. Leaving internal verification to the end of the assessment process is poor practice and can jeopardise learners’ chances of gaining qualifications because there may not be sufficient time to carry out remedial action or re-assessment. Verification of Assessment Stars Education and Training Ltd internal and external assessment and verification procedures must be documented, implemented, and monitored to meet the relevant awarding body requirements. Scope The procedure applies to all provision delivered by Stars Education and Training Ltd where assessment for certification is wholly or partly the responsibility of Stars Education and Training Ltd. The procedure is designed primarily to meet the requirements of the awarding body. If the requirements of an Awarding Body go beyond those outlined in this procedure, the requirements of that Awarding Body will be adhered to. If the requirements of an individual Awarding Body differ from those stated here (eg in terms of reporting or methodology) then those requirements should be adhered to. In response to changes in Awarding Body requirements, and as the result of external/internal audit and other evidence, the Quality Manager will conduct a periodic review of this Assessment and Verification Procedure to ensure it is fit for purpose. Changes will be processed and authorised as necessary. Responsibilities Quality Manager has a responsibility to: - Ensure a Quality approval check has been conducted on this procedure and arrange for it to be posted on the website or posted on notice boards. - Arrange for appropriate internal audit of Assessment and Verification practice. - Conduct investigations of suspected maladministration or malpractice in assessment/internal verification and report to the Awarding Body. - Approve exceptional use of non-permanent staff in the role of Internal Verifier. - Provide access to the sites controlled by awarding bodies for the downloaded of secure prior-verified assessment materials. - Ensure that qualified staff are appropriately deployed to carry out assessment and verification in accordance with this procedure. This includes ensuring staff have appropriate assessor and IV qualifications for regulated awards, and appropriate assessor and IV development for non-regulated awards. - Determine whether a staff member who has declared a conflict of interest due to having a close personal relationship with a learner should assess, verify or invigilate the learners assessed work, and where it is determined that there is a conflict of interest shall ensure an alternative arrangement is put in place. Head of learning/Head of centre/centre manager has a responsibility to: - Ensure staff development is available to enable staff to have appropriate skills to carry out assessment and verification in accordance with this procedure. - Attend training and ensure the team attend training sessions when required. - Confirm learner assessment results have been submitted and verify the accuracy of decision making regarding these results. Internal verification coordinator A member of staff within a Subject Area responsible for ensuring that the IV process is carried out in accordance with this Procedure. This role can be undertaken by the centre manager, Subject Leader or by another suitable person nominated by the head of centre. The IV Coordinator has a responsibility to perform the normal duties of an Internal Verifier, and has additional responsibilities to: - Ensure that meetings take place on an appropriate basis to discuss delivery, assessment, and verification issues. - Oversee the completion of pre-delivery and ensure all relevant actions have been completed from the previous verification activity and sample selection checklist. - Co-ordinate the assessment and verification of the active elements of provision and ensure records of sampling activity are maintained and that standardisation meetings have taken place. - Follow up with the IV to ensure any actions identified because of internal verification activity are completed. - Identify any staff development requirements amongst Assessors and Verifiers. - Ensure the security and confidentiality of Assessment Exemplars and associated documentation. - Assure that assessment instruments are up to date, accurate, valid, and reliable and that all Centre devised assessments have been prior verified before use. Internal verifier Normally an IV must be a member of staff having a permanent contract, competent in the area being verified, and experienced and qualified in assessment (or working toward appropriate certification). However, it may be necessary in exceptional cases to appoint a member of staff on a temporary contract to act as Internal Verifier. This may only occur with the permission of the Quality Manager. All staff must be qualified in the relevant subject discipline and be an experienced assessor before they can take on the role of Internal Verification. Staff new to Internal Verification are required to undertake Internal Verifier training. Internal verifiers have a responsibility to: - Ensure that assessors apply standards of assessment uniformly and consistently. - Arrange Standardisation activities so all Assessors can view examples of learner work that fall into 'grey areas' and agree on decisions. - Ensure that assessment instruments are verified prior to use. - Plan and conduct appropriate sampling of learner evidence. - Sample assessment records. - Ensure that records are maintained on internal verification activity. - Confirm Assessment decisions made by assessors, countersigning where required in the case of unqualified or new assessors. - Be aware of the appeals procedure. Assessors reviewing all wording A member of staff with the relevant knowledge and skills within a subject discipline to judge whether a learner has met the required evidence criteria when undertaking an assessment instrument to pass the assessment. Staff verifying regulated units/awards are required to hold a nationally recognised Assessor qualification to undertake this role. Assessors have a responsibility to: - Judge and record learner evidence. - Prepare a Master Folder for the units they will assess or access an existing Master Folder created by another assessor. - Familiarise themselves with the Units they are assessing and their specific requirements. - Consider the role of the assessment in a programme of learning. It is good practice to draw up an assessment plan that aligns the Unit Outcomes with the learning process and the acquisition of knowledge and skills and indicates how the unit will be assessed. - Reflect on ways to involve learners in the assessment process to encourage a sense of ownership of their own learning. - Ensure that your assessments are reasonable and fair. - Exercise professional judgement in the choice of assessment methods and the development of assessments so they are practicable. - Define acceptable evidence and how this will be marked or measured. External Verifier An External Verifier is responsible for external verification and qualification approval activities under the conditions, timescales and arrangements set by the awarding body. The role is to participate in verification of qualifications in the subject area(s) concerned to ensure standards are maintained. Assessment Procedure Our Commitment to Assessment Stars Education and Training Ltd is committed to ensuring that all learners are given a fair and equal opportunity to achieve the awards for which they are entered. Stars Education and Training Ltd is also committed, and obliged, to ensure that national standards are maintained