Assurance File.docx · Web viewThe information is for all staff and volunteers and any others that are responsible for supporting learners in their choice of qualification and those

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Staff Training Document: A‘Implementing Professional Practice within the Canine Studies College’ V.4.

Policies, Procedures, Strategies & Guidelines

Quality Assurance Framework

Feb 2010 Updated March 2012 Updated June 2013 Updated May 2014

Contents Page

Subject Page(s)

Purpose / Audience / Scope 3

8 Point QA Assurance 4

RWE Guidelines 5

Communication Strategy 6

RPL & Exemptions Procedure 7 - 13

Staff Training & Development 14 - 17

Anti Corruption, Fraud and Bribery Policy 18 - 22

Data Protection Policy 23 - 24

SEAL Policy 25

Student Involvement Strategy 26 - 31

Green Policy (& Sustainability) 32 - 33

Equal Opportunities (& Diversity Policy) 34 - 36

Anti Bullying Policy 37 - 38

Health & Safety Policy 39 - 40

Appeals & Complaints Procedure 41

Code of Computer Use & Safety Online 42 - 44

Annex 1 QIP45 - 48

2 Quality Assurance Framework Staff Training Document A.

Introduction

Purpose

The purpose of this document is to provide clarification, guidance and support when implementing the College policies and procedures relating in particular to Quality Assurance, Data Protection and Health and Safety.

Further guidance can be found within the Staff Training Document B. ‘Implementing Professional Practice with Canine Studies College’, V4.

Audience

The information is for all staff and volunteers and any others that are responsible for supporting learners in their choice of qualification and those responsible for planning, carrying out and delivering training, assessments and evaluation. In some instances the information enclosed relates to learner use and awareness and where so may be found duplicated within the student induction and support pack.

Scope

This document applies to all teaching delivered and any other activities carried out by Canine Studies College.


8 Point Quality Assurance Directive to be Supported by College Policies and Procedures

Canine Studies College is to prioritise the following:-Please refer to ‘Quality Assurance Document’ B for additional comprehensive information.

1. Provide learners with the best positive learning experience by providing high quality training provision and insisting on high standards of submitted work and practical application.

2. Provide learners with flexible and adaptive provision that meets individual learner needs.

3. Ensure that all provision meets real world needs within the canine industry. 4. Structure learner’s assessment to continually identify teaching strengths and

weaknesses so that provision may be amended quickly to support existing and future individual learners.

5. Ensure that all members of the team contribute to providing the best possible support, care, teaching, learning and assessment for our learners.

6. Actively encourage continuing personal and professional staff development prioritising in areas key to real world needs and those that lead to continued excellent provision.

7. Ensure continual staff performance assessment and staff appraisal to support relevant staff development needs.

8. Identify key animal welfare needs, maintain high standards of animal welfare by adopting a strict animal welfare policy and continually evaluate services.


Realistic Working Environment Guidelines____________________

Realistic Working Environment (RWE) is to be applied to all courses and units within course structures:

It is essential that Canine Studies College (CSC or the College) operates a RWE in an environment that reflects a real work setting. This will ensure that any competence achieved in this way will be sustained in real employment with learners gaining economic awareness

To undertake delivery of courses and assessments in a RWE the following guidelines must be met:

The RWE is managed as a real work situation either the behaviour clinic, grooming salon, reception or other appropriate environment.

1. Assessments must be carried out under realistic business and or commercial pressures

2. All services that are carried out should be completed in a way, and to a timescale, that is acceptable in business or commercial situations and organisations.

3. Learners must be expected to achieve a volume of work and or practical application comparable to normal business practices and expected commercial targets.

4. The range of services, products, tools, materials and equipment that the learners use need to be current and available.

5. Account must be taken of any legislation or regulations in relation to the type of work or services that are being carried out.

6. Learners need to be given workplace responsibilities to enable them to meet the requirements of individual units.

7. Client perceptions and expectations of the RWE need to be the same as that found in the real commercial situations.

8. Learners need to show that their productivity reflects those found in the work situation being represented.


Communications Strategy

The College is keen to continually monitor and explore development of a two-way Communications Strategy.

The key aims of the Communication Strategy are to:

Effectively convey and communicate key Equality, Diversity and Human Rights activity and messages to all students, clients and staff.

Explore and deploy a series of appropriate communications mechanisms to enable the College to receive feedback and receive communication from students, staff and clients.

A multi-pronged Communication Strategy has been implemented and is frequently reviewed in order to achieve the above aims.