in all awards. To ensure assessments are conducted fairly, objectively and with equality of treatment for all learners, assessments must be administered and marked with due regard to the maintenance of national standards and the requirements of the awarding bodies. To ensure the maintenance of appropriate national standards and the requirements of the awarding bodies, and to ensure that assessment decisions are accurate, valid, reliable, and recorded, Internal Verification activity must be conducted. Awarding Bodies ensure that we do this appropriately through External Verification and we must facilitate that activity. External Verification is also a valuable opportunity to identify best practice in assessment and verification, and to seek clarification of assessment standards or planned changes to awards. Purpose of Assessment Assessment has many different purposes, such as: - Identifying strengths and weaknesses. - Planning learning and providing feedback. - Measuring an individual's attainment. - Making future choices. - Awarding qualifications. - Monitoring and maintaining standards. - Evaluating performance levels. Assessment Instruments For awarding bodies Assessment unit and support materials should be used. Alternatively, Stars Education and Training Ltd can devise their own assessments, and these must be internally prior verified before use by the Internal Verifier. In addition, they can be externally prior verified through the Awarding Body. Prior Verification should be done within specified windows of opportunity to ensure a speedy response. This response time is estimated at 6-8 weeks but can be quicker, depending on the time of year. Assessments are accepted but no guarantee can be given on a response time. Prior Verification depending on the awarding body can take between 6-8 weeks and may be referred for further work to be undertaken prior to approval being given. Therefore, assessments should be submitted in plenty of time before they are due to be used. IV Coordinators are responsible for assuring that assessments used are up to date and thus remain accurate, valid, and reliable. All assessment must have a assessment submission form attached when issued to learners and must indicate: - When the assessment should be submitted. - When learners can expect feedback. Learners must complete the Date Submitted on this form when handing in the assessment and sign the declaration that confirms the authenticity of the work as being the Learners own work. Conditions of Assessment Learners must be given full instructions concerning the conditions of the assessment, as specified by the Awarding Body. Where required, Exams take place in controlled conditions, either in the classroom; invigilated or in a more formal environment. Any additional assessment support needs required by a learner would be identified, agreed, and documented by the tutor and centre manager. Assessors must ensure they are aware of all learner’s additional support needs and these must be met. All invigilators/tutors must declare in writing if they have a close personal relationship with a learner before invigilating that learner’s assessment. All new Invigilators must undergo appropriate training as per the awarding body requirements prior to invigilating an exam. Timing of Assessment Prior to delivery, an assessor must decide how and when learners will be assessed. Care should be taken to plan the timing of an assessment to ensure that it aligns the Unit Outcomes with the learning process and the acquisition of knowledge and skills. Consideration must be given to the need to plan for diagnostic assessment and formative assessment, as well as summative assessment. Once an assessment schedule is set, this information should be included in the Course Handbook, and/or communicated to learners. Where a learner is absent or misses an assessment deadline without good cause, it is deemed that an assessment opportunity has been taken and they should be recorded as failing that assessment. A learner who chooses not to attend for the first assessment can be offered a second attempt. In re-assessing a learner, alternative assessments of a similar standard must be used, unless the nature of the assessment instrument makes this impossible. Exceptional third assessment. Most awarding bodies allow one reassessment. Some do afford the opportunity to provide an exceptional third attempt. Assessors should make themselves aware of the relevant awarding body guidance over reassessment. Re-Assessment Guidelines Where learners have been unsuccessful in demonstrating their attainment of skills and knowledge or competence, they can be given remediation as a way of clarifying their understanding (without any reasonable assistance) and/or be re-assessed. Remediation should be offered where there is a minor shortfall in the evidence submitted. Clarification, extension, correction, or additional evidence may be required to meet the assessment criteria. There should normally be only one re-submission opportunity. If the learner undertakes this work enough to successfully meet the evidence criteria, they should be resulted as having passed at first attempt. If they fail to undertake the work successfully then they should then be resulted as failing the first attempt and be given reassessment and resulted as failing at first attempt. Reassessment: where a learner has taken and failed a first summative assessment they should be resulted as failing the first attempt and be allowed to be assessed for a second attempt against the same evidence criteria to pass the relevant unit outcome(s) being assessed. A different assessment instrument than that used for the first summative assessment should be used. Should a situation arise where a learner has passed some of the evidence criteria towards an outcome but failed to meet other parts of the evidence criteria, they may be reassessed for only those relevant evidence outcomes to successfully meet the outcome(s). A different assessment instrument than that used for the first summative assessment should be used. Retention of Evidence Assessment evidence should be retained in accordance with the requirements of the Awarding Body for the purpose of external verification or appeal. Records of evidence may be in electronic, paper, visual or audio formats. The following provides an example of the type of record that must be retained: - Who assessed what and when. - The assessment decision. - The assessment methods used for each unit/component ie assessment brief, assessment marking criteria. - The location of the supporting evidence. - Internally marked learner examination papers. - Evidence of the arrangements for the conduct of examinations. - Who assessed what and when. - The assessment decision. - The assessment methods used for each unit/component. - The location of the supporting evidence. - Internally marked learner examination papers. - Evidence of the arrangements for the conduct of examinations. - All quality assurance records and associated documentation including records of internal verification activity. - Records associated with an academic assessment appeal. - Records associated with academic malpractice. Centres must also retain/have access to learner portfolios at least until the external verifier visit has taken place following certification. Conflict of Interest: where an assessor, verifier, or invigilator for an internal assessment has a conflict of interest then they must declare this and complete the conflict-of-interest form and submit this to the Head of centre/centre manager who is required to retain copies of documentation for a year after completion of the assessments in question. Academic Assessment Appeals Learners are encouraged to raise any concerns about assessment informally with their tutor and if necessary, the tutor may involve the Internal Verifier. If a resolution is not reached, then the formal procedure should be appealed. Establishment of Internal Verification Coordinators Internal Verification Coordinators (IVCs) are allocated within the subject area by the Sector Manager/Subject Leader. They will be experienced Assessors and Verifiers. The IVC has responsibility for ensuring that the verification process takes place efficiently and consistently across Internal Verifiers (IVs) in their subject areas for qualifications delivered outside their subject area but IV'd within their area. They do this by maintaining regular contact with their IVs. Establishment of Assessors and Internal Verifiers At the end of an Academic Year, the IVC will review the Assessors and Verifiers, and their qualification/experience, in their subject area and, with the Sector Manager/Subject Leader, agree who will IV and assess each unit to be delivered in the following academic session. Training sessions will be for all staff involved in the assessment and internal verification process. The IVC is responsible for ensuring that assessors and IVs attend training, and this is especially important for new staff undergoing Induction into their role. Where an assessor is working towards assessor units, the IV must ensure that they have an action plan detailing when they plan to complete the units. Assessment decisions must be signed off by the IV until the assessor gains the unit. Where the IV is also an Assessor, another IV is appointed so that IVs do not verify their own assessment decisions. Pre-qualification verification A verification meeting takes place and is held between assessors and internal verifiers. The purpose of the meeting is to review previous IV activity and plan for the coming future. External Verifier reports, actions arising as well as actions noted from previous sampling and any non-compliance identified from internal quality audit of verification must be considered. All units should be sampled, sampled when changes have occurred, problems have arisen in a previous delivery or new assessors, or modes of delivery are involved. The Verification Meeting is also an opportunity to complete standardisation activity to ensure assessors and IV's have the same understanding of the marking criteria. (Meetings must be recorded). During qualification verification Verification of learner evidence Learner evidence is sampled to ensure that: - Assessment has been carried out in accordance with the unit specification. - Everyone is assessing a particular unit to the same standards. - Assessors apply the standard consistently between learners. - Feedback is appropriate and provides sufficient guidance to the learner. This is achieved by the IV taking a representative sample of the learners work and checking to see if he/she agrees with the assessor's judgement. The process is also a support mechanism for assessors because the IV will either confirm the assessor's judgement or offer advice and guidance if necessary. The purpose is not to find fault but to maintain standards and ensure all learners are treated fairly. Learner evidence must be stored securely, but the IV (and an EV) must have full access to it. The IV must assure that the appropriate paperwork is complete. Sampling Methods Sampling methods should be adequate to ensure standardisation but should also be practicable. Sampling should be conducted across: - Groups - Modes of delivery - Assessors - All assessment methods (including observation of practice). The IV can adopt any suitable method for determining a representative sample size. This may be dictated by the awarding body but where this is not the case a sampling plan should be agreed with the External Verifiers. Where sampling is conducted at the end of the delivery, results must not be sent to learner records until IV sampling has been completed. The IV can place an 'internal hold' on a unit and require that corrective action is taken if necessary. This may take the form of learners having to: - Re-submit their evidence; or - Undertake a new or amended assessment. Where an internal hold is applied, this must be recorded, actions identified and completed. Where IV activity identifies suspected maladministration or malpractice in assessment, the IV must report this to the IV Coordinator and the head of centre/centre manager/Quality Manager who is required to investigate and report to the Awarding Body. Once satisfied with the assessment decisions, and once any corrective actions have been completed, the IV will sign off result sheets for all new or unqualified assessors. It is good practice to also sign off on results sheets for all units that have been sampled. Standardisation Activity The purpose of standardisation activity ensures that all work has been marked to the same standard. If 2 or more tutors are involved in marking assessments, the IV will be the arbiter on assessment decisions. In the case of disputes between assessor(s) and IV, the IVC will be the final arbiter. Prior to delivery relevant assessors and IV's for a unit should discuss the marking criteria used for the assessments so that differences between interpretations can be discussed and agreement made about the criteria for marking. It may be useful to use an exemplar assessment which staff mark and the results are discussed to ensure that they are all marking to the same standard, as outlined in the marking criteria. Any amendments to the marking criteria can be made at that time. Standardisation activity continues during marking, but prior to the final marking. The IV will decide with the assessor(s) how standardisation activity will be conducted and is responsible for documenting the discussions. This may involve selecting common pieces of work for marking by all assessors, and discussing any marks awarded. Where internal audit identifies suspected maladministration or malpractice in assessment or internal verification, the head of centre/centre manager/Quality Manager is required to investigate and report to the Awarding Body. Internal Audit of verification The Quality Manager is responsible for arranging the appropriate internal audit of Assessment and Verification practice to ensure that the requirements of the procedure are being implemented consistently and correctly. This involves sampling practice across all subject and qualification areas on a regular basis, informed by risk. Examples of high-risk activity leading to the demand for audit include: - Where an EV has identified a deficiency in assessment/verification practice. An audit will be conducted in the subsequent delivery as assurance that the lessons identified have been learned. - Where a new Award has been validated/approved. - Where the centre is accredited by a new Awarding Body. Internal audit activity may be conducted in stages in line with assessment and verification timings. Examples of evidence audited include: - Review of IV records, action plans, minutes of verification meetings etc. - Changes to staff roles and responsibilities have been identified. - Checking that any actions identified for quality enhancement or to avoid a recurrence of an identified problem have been completed. Where internal audit activity identifies the need for remedial action in specific cohorts, these should be recorded as 'Internal Hold'. Where internal audit identifies suspected maladministration or