A number of existing communication avenues are listed below:

Website pages with the ability to feedback and communicate with the College Facebook Student Forum (newly launched summer 2014) Formal communication events Questionnaires & Evaluations Suggestion boxes (periodically trialled). Media


RPL & Exemptions Procedure

Recognition of Prior Learning (RPL) Defined

Recognition of Prior Learning (RPL) is an assessment process which makes use of evidence of a learner’s previous non - certificated (and certificated) achievements to demonstrate competence or achievement within a unit or qualification.

Through the RPL process, evidence of a candidate’s previous achievement (learning) is assessed against the learning outcomes of a unit.

The Regulatory Arrangements for the Qualifications and Credit Framework gives the following definition of RPL .

Recognition of Prior Learning (RPL) is a method of assessment [leading to the award of credit] that considers whether learners can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so not need to develop through a course of learning.

When to use RPL

The RPL process is relevant where an individual has evidence of having previously learnt something but has never received formal recognition for it through a full qualification or other form of certification.

Evidence can draw on any aspect of a candidate’s prior experience including: domestic / family life education and training work activities community or voluntary activities.

Assessment of RPL Evidence

Evidence obtained through the RPL process must be assessed, to the same rigorous quality as evidence obtained through any other process. In no circumstance does the RPL process mean that any required qualification summative assessments can be avoided e.g. mandatory exams, practical/theory tests or assignments.

This is because the prescribed summative assessment is the process through which evidence (produced via any prior assessment method or through the RPL process) is evaluated.


Assessment Policy and Guidance

RPL allows an individual to avoid unnecessary learning, meaning that they can present for summative assessment without repeating learning in areas where they will be able to show that they can meet the learning outcome(s).

It remains the role of assessors and quality assurance staff to ensure that learning outcomes are only deemed to have been met where evidence is:

Valid: Does the evidence genuinely demonstrate that the demands of the learning outcome have been met? For RPL, currency of evidence will be of particular concern. Does, for example, the evidence meet up-to-date demands or is it representative of practice that has significantly changed?

Authentic:

This involves consideration of whether the evidence being examined is genuinely the work of the learner. For example, the evidence may have been produced by somebody else, or may be the result of the work of a team. In the latter case, this would be acceptable if the learning outcome was related to team / joint working, but not if it was being used as evidence of an activity which should have been carried out individually.

Sufficient:

There must be enough evidence to fully meet the requirements of the learning outcome, or learning outcomes being considered. If there is insufficient evidence to fully meet requirements, then evidence obtained through RPL must be complemented by additional evidence gained through other suitable assessment method(s) before requirements/outcomes can be said to have been met.

Reliable:

The evidence obtained through RPL should be such that an assessor would arrive at the same assessment decision, were the assessment to be repeated.


Outcomes of RPL

If individuals can produce relevant evidence, that meets learning outcome requirements then, recognition can be given for their existing knowledge, understanding or skills.

If an individual can demonstrate that they meet all the learning outcomes and assessment criteria in a unit, then they can claim credit for that unit solely on the basis of their RPL achievement.

If however, evidence from RPL is only sufficient to cover one or more learning outcomes, or to partly meet the need of a learning outcome, then additional assessment methods should be employed to generate sufficient evidence on which to base a safe assessment decision.

This is recognised as good practice by all the concerned regulators.

Learners are unlikely to have all the evidence they need to achieve a full unit and may need to produce additional evidence. Evidence used for RPL is not time-limited but assessors must determine whether it is valid and authentic.

RPL may be used in conjunction with other assessment methods such as examination of recent products, professional discussion or observation to assess current performance.

Evidence from RPL is similar to that derived via any other acceptable assessment method. This means that where the standard of a unit is met by evidence obtained wholly or partly from RPL, credit can be claimed.

RPL Process

Centres wishing to undertake RPL must ensure that:

it is carried out by designated staff with relevant levels of expertise to meet the requirements of the assessment strategy / guidance for the qualification concerned.

The methods of assessment used will be determined by the assessment strategy for the qualification being assessed and might, for example, include:

examination of documents, expert witness testimony reflective accounts professional discussion.


The RPL assessment should be carried out as an entire process. This means that the assessor should:

Plan with the learner Make a formal assessment decision Feedback assessment decisions to the learner, confirming decision and

giving guidance on the available options (particularly in situations where the decision has been not to award credit.)

Maintain appropriate records Ensure that learners are aware of their right to access the appeals process

should they feel the assessment decision was unfair

The assessor must ensure that all learning outcomes and assessment criteria being claimed are covered and that records of assessment are maintained in the usual way. The process must be subject to the same quality assurance requirements as any other assessment method.

Terms in this section

A range of terms and processes are frequently confused with RPL. Explanations of those that have been found to occur most frequently are shown below.