malpractice in assessment or internal verification, the head of centre/centre manager/Quality Manager is required to investigate and report to the Awarding Body. Post-qualification verification The Assessor and Internal Verification team should meet to discuss the assessment and IV activity and record any forward actions to take forward to improve practice in the next delivery. Discussions and action plans should be recorded. External verification As a centre which delivers qualifications, we have a duty to ensure that our delivery is in line with the relevant awarding body standard. Part of the awarding body's quality assurance system is external verification. The external verifier contacts the awarding body’s Quality Manager to arrange a date and time for the visit. Arranging an EV visit The IV Coordinator will be contacted to arrange a suitable date and time for the visit to take place. The date(s) given should be at a time when learners and assessors/internal verifiers have time to discuss units/programmes with the external verifier. A form which will ask for confirmation will be forwarded of the following information: - The qualifications you are currently delivering within the Verification Group identified. - The names of learners participating in the qualification. - The names of the assessor(s) and internal verifier(s) involved with each award. - The stage of award/unit completion for each learner. This must be returned to the Quality Unit who will forward it to the EV. The EV will then provide a visit plan to the centre which outlines the evidence they require, learners they wish to interview. The IV Co-ordinator is responsible for making appropriate arrangements for the EV visit such as room booking, ensuring relevant staff are available to meet with the EV. EVs must be given full access to learner evidence, Master Folders, Verification records. The EV will provide feedback on the day. The purpose of this meeting is to ensure that all parties understand the nature of any issues identified and the action needed to rectify it. After the visit, the EV report is sent to Stars Education and Training Ltd, The report is logged and copied to all relevant staff. If there are required actions associated with a verification activity, then these should be recorded and discussed with the Quality Manager to ensure appropriate actions to remedy these are noted and taken forward by the team within a timely manner to meet any deadline given by the awarding body. It is good practice to also note any recommendations and other comments that may enhance the teaching practice and learner experience. These should be taken forward and outcomes and actions discussed at the pre-delivery planning meeting. Policy review date: October 2024 Learner Identity Policy This Policy establishes guidelines for the process of validating Learner identity and authenticating Learner work. The process begins with initial provision of approved forms of identification for the purpose of enrolment on the course of study, progresses through stages of validating assessment, and concludes with submission of authentic Learner work. Stars Education and Training Ltd provides their training onsite it is therefore extremely important that all learners who enrol on our courses are the ones completing the work. This Policy identifies the procedures that establish that the learner is the named learner who participates in, completes the learning program, and receives the academic credit. This policy aims: - To ensure that internal verification is valid, reliable and covers all assessors and programme activity. - To ensure that the internal verification procedure is open, fair, and free from bias. - To ensure that there is accurate and detailed recording of internal verification decisions. To do this, Stars Education and Training Ltd will ensure that: - Staff are briefed and trained in the requirements for current internal verification procedures - Effective internal verification roles are defined, maintained, and supported - Standardised internal verification documentation is provided and used - All centre assessment instruments are verified as fit for purpose - An appropriately structured sample of assessment from all programmes, sites and teams is internally verified, to ensure centre programmes conform to national standards and standards verification requirements - Secure records of all internal verification activity are maintained - The outcome of internal verification is used to enhance future assessment practice Authenticating learner identity is fundamental: - To prevent impersonation of Learners on the course of study and to protect and uphold the integrity and reliability of the Diploma qualification - When authenticating previous qualifications, certificates or other evidence of previous qualifications must be an accurate reflection of a Learner’s achievements - To ensure compliance to quality procedures. Stars Education and Training Ltd are required by our awarding bodies to have strict systems in place to authenticate all learner work and their identity. - To maintain credibility: through certificates, diplomas and certified forms, Stars Education and Training Ltd declare that a Learner named on these documents has personally achieved all relevant academic requirements. Qualifications are at risk if Learners emerge as having achieved academically but have not acquired new and relevant knowledge or skills. - To ensure learner achievement and Stars Education and Training Ltd have a responsibility to their Learners to facilitate learning and prepare individuals for the challenges in Higher Education. This can only occur if the Learner has successfully completed the course and achieved learning at the relevant standard of achievement. Areas of concern There are two main areas of concern where authentication of learner identification needs to be addressed: - Plagiarism and cheating - it is necessary to determine if the work a Learners work is authentic and unique. - Impersonation – it is necessary to determine if the Learner receiving the credit for the course of study is the person completing the work. Definitions Identity fraud - any learner who allows another person to impersonate them or in any other way commit identity fraud in any course, exam or other academic exercise will be dismissed from the course. This also applies to a learner who is found to impersonate another. Awarding body - a body issuing qualifications (certificates, diplomas, or titles) formally recognises the learning outcomes (knowledge, skills, and competences) of an individual, following an assessment and validation procedure. Responsibility Learners have responsibility to provide appropriate evidence of identity and adhere to ART Providers Ltd rules relating to assessment of work. Stars Education and Training Ltd has responsibility for upholding the validity of the course of study. Procedures Stars Education and Training Ltd implements several procedures to ensure that a learner who gains an award for academic achievement is the person who completes the work. Authentication is demonstrated by the following: - All learners must provide supporting evidence of personal identification prior to the commencement of study in the form of photographic ID. Valid examples are current Passport or Photo ID driving licence. - Evidence of name change i.e., copies of: marriage certificate or deed pole documentation and a copy of a recent utility bill (within 3 months) as proof of name and address. - Learners must provide copies of all previously certificated qualifications in any request of Accreditation