Exemptions Equivalent Units Credit Accumulation and Transfer & Credit Transfer Qualification Legacy Predecessor Qualification Shared Units

City & Guilds encourages the use of these processes where they are of value to learners and /or centres.

Recognition of Prior Learning

Before looking at the terms that Recognition of Prior Learning (RPL) tends to be confused with, it may be helpful to recap on the RPL definition. RPL is a processthat considers whether an individual can demonstrate that they can meet the assessment requirements for a unit through knowledge, skills and / or competence that they already possess and do not need to develop through a course of learning.

RPL is appropriate for use where an individual’s learning has not been formally recognised.

The knowledge, understanding and/or or skills in question may have been


acquired in any area of life, for example, domestic / family life, education and training, work related activities, community or voluntary activities.

Evidence from RPL processes is similar to that which is generated by any other assessment method permitted by a qualification. Learners can therefore use RPL to generate evidence for one or more learning outcomes. In many instanceshowever, RPL alone will be insufficient to cover all the learning outcomes in a unit.

As long as all the composite learning outcomes have been met, an individual can claim credit for units where RPL has been used to generate all or some of the evidence required.

Exemptions

The Qualifications and Credit Framework (QCF) describes an exemption as:The facility for a learner to claim exemption from some of the achievement requirements of a QCF qualification using evidence of certificated, non QCF achievement deemed to be of equivalent value.

This means that certificated qualifications that were obtained outside of the QCF can be used as evidence for part of or all of a unit /qualification.

The assessor must make sure that the components of the certificated qualification are sufficient to cover the requirements of all the learning outcomes, unit or units that it is being examined against.

Exemptions allow the recognition of qualifications (i.e. formally recognised achievements) obtained outside of the QCF; however unlike RPL, they do not attract credits.

Exemptions do not attract credit, as the skills knowledge and / or competences described in the unit will have already have been recognised.

Equivalent Units

Equivalent units are different QCF units which, when compared, are judged to be equal to or greater than the content of another. An equivalent unit needs to be of the same credit value or higher and the same level or higher.

Equivalent units will look different but in short the content will be deemed to be identical or beyond and above the content required.

If a learner has achieved a QCF unit (either singly or as part of a wider qualification)


and this unit is judged to be equal to or greater than the content of a unit in a qualification they want to progress, the unit that they want to progress can be claimed on the basis of having an equivalent unit.

Use of an equivalent unit will not attract additional credit, as the skills knowledge and / or competences described in the unit will have already have been recognised in the credit system.

Credit Accumulation and Transfer & Credit Transfer

Credit accumulation and transfer (CAT) is the system by which learners can accumulate and transfer credits over a period of time, in differing locations and contexts, in order to gain qualifications.

Credit transfer is the process of using credit(s) awarded in the context of one qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification CAT is therefore the term used to describe the system which supports credit transfer.

Credit transfer gives recognition to the fact that some units are the same, irrespective of the fact that they appear in different qualifications. This recognition promotes progression within and between industries and avoids unnecessary duplication of learning.

Credit transfer is relevant where a unit in a qualification is the same as a unit in another qualification. A practical example of credit transfer would be a learner who achieves an award which is comprised of units ‘A, B & C’ transferring their credits to progress towards a certificate comprised of ‘A, B, C, D and E’. In this case the units in the award have been nested in the certificate enabling the recognition of the previously achieved units.

If on the other hand a learner registered for the Certificate containing units ‘A, B, C, D and E’ without having done the award, but then withdrew from their programme of learning after completing only ‘A, B & C’, they could transfer theircredits and consequently obtain the Award.

Qualification Legacy

Legacy is the term used to describe qualifications on the NQF which were then superseded by newer equivalent qualifications on the QCF. During the migration from the NQF to the QCF units needed to take on a structure appropriate to the QCF. There are a variety of structural differences between the two frameworks including different level descriptors. A level 4 qualification in the NQF is not therefore automatically equivalent to a level 4 qualification in the QCF. A tariff of legacy qualifications is often used to show the equivalence of old qualifications in the new framework.

Predecessor Qualification


A predecessor qualification is the name given to the qualification, or unit before the current one was launched. The A1 and V1 for example are the predecessor qualifications to the TAQA qualifications.

Shared Units

Most units in the QCF are ‘shared’ units. This means that the unit title and reference number is available on the QCF framework for use by another Awarding Organisation. Shared units encourage progression and promote ‘credit transfer’ discussed previously. It should be noted that the assessment requirements for the same shared unit may be different in different qualifications(this incidentally applies to imported units too). This is because within the QCF, the detailed assessment requirements for a qualification are set by individual Awarding Organisations who take into account any overarching Assessment Strategy for qualification types provided by Sector Skills Councils.

Units in the QCF can also be ‘restricted’ units, which mean that they cannot be offered by other Awarding Organisations. Restricted units do not encourage credit transfer and are less common, but in some cases they are required because of specific circumstances associated with their development.

Transitional Arrangements

Transitional arrangements are provisions which have been made for dealing with the move from the National Qualification Framework (NQF) to the QCF i.e. moving from N/SVQs to QCF qualifications. These may be for example, interim funding arrangements, or time allowances for learners registered on N/SVQs to complete their N/SVQ even though new registrations may not be permitted.

There are different completion times for different qualifications as these are set in relation to the specific needs of the industry and the currency and typical duration over which a qualification is achieved.

Funding

The Skills Funding Agency is clear that funding must not be claimed for any part of alearner’s learning aim or programme that duplicates provision they have received from any other source. Further details of RPL & Exemptions in this area may be found on the City & guilds web Site for Centre Support.


Staff Training & Development Policy

Introduction

This policy sets out the College’s commitment to the current and future development of staff skills, expertise and ability in support of the College strategy; other strategic and operational plans; and the job and career related aspirations of individual members of the staff team.

The Canine Studies College recognises that effective staff development is not only vital to meeting future goals and ambitions but also makes an essential contribution to the development of a responsive, staff supportive and well managed teaching centre.

Scope

This policy applies to all staff and volunteers irrespective of differences in terms and conditions of service, seniority levels, working patterns and any other irrelevant distinctions. Implementation of this policy will pay due regard to the Canine Studies College’s commitment to equality of opportunity as set out in relevant Canine Studies College Equality Opportunities Policy. As a guideline for resourcing purposes it is recommended that a minimum of 5 working days per annum is set aside for individual staff involvement in learning and development activities according to individual needs and requirements.

Responsibilities

Staff training and development and CPD are the responsibility of all members of the staff team within the College.

Dean Hart is the Educational Services Director. His commitment to staff development includes promoting a positive climate for CPD, providing space, budget and resources, ensure that continuing learning and individual development is recognised as imperative when meeting the future business development plans of the College. I particular should funding be acquired from late 2014 where resources and personnel will need to prioritise learning within additional frameworks to support learner funding programmes.

Individuals also contribute to personal and professional developmental processes by taking responsibility for identifying areas where their work may be developed, making themselves aware of additional skill requirements, taking advantage of suitable training opportunities and applying their learning in their work role and responsibilities.

The staff team ‘Learning Exchange’ ensures that individual skills and knowledge can be shared and gained from each other so that all members of the staff team are


effectively, providers of staff development within the College, this system is also encouraged to support staff with particular learning difficulties.

Effective CPD can be achieved through consulting staff about development needs and being responsive to feedback and requests for specific services. The staff appraisal system hopes to address this and combined with regular staff meetings these hope to be an effective and regular tool for assessing staff needs and learning opportunities.

Identifying development needs philosophy.

The College will also adopt a structured approach to identifying the development needs of individuals, reflecting a ‘top down’ strategic, and ‘bottom up’ approach:

Individual development needs – these should be identified and agreed through:

• An initial discussion as part of induction to the College and the individual’s role;

• The annual appraisal process supplemented by regular follow up reviews and discussions.

• Ongoing discussion with staff during team meetings about work performance and any subsequent changes.

Continual assessment and agreement of job roles and responsibilities.

Team development needs – these should be identified through:

• Consideration of collective skills, updating needs as part of a regular process of setting out operational and work plans;

• Regular review of the work performance for the team.

Business development needs – these should be identified:

• In conjunction with the strategic planning process and regular review of the performance of the business plan against performance.


Canine Studies College wider development needs – to be identified through:

• Consideration of the skills updating implications of LANTRA and NOS.

• Consideration of the staff development implications of the introduction of new policies and procedures and changing external requirements especially those through awarding bodies and Government departments.

• Canine Studies College staff feedback as encouraged by implementing and maintaining the College Communication Policy.

Taking Action on Staff Development Needs

As part of ensuring appropriate support, and maximising learning it is suggested that staff take an active role in reflective learning before and after engaging in selected activities.

As a guide the following should be considered:

• The reason(s) why the development may be required and specific outcomes/changes required in the job or role;

• How the new skills/knowledge/experience/qualification will be implemented in the workplace;

• What preparation is needed before the development activity?

After self assessment and Reflection – a conversation to consider:

• Whether the development needs have been met;

• The skill(s)/knowledge/experience/qualification gained from the development and how this can be applied in the job;

• Any help or support needed to apply the new learning in the job.

All staff are encouraged to maintain records of their development activities –records of Health and Safety training should be maintained as part of meeting statutory requirements.