of Prior Learning (APL). - Upon registration, a learner is issued with a confidential login password to enable access to Stars Education and Training Ltd dashboard. The sharing of passwords is strictly forbidden - Each assignment submission must include a signed declaration confirming that all the work being submitted is the learner’s own work. This signature will be compared to ID signatures. - Stars Education and Training Ltd implement a variety of assessment methods and tutors have a right to question the content or meaning of any submitted assignments with the learner, to verify that a verbal level of understanding reflects the written content. Stars Education and Training Ltd operate a zero-tolerance approach where a learner who has registered as a learner is not the person completing the work. Any proven instances will result in the learner being disqualified and removed from the course instantly. There will be no refund of course or registration fees. All evidence will be recorded by the quality review team and presented to the Awarding body immediately. Review date: October 2024 Learner’s Support & Guidance Introduction Stars Education & Training Ltd takes pride in its learner’s support and guidance. Our Centre Management and Staff are committed to providing each individual learner with the most positive learning and training experience conceivable. This Learner Support & Guidance Statement informs our learners and other stakeholders, clearly and simply, of our objectives and responsibilities for supporting our learners. It explains how we ensure that learners and potential learners at Stars Education & Training Ltd can expect a supportive and responsive experience from the initial enquiry, through to completion of a course, and progression within or outside of Stars Education & Training Ltd. This statement demonstrates our commitment to providing support for our learners, inclusive of a high standard. The statement sets out our objectives and how we plan to achieve them in order to ensure that our learners make the best possible progress, in an environment, which ensures they are safe from discrimination and in which they are able to achieve their very best. We commit to go beyond compliance with the equality legislation and strive towards best practice in our approach to Learner Support across all of Stars Education & Training Ltd’s functions. Purpose The purpose of this statement is to ensure that all learners at Stars Education & Training Ltd receive the necessary advice, guidance, and support to optimise their learning and training, that is entirely appropriate to their learning needs. Scope The statement relates to all learners, prospective learners, enrolment, and centre staff involved in the learner’s guidance and support at Stars Education & Training Ltd. Our Commitment • Stars Education & Training Ltd aims to reduce barriers to learning, to ensure learners achieve their full potential, irrespective of background and personal circumstance. • To consider everyone, irrelevant of their background, with fairness and respect and provide a positive learning and training environment. • To guide, train, and support every learner and potential learner without discrimination • To utilise the resources available to all learners, enabling them to achieve their full potential. • To prioritise support for learners on accredited courses, achieving qualifications leading to training and employment. This overarching objective informs all areas of learner support. • Run training sessions using a range of different training methods to encourage active learning. • Give learners timely, constructive, and accurate feedback and opportunities for improvement. • To provide an outstanding service (Additional Learning Support) for those learners with disabilities, liaising with community partners and the Awarding Body, where appropriate to support the learner’s needs. • To provide an appropriate level of Information, advice, and guidance in a confidential and impartial setting, including accessing a network of local support for our learners, where possible. • To Investigate any complaints or problems reported by learners and ensure any reported incidents of disruption are raised with the individual concerned. Our aim is to deal with issues directly with those concerned but we do retain the right to ask for a learner to be removed from a training session if they are disrupting the study of others or behaving in an unacceptable manner which causes problems to the study of other course delegates. Feedback Stars Education & Training Ltd welcomes feedback from our learners, written and orally, thus ensuring that the centre is able to identify possible improvements in its practices. This can be understood to include but is not limited to teaching, learning and assessment; management and governance; access and participation, equality, and diversity. Related Policies • Appeals & Complaints • Equal Opportunities • Fair Examination • Health and Safety • Reasonable Adjustments Review Date: December 2024 Malpractice and Maladministration Policy This policy is aimed at all Stars Education and Training Ltd staff and learners who are delivering/registered on approved qualifications, accreditations, or Quality Assured Awards, and who are involved in suspected or actual malpractice and/or maladministration. This policy is to be used by all staff at Stars Education and Training Ltd to ensure that malpractice and maladministration investigations are dealt with in a consistent manner. This policy covers all academic work of Stars Education and Training Ltd and all learners studying a qualification registered with an awarding organisation under the centre number. It also sets out the procedural steps that learners and staff must follow when reporting suspected or actual cases of malpractice and/or maladministration and our responsibilities in dealing with such cases. Centre responsibility It is important that staff involved in the management, assessment and quality assurance of qualifications, accreditations, and our learners are fully aware of the contents of the policy and that arrangements are in place to prevent and investigate instances of suspected malpractice and maladministration. A failure to report suspected or actual malpractice/maladministration cases including plagiarism, cheating and collusion or have in place effective arrangements to prevent such cases, may lead to sanctions being executed. Stars Education and Training Ltd compliance with this policy and how it takes reasonable steps to prevent and/or investigate instances of malpractice and maladministration will be reviewed by awarding bodies periodically through ongoing centre monitoring arrangements. Should an investigation be undertaken, the Head of Centre will: • Ensure the investigation is conducted by competent investigators who have no personal involvement in the incident or personal interest in the matter • Ensure the investigation is conducted in an effective, prompt, and thorough manner and that the investigator looks beyond the immediate reported issue to ensure that arrangements are appropriate for all qualifications • Respond timely and openly to all requests relating to the allegation and / or investigation. Co-operate and ensure that staff co-operate fully with any investigation and /or request for information. Malpractice Malpractice covers any deliberate actions, neglect, default, or other practice that compromises, or could compromise: • The assessment processes • The integrity of a regulated qualification • The validity of a result or certificate • The