Mandatory Staff Development Provision

The following staff development activities are mandatory and all staff need to participation in these where appropriate:

Induction & Initial Health and Safety Training – the Canine Studies College is legally obliged to ensure that any new members of the staff team are given appropriate Health and Safety Training. In addition each new member of staff will have a personalised induction to the College. Health & Safety training will continue as required during the staff contract.

Management / Supervisory Development – all staff appointed in a supervisory role in the College should attend training and development appropriate to that role. External training may be deemed appropriate / beneficial following staff assessment.

Equality and Diversity – all members of the staff team that take part in a selection or promotion activity will be subject to the college Equal Opportunities Policy.

Initial Development Programmes – where it is a requirement of terms and conditions of employment staff should attend the relevant mandatory course linked to their job role.

Other Staff Development Opportunities and Options

On the Job Training

As part of induction and ongoing development, all staff should recognise their responsibility and opportunities for providing work based on the job training where this is the most suitable development option.

Internal Provision, Seminars and Activities

As part of fulfilling staff development responsibilities, all members of the staff team are encouraged to attend internal provision and outside seminars and activities.

Evaluation of Staff Development Activity The Canine Studies College will continue to develop means of assessing how effective staff development activities have been in improving job performance. This should take place at a post development meeting and more generally within the appraisal sessions.

As part of the annual business planning review, Canine Studies College will assess the value of any staff development initiatives, and then update training plans and any other provision taking into account budget and resources.


Anti Corruption, Fraud and Bribery Policy

Policy Statement

The College (CSC) is committed to conducting all of its business in an honest and ethical manner, and has a zero tolerance policy towards fraud, bribery and any form of dishonesty in its transactions.

The College will uphold all laws relevant to countering bribery, fraud and corruption in all the jurisdictions in which it operates. However, no matter where the College, its staff, members (including students) or agents operate, it and they must abide by the laws of the UK, including the Bribery Act 2010, in respect of conduct both at home and when abroad (if or when appropriate).

Bribery and corruption are punishable for individuals by up to ten years imprisonment and or an unlimited fine, and if the CSC is found to have taken part in corruption it could also face a fine and be excluded from tendering for public contracts, as well as suffering damage to its reputation.

The College could also attract liability under the Bribery Act 2010 if a person associated with it is found to have paid a bribe on its behalf, and College did not have adequate procedures in place to prevent such conduct. The College takes its legal responsibilities very seriously. Likewise fraud may lead to civil and/or criminal proceedings.

1Any allegation that a member of the College has acted in a manner that is illegal or inconsistent with this Policy will be treated seriously, regardless of the seniority of those involved. Disciplinary action up to and including dismissal or expulsion may result. Where it is believed that a criminal offence may have been committed, the police and other relevant bodies may be informed.

Objectives of the Policy

The aims of this Policy are to:

(a) Promote a culture of honesty, integrity and professionalism; (b) Set out the College responsibilities, and of those working for or on behalf of the College, in observing and upholding the College position on bribery, fraud and corruption.(c) Provide information and guidance to those working for the College on how to recognise and address bribery, fraud and corruption issues.

Application of the Policy


This Policy applies to the conduct of all members of the College and any third party acting on its behalf, a non exhaustive list of which includes permanent and fixed term staff, students, consultants, contractors, trainees, seconded staff, home-workers, casual workers, agency staff, volunteers, interns, agents, sponsors, agents or any other person associated with the College, any of its subsidiaries or their employees, wherever they may be located (collectively referred to as ‘members’) in this Policy.

This Policy should be read in conjunction with other CSC Policies, Procedures and Regulations as included within this document in its entirety. Bribery

A bribe is an inducement or reward offered, promised or provided in order to gain any commercial, contractual, regulatory or personal advantage. The advantage sought or the inducement offered does not have to be financial or remunerative in nature, and may take the form of improper performance of an activity or function.

Gifts and Hospitality

In either the giving or receiving of gifts or hospitality, there must be no explicit or implicit attempt to influence third parties or be influenced by third parties in relations with the College. The receipt of chartable donations are included within this Policy.

What is not Acceptable

It is not acceptable for any member of the College (or someone on their behalf) to:

(a) Give, promise to give, or offer a payment, gift or hospitality with the expectation or hope that a business advantage will be received, or to reward a business advantage already given.

(b) Give, promise to give, or offer, a payment, gift or hospitality to a government official, agent or representative to "facilitate" or expedite a routine procedure.

(c) Accept payment from a third party that they know or suspect is offered with the expectation that it will obtain a business advantage for them.

(d) Accept a gift or hospitality from a third party if they know or suspect that it is offered or provided with an expectation that a business advantage will be provided by the College in return.

(e) Threaten another member of the College who has refused to commit a bribery offence or who has raised concerns under this policy.

(f) Engage in any activity that might lead to a breach of this policy.


Notwithstanding the College zero tolerance approach to bribery, the welfare of its staff and students is the College primary concern, and the College does not require its members to do anything which might jeopardise their health and or safety.

In the event that members of the College are threatened or coerced into engaging in conduct which might amount to breach of this Policy, they must act in a way which will safeguard their health and safety. In these circumstances the College will not take action against the member concerned, who should report these events in accordance with section 10 below.

The College only makes charitable donations that are legal and ethical under local laws and practices. No donations of any kind must be offered or made without the prior approval of either Dean or Sara Hart. Fraud

There is no precise legal definition of fraud. It is generally taken to involve theft - the removal of cash or assets to which the fraudster is not entitled - or false accounting - the falsification or alteration of accounting records or other documents.

The College is potentially exposed Inter alia to:

* External fraud, perpetuated by individuals outside the organisation.

* Internal fraud, perpetuated by management or other employees.

* Collusion - either within the College or between College staff and outsiders.

The College seeks to apply its funds to its strategic aims. Any loss through fraud will reduce the effectiveness of the College teaching, research and enterprise missions, and fraud or attempted fraud will be seen as a very serious matter, and will lead to disciplinary action being taken against employees, potentially leading to dismissal, and possibly to legal action against all individuals or corporate entities involved in the fraud or potential fraud.

The College will investigate all reports of fraud or potential fraud. These should be reported in the first instance to Dean Hart who will:-

Determine, whether there is sufficient evidence or threat to the College to justify further investigation. The investigation will be conducted either by appropriate staff or by other appointed internal auditors. It may be necessary to preserve confidentiality during investigations and any disciplinary procedures following from the investigation.

As appropriate, the College will report fraud or attempted fraud to the police and any other relevant party. The College will give full assistance to the police in any enquiries. The College will seek to restore its assets, or recover financial losses against fraudsters.


Responsibilities

The ultimate responsibility for this Policy rests with Dean Hart, however, he will require Sara Hart to assist in ensuring that this Policy is applied effectively.

Dean Hart may delegate responsibility for the application of this Policy to any other appropriate staff that he may consider

The prevention, detection and reporting of bribery and other forms of corruption are the responsibility of all those working for the College. All Members of the College are required to avoid any activity that might lead to, or suggest, a breach of this policy.

Any member of the College who breaches this policy will face disciplinary action, which could result in dismissal for gross misconduct in the case of an employee, or expulsion from the College without notice for students.

The College reserves the right to terminate any contractual relationship with contractors, agents or consultants if they breach this policy.

Record Keeping

The College must keep financial records and have appropriate internal controls in place which will evidence the business reason for making payments to third parties.

All College staff must declare and keep a written record of all hospitality or gifts in accordance with this Policy.

All expenses claims relating to hospitality, gifts or expenses incurred to third parties must submitted in accordance with this Policy and specifically record the reason for the expenditure.

All accounts, invoices, memoranda and other documents and records relating to dealings with third parties, such as clients, suppliers and business contacts, should be prepared and maintained with strict accuracy and completeness. No accounts must be kept "off-clinic office" to facilitate or conceal improper payments.

Raising a Concern

All Members of the College are encouraged to raise concerns about any issue or suspicion of malpractice at the earliest possible stage. If an individual is unsure whether a particular act constitutes bribery or corruption, or if they have any other queries, these should be raised with Dean Hart.

Protection


The College is committed to ensuring no one suffers any detrimental treatment as a result of refusing to take part in bribery or corruption, or because of reporting in good faith their suspicion that an actual or potential bribery or other corruption offence has taken place, or may take place in the future.

Detrimental treatment includes dismissal, disciplinary action, threats or other unfavourable treatment connected with raising a concern. If any member of the College believes that they have suffered any such treatment, they should inform Dean Hart immediately.

If the matter is not remedied it may be raised formally using the College Grievance Procedure which may be found within the Staff Induction and Support Pack (where the individual concerned is an Employee), or through the Student Complaints Procedures, a copy of which may be found in the Student Induction and Support Pack. Monitoring and Review

Dean Hart or a suitably appointed representative will monitor the effectiveness and review the implementation of this Policy, regularly considering its suitability, adequacy and effectiveness. Any improvements identified will be made as soon as possible. Internal control systems and procedures will be subject to regular audits to provide assurance that they are effective in countering bribery and corruption.

This Policy does not form part of any employee's contract of employment and it may be amended at any time.