reputation and credibility of Stars Education and Training Ltd • The qualification or the wider qualifications community/awarding body Malpractice may include a range of issues; from failure to maintain appropriate records or systems to the deliberate falsification of records to claim certificates. Failure to deal with an identified issue may constitute malpractice. The following are examples of malpractice. This is not an exhaustive list and as such does not limit the scope of the definitions set out in this policy. Other instances of malpractice may be identified and considered by the awarding bodies at their discretion: • Failing to keep examination material secure prior to an examination. • Permitting, facilitating, or obtaining unauthorised access to examination material prior to an examination. • Failing to retain and secure examination question papers after an examination in cases where the life of the paper extends beyond the session. • Tampering with candidate scripts, controlled assessments, coursework, or non- examination assessments after collection and before despatch to the awarding body/examiner/ moderator. • Substituting one learner’s assessment, coursework, or non-examination assessment for another’s. • Providing misleading or inaccurate information to an awarding body and/or learner. • Assisting or prompting candidates with the production of answers. • Failure to make available information reasonably requested by an awarding body during an investigation, or during the decision on whether an investigation is necessary. • Failure to investigate on request in accordance with the awarding body’s instructions or advice. • Failure to investigate or provide information according to agreed deadlines. • Failure to immediately report all alleged, suspected, or actual incidents of malpractice to the awarding body. Maladministration Failure to adhere to the regulations regarding the conduct of controlled assessments, coursework, examinations and non-examination assessments, or malpractice in the conduct of examinations/assessments and/or the handling of examination question papers, candidate scripts, mark sheets, cumulative assessment records, results, and certificate claim forms. For example: • Failing to ensure that learner’s assessment, coursework, non-examination assessment or work to be completed under controlled conditions is adequately completed and/or monitored and/or supervised. • Failure, on the part of the head of centre, to adhere to awarding body specification requirements in the delivery of non-examination assessments, and other projects required as part of a qualification. • Inappropriate members of staff assessing learners for access arrangements who do not meet the criteria of Access Arrangements and Reasonable Adjustments. • Failure to use the correct tasks/assignments for assessments. • Failure to invigilate examinations in accordance with the JCQ publication Instructions for conducting examinations. • Failure to effectively supervise the printing of computer-based assignments when this is required. • Inappropriate retention or destruction of certificates. Learner Malpractice For example: • Plagiarism: unacknowledged copying from, or reproduction of, published sources or incomplete referencing. • The deliberate destruction of another learner’s work. • Collusion: working collaboratively with other candidates, beyond what is permitted. • Exchanging, obtaining, receiving, passing on information (or the attempt to) which could be assessment related by means of talking, electronic, written, or non-verbal communication. • Impersonation: pretending to be someone else, arranging for another person to take one’s place in an examination or an assessment. • Bringing into the examination room unauthorised material, for example: notes, study guides and personal organisers, calculators (when prohibited), dictionaries (when prohibited), instruments which can capture a digital image, electronic dictionaries (when prohibited), translators, wordlists, glossaries, iPods, mobile phones, MP3/4 players, Smartwatches, or other similar electronic devices. Roles and Responsibilities – Malpractice & Maladministration Incidents of malpractice/maladministration can potentially lead to learners being disadvantaged and can require the conduct of costly and time-consuming investigations which may cause reputational damage to the Stars Education and Training Ltd. It is, therefore, in everyone’s interest to prevent malpractice or maladministration from occurring, wherever possible. Where it is not possible to prevent this, it is in everyone’s interest to ensure that all cases of suspected or actual malpractice malpractice/ maladministration are dealt with quickly, thoroughly, and effectively. Centres/centre staff have roles and responsibilities in relation to malpractice /maladministration. They are responsible for: • Taking reasonable steps to prevent malpractice/maladministration from arising. • Advising learners of policy on malpractice/maladministration during their induction. • Implementing systems and procedures for recording all suspected instances of learner malpractice and making this information available to Awarding Bodies during quality assurance activities on site and/or on request and assisting with any investigations into malpractice/maladministration. • Being vigilant to possible instances of malpractice and maladministration. • Implementing any actions required during and after investigation into a case of malpractice. • Action required to prevent the recurrence of malpractice/maladministration. Preventing Malpractice and Maladministration It will always be preferable to prevent malpractice/maladministration than to deal with it once it has occurred. Staff can help prevent malpractice and maladministration by: • Ensuring they understand what activity constitutes malpractice and maladministration; their role in preventing it and the need to communicate relevant points to all members of centre staff. • Understanding and complying with the Stars Education and Training Ltd guidance on prevention of Malpractice/Maladministration. • Ensuring that quality monitoring is conducted regularly and thoroughly by staff. Dealing with cases of malpractice (suspected) Identification Malpractice may be identified: • At course level through on-going quality assurance activity and monitoring. • Through complaints or feedback received from staff, learners or other stakeholders. • Through scheduled quality assurance activity and monitoring. • Through internal examinations sampling. • Through information from other organisations. Investigation timelines and process All Investigations into malpractice and suspected malpractice should aim to: • Establish the facts, circumstances and scale relating to malpractice /allegations / complaints to determine whether any irregularities have occurred. It is important to remember that just because an allegation has been made it should not be assumed that malpractice has occurred. • Identify the cause of the irregularities and those involved. • Inform the Awarding Body if it is suspected that malpractice and/or maladministration has occurred. • Identify and, if necessary, take action to minimise the risk to current learners and requests for certification. • Evaluate any action already taken. • Ascertain whether any action is required in respect of certificates already issued. • Obtain evidence to support any sanctions to be applied, and/or to members of staff, in accordance with awarding body procedures. • Identify any patterns or trends. • Identify any changes to policy or procedure that need to be made. Conducting an investigation During an investigation the following principles should be adhere to: • Confidentiality • Rights of individuals • Staff interviews • Learner interviews • Retention and storage of evidence and records • Decisions and action plans Guidance on conducting an investigation Stage 1 - Briefing and record-keeping Anyone involved in the conduct of an investigation should have a clear brief and understanding of their role. All investigators must maintain an auditable record of every action during an investigation to demonstrate that they have acted appropriately. Stage 2 – Establishing the facts Investigators should review the evidence and associated documentation, including awarding body guidance on the delivery of the qualifications and related quality assurance arrangements. Issues to be determined: • What occurred/nature of the allegation • Why the incident occurred • Who was involved in the incident • When it occurred • Where it occurred – there may be more than one location • What action, if any, has been taken Stage – 3 Interviews Thorough preparation is needed prior to any interview. • Interviews should include prepared questions; responses should be recorded. Interviewers may find it helpful to use the ‘PEACE’ technique: • Plan and prepare • Engage and explain • Account • Closure • Evaluation • Face-to-face interviews where practicable, should normally be conducted by two people with one person primarily acting as interviewer and the other as note-taker. Those being interviewed should be informed that they may have another individual of their choosing present providing they are independent to the investigation. Stage – 4 Other contacts In some cases, learners or employers may need to be contacted for facts and information. This may be done via face-to-face interviews, telephone interviews, by post or by email. Whichever method is used, the investigator should have a set of prepared questions. The responses will be recorded in writing as part of confirmation of the evidence. Investigators should log the number of attempts made to contact an individual. Stage 5 - Documentary evidence Wherever possible documentary evidence should be authenticated by reference to the author; this may include asking learners and others to confirm handwriting, dates, and signatures. Receipts should be given for any documentation removed from an associated site. Independent expert opinion may be obtained from subject specialists about a candidate’s evidence and/or from a specialist organisation such as a forensic examiner, who may comment on the validity of documents. Stage 6 - Reporting A draft report is prepared including all the relevant facts. The report should also include recommendations and proposed actions. Stage 7 - Conclusions Once the report has been reviewed a decision will made on the outcome, or it may be decided to investigate further. Stage 8 - Actions Any result action plan is implemented and monitored appropriately. Investigating report Where the investigation into the alleged malpractice has been conducted a written report should be submitted: • A statement of the facts, a detailed account of the circumstances of alleged malpractice, and details of any investigations conducted. • Written statements from the centre staff and learners who have been interviewed as part of the investigation. • Any work of the learner and internal assessment or verification records relevant to the investigation. The above records and documentation in line with Stars Education and Training Ltd record retention requirements. In an investigation involving a criminal prosecution or civil claim, records and documentation should be retained for the required period after the case and any appeal has been heard. Investigation outcomes All decisions to take further action following the outcome of the investigation will be based only on the evidence available. Appeals against malpractice decisions If a member of staff disagrees with the outcome of the investigation, they may appeal following the disciplinary procedure for staff. If a learner disagrees with the outcome of the investigation, they may appeal following the Appeals process. Policy review date: October 2024 Quality Assurance Policy Policy Statement Internal Quality Assurance is the process of ensuring that training delivery and assessment practice is monitored to ensure that they meet or exceed national standards. At Stars Education and Training Ltd we operate a robust internal quality assurance system, to maintain the consistency and accuracy of assessments and ensure continual development of our working practices, resources, processes, and procedures. This supports our aim to encourage and enable knowledge gathering and realise achievement through quality delivery. We regularly review all training delivery taking place in our centres and Internal Quality Assurance is carried out on an ongoing basis to ensure consistent assessment standards are maintained following the awarding body guidelines, all learner portfolios are included in the Internal Quality Assessment routines. Purpose To meet and exceed the requirements placed upon us by: - The awarding bodies - The learners - The employment partners - Affiliate Partners To support all learners and staff to have excellent working practices, through provision of formative training, supervision, observation, and sampling processes. To support and develop assessors/trainers in their working practices by affording them the opportunity to receive critically supportive comment on: - The assessment decisions reached on portfolio evidence. - Training/teaching techniques applied. - To ensure provision of secure, hospitable, inspiring, and engaging settings for learners. - To provide a continuous check on the consistency and quality of delivery and the consistency, quality, and fairness of marking, grading and overall assessment of learner evidence. - To ensure that valid, consistent assessment decisions are reached, and external requirements are fully met. - To develop and maintain internal and external associations based on quality, belief, and integrity. Roles and responsibilities Centre manager is responsible for ensuring: - The quality requirements of the awarding bodies and partners are met in the delivery and assessment of qualifications. - All employees involved in the processes of delivery of services are appropriately trained and qualified through provision of rigorous recruitment processes, induction training and continual development. - IQA policies and procedures are sufficient, regularly reviewed and known, understood, and implemented by all. - All employees involved in IQA processes are appropriately trained and qualified through provision of rigorous recruitment processes, induction training and continual development. Staff involved in the induction of learners are responsible for ensuring: - The learner identity. - All paperwork is fully and accurately completed. - Learners are inducted into their chosen programme in a way that meets their needs. Tutor responsibilities for ensuring that learners are aware of: - The different types of evidence that can be collected to prove competence of knowledge and working practices. - Their responsibilities in the collection, authentication, and presentation of evidence. - The learners are fully supported throughout the term of their qualification. This should include: • Assessing the persons learning style and discussing their preferred ways of learning. • Effective management evidence gathering, assessment and attainment. • Agreeing and recording assessment and visit