D ata Protection Policy _____________________________________________


The Canine Studies College respects learner’s privacy and realises how important it is to learners, that their personal information remains secure.

Personal data is protected by UK legislation, specifically the Data Protection Act 1998, and the Privacy and Electronic Communications (EC Directive) 2003. The college aims to exceed legal obligations by following best practice and reviewing procedures regularly.

Information Canine Studies College Collects, What is it used for, and How is it Obtained

Personal information is collected directly from the learner or other client when they complete and return forms as part of the enrolment process, or when they provide information over the phone.

The College collects this information in order to keep in touch with learners and other clients. This includes keeping learners informed about issues that might potentially be of interest to them, such as booking/amending appointments, course updates and information and other promotional information. The information which the College collects in this way will typically include the learner’s name, postal and email addresses; contact numbers any medical needs, any special support needs or concerns.

In some cases the College may collect information that the Data Protection Act considers to be ‘sensitive’ (this could include details of ethnicity or religious beliefs). Such information will only be collected and retained with the learner’s specific consent.

Sharing or Selling Information

The College will not sell information to any third party organisations, and does not share personal information with third parties for their benefit.

Security of information

The Canine Studies College takes the care of data seriously and undertakes to protect personal information in a range of ways. These measures include implementing specific technologies and procedures designed to protect privacy, such as secure server and firewalls. Any personal information transferred between locations will be both encrypted and password protected. Monthly firewall checks are implemented and recorded from WorldPay.

The College does not retain any credit or debit card information, once recorded on paper, when the payment is processed this information is shredded and the client / learner is informed when this action has been completed.

Length of Information Retention


The College retains information for as long as learners have an active relationship with The Canine Studies College. If the learner ceases to have an active relationship with the College or request to receive no further contact or not to use our services, the College may retain basic information in order to avoid sending unwanted materials in the future, and to ensure that the College does not accidentally duplicate information.

Checking, Amending or Learner’s Requests for Deletion Information

Learners may contact the College to correct inaccuracies found in any data which we hold. If learners or clients wish to receive no further information from us, this needs to be done in writing or via email to [email protected] or to the college address.

Learners need to include their full name and address together with details of the correction to be made.

The College will contact the learner in reply to confirm that changes have been made, a note of this needs to be included on the learner’s details on Clinic Office.

SEAL Policy_____________________________________________

Social & Emotional Aspects of Learning (SEAL)


mailto:[email protected]

The Canine Studies College adopts the principles of SEAL within its services by:

Using a whole-college approach to create a climate and conditions that promote skills and allow these to be practiced and consolidated

Direct and focused learning opportunities for whole classes, across the curriculum and outside formal lessons and as part of small group work.

Using learning and teaching approaches that support pupils to learn social and emotional skills and consolidate those already learned.

Continuing Professional Development (CPD) for all College staff.

Within our SEAL policy we aim to promote good social and emotional skills to help pupils to, make friendships, work in teams, solve problems, deal with conflict, manage strong feelings, to be calmer and optimistic, recover from setbacks, compete fairly, and respect others' rights and value diversity.

The Five Skill Groups

Self-awareness Managing feelings Empathy Motivation Social skills.

The College approach will be influenced by the needs of individual learners and relates to all work experience students.

SEAL Policy Objectives

Promote positive behaviour by progressively developing the underpinning skills and attitudes.

Help learners to recognise that bullying is wrong. Promote good College attendance through improving motivation and the

enjoyment of learning. Help overcome social and emotional barriers to learning and help all learners to

be more effective learners. Help learners to be responsible citizens, helping to underpin Citizenship

delivery.

It is our aim that learners benefit from the development of these skills and regular opportunities to practice them at College. Some learners who have not had proper opportunities to learn these skills at home will derive particular benefit from attending the College.

Student Involvement Strategy___________________________


Introduction

The college is committed to embracing learners' views and offering structured opportunities for learners to have direct involvement in assessing and shaping their own learning experience. Implementing this strategy will have a significant and effective impact on developing the College’s quality assurance processes, increasing learner success and developing our learners as capable citizens in the wider community.

The College will put learners at the centre of all it does and will create opportunities for learners to participate in our learner involvement processes. We will create a culture of learner involvement and ensure staff and managers have the skills, support and confidence they need to involve learners. The learner involvement strategy has been developed to ensure that the College commitment is translated into action.

Aims and objectives

The aim of the College learner involvement strategy is to support improvements in the learner experience by meeting the following objectives:

Further develop and promote a culture of learner involvement through increased opportunities for learner feedback.

Increase learners' involvement in quality improvement see Annex 1.

Improve the impact of learner feedback through observations of teaching and learning and class visits.

Improve the involvement of learners in the assessment of their learning.