plans for each person. • Completing regular reviews with the learner to review progress and agree new targets. • Providing the person with prompt, accurate, formative, and summative feedback. • Demonstration of anti‐discriminatory practice and equal opportunities. • Maintenance of confidentiality and compliance with the Data Protection Act. They observe learner performance through formative assessment and/or in simulated situations, and/or conduct other forms of assessment in accordance with the qualification and unit standards and requirements of the awarding body. Such as: - Ensuring validity, authenticity, currency, and sufficiency of evidence. - Maintaining appropriate, accurate and verifiable records. - Confirming that learners have demonstrated competence/knowledge and have completed the required documentation. As required, tutors make themselves available and organise for their allocated learners (and their portfolios) to be available to: - The Lead IV - Internal Quality Assurer - External Quality Assurers Internal Quality Assurers Internal Quality assurers are responsible for ensuring: - They lead, advise, and support the tutor allocated to them through. - Observation and supply of formative feedback on working practices. - Sampling of assessment activities such as assessment decisions, formative feedback supplied, completion of portfolio documents. - Ensuring all Learner achievement records, and centre documentation are completed in accordance with requirements. - Supporting IMEXA to meet its goals by undertaking an active role in raising issues of good practice in assessment. Policy Implementation Policy must be applied to every programme with work that is internally assessed, and which contributes to the final assessment outcome of a learner. Assessors and Internal Quality Assurers will be given sufficient time, resources, and authority to perform their roles and responsibilities effectively. Qualifications Only appropriately qualified and experienced employees must carry out un-supported assessment, all assessors must have significant experience in the sector of the qualification and must possess the relevant qualification for the subjects they assess. Trainee assessors must be working towards an assessor qualification prior to carrying out any assessment processes. Any assessment decisions must be checked and countersigned by a qualified assessor. Appropriately qualified staff must carry out all internal quality assurance. Where trainee internal quality assurers undertake IQA, this must be verified by a qualified IQA and countersigned. Sampling All IQAs must follow the sampling plan developed and maintained by the Lead IV. Sampling must be across all assessors, all types of evidence and all learners including plans, reviews, and records in addition to candidate evidence. Frequency of assessment will be decided following a risk assessment of the assessor, looking at experience and competence, but to meet the requirements of the awarding body all portfolios will be quality assured the IQA will at the minimum - Sample at least one piece of evidence for each component of the qualification, both formative and summative assessment should take place. For each piece of evidence sampled the IQA must: - Update the sampling plan. - Complete and sign the relevant IQA paperwork. - Give the assessor written formative feedback. - Produce an action plan if necessary. - Inform the assessor that the portfolio is ready for collection. Interview of Learner Once a year the IQA will interview at least one learner for each of their allocated assessors. There are set interview questions on the Learner Interview Record, all of which should be asked, but all may not be applicable. A copy of the record will be put into the tutors. Disagreement of findings Every tutor has the right to challenge an IQA decision made on their assessment decisions/the learners portfolio. The tutor should indicate their disagreement on the relevant IQA form and bring it to the attention of the IQA within 5 working days of being informed that the portfolio is ready for collection following an IQA. Where there is a challenge made the tutor and IQA must in the first instance meet and discuss the challenge informally, if agreement can then be made, this should be indicated on the IQA form and then no further action is required. However, if an agreement cannot be made an appeals process will take place. Stage 1 A different IQA will be allocated to investigate the challenge. They will discuss the IQA report with the tutor and the first IQA and evidence/document will be looked over and they will be informed of the results of their investigation. If the decision is appealed by either side, it will then go to stage 2. Stage 2 Evidence and documents will be reviewed and both sides will be listened to, the final decision will be made by the lead Internal verifier. Standardisation & Development Stars Education and Training Ltd will host a minimum of three or four standardisation and team meetings per year. The meetings will be used to discuss updates to Stars Education and Training Ltd operational policies and procedures to ensure understanding and consistency of delivery and supply tutors and IQAs with information on these subjects. Tutor development & standardisations will be recorded in the meetings minutes and all employees must update their Continuing Professional Development with details of development. All staff are encouraged to continually develop their skills and knowledge in their assessment sectors and in teaching and training techniques. Internal Quality Assurance meetings All Internal Quality Assurers must attend meetings managed by Stars Education and Training Ltd, these meetings are used to discuss: - Any new standards - Any new awarding body guidance - Required standardisations. - Any issues since the last meeting Policy review date: October 2024 Reasonable Adjustment Policy Stars Education & Training Ltd and the Awarding Organisation believe that a learner’s individual characteristics and work situation must be considered in order to provide the appropriate access to training and assessment. Stars Education & Training Ltd will endeavour to review individual needs with learners upon registration/attendance. Where a learner has been identified as requiring additional support, Stars Education & Training Ltd will agree on an Individual Learning Plan and will provide appropriate advice, guidance, and support to those Learners identified as having special assessment needs. Where necessary, Stars Education & Training Ltd will make reasonable adjustments to assessments which may include (but not be limited to); • Allowing additional time to complete written tests/tasks • Offer the use of a scribe for written tests • Accept verbal responses to written questions (these must be recorded) • Allow the use of transcribed materials to prepare/support a learner for assessment • Use of visual aids (e.g. videos) to support formal questions (e.g. to identify different medical conditions) • Allow the use of a translator (including sign language) to prepare/support a learner through assessment. • Changing the layout or venue of the assessment area to allow access Any adjustments made will ensure that the assessment criteria are still met and that the Awarding Organisation’s standards are upheld. Where the Centre is unable to agree reasonable adjustments, we will contact the Awarding Body for further advice and guidance. Centre Incharge Signed on behalf of Stars Education & Training Ltd Policy review date: December 2024
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