Ensure that learners are informed of, and involved in, safety and safeguarding

Ensure that learners are informed of, and involved in, equality and diversity

Ensure that all staff have the information and support required to involve learners.

Scope


The key aspects in the College’s approach to increasing the involvement of learners in their learning are the use of its annual surveys of learners. The feedback from these learners is useful in enabling the College to identify and respond to learners’ concerns and suggestions.

Each course has a programme leader who is the first point of contact for most learners and able to listen and respond to the concerns or recommendations of learners in relation to course related issues.

Learner involvement is one of a number of improvement strategies within the College. It should be acknowledged that the preferences of some learners may sometimes contradict the measures necessary for the College to achieve the aims of other improvement strategies. For example, whilst consideration should be given to learner preferences regarding the timing, continuation or tutor staffing of a course, the College needs to ensure that all courses take place in a location and timer that is fit for purpose, that qualified tutors are appropriately deployed within their contracted hours, and that courses are planned within the context of the curriculum offer rationale and are within the capacity of budgets.

In this context, the College learner involvement programme, which establishes the basis for a learner involvement strategy, is set out below.

Involvement Activities

The College involves learners through the following activities.

Learner Feedback

The College elicits direct feedback from learners on their learning experience through a range of surveys, questionnaires and evaluation forms. Responses from these are collated and forwarded as appropriate to appropriate staffing teams to inform future course planning improvements, and are used by staff teams to contribute to the process of self assessment and quality improvement.

Learner feedback includes:

Annual learner satisfaction evaluation (which learners could complete online and in paper format), to be implemented January 2015.

Learner end-of-course evaluations, currently being improved to develop a more effective and consistent approach, incorporating core questions relating to key questions in the Common Inspection Framework as well as specific questions relevant to individual curriculum areas;

Email progression evaluations conducted amongst learners who have completed end of unit or given hours of tuition

Forms inviting learners with disabilities requiring support to feed back on their experience.


Learners are also invited to make comments and suggestions to the College by: emailing the College at [email protected] or by completing a comments and Suggestions Form provided periodically in reception. Comments, suggestions or complaints are responded to in line with the college guidelines and procedures and the college keeps a record of relevant correspondence from learners and the responses.

Observations of Teaching and Learning and Class Visits

Tutors have at least one observation each year. During observations and, where appropriate during class visits, the staff member conducting the visit asks learners questions about their progress, achievements and learning experience, and records these in their report. Learner feedback contributes to individual observations, and to the self assessment process. The impact of learner feedback during observations and class visits depends on the effectiveness of the questions asked.

Involvement of learners in the assessment of their learning (initial, diagnostic, formative and summative)

Tutors use assessment processes to inform the planning, delivery and adaptation of programmes. On some courses initial assessment is used to determine whether learners are ready to undertake the programme or should join an introductory course.

It is also used to determine Essential Skills support needs. Assessment processes on accredited programmes are carried out as appropriate to the standards and requirements of awarding bodies. Assessment is conducted on non-accredited programmes through activities appropriate to the subject areas, and tutors record their assessment as part of the college standardisation process. Staff are to liaise directly with learners with learning difficulties at initial assessment and during the early stages of their programmes, asking them what they want to learn and what support they need. Staff continue to monitor learners' needs through observation and monitoring of their participation and progress and Student Tracker Sheets record learner course progress.

It is a priority to develop a whole College approach to ensure that learners on all non-accredited programmes are as fully involved in the assessment process.

The College will adhere to the principles of RARPA (Recognising And Recording Progress and Achievement) and the College is currently developing a process to ensure a robust RARPA system as follows:


mailto:[email protected]

1. Course aims appropriate to individual learners or groups of learners. Course information forms, which are given to all learners, have been rewritten to give clear, appropriate course aims, and are subject to review.

2. Initial assessment to establish learners’ starting points and needs. Following a review of enrolment processes in 2010, subject specialists attend all enrolment sessions to give advice and guidance and, in some subjects, initial assessment. This is reviewed a minimum of once a year. Tutor staff development sessions are currently focusing on creative, effective ways of conducting initial assessment.

3. Identification of appropriately challenging learning objectives: initial, renegotiated and revised. Clearly stated suitably challenging objectives for all programmes and, wherever feasible, for each learner (The level of challenge which is appropriate will vary according to initial assessment of learners’ needs, aspirations and starting points. Learning objectives may be amended during the learning programme, for example, as a result of formative assessment.

4. Recognition and recording of progress and achievement during programme formative assessment): tutor feedback to learners, learner reflection, progress reviews but mainly through a comprehensive portfolio that includes photographic evidence, assessment sheets and tutor feedback. The College is looking to publishes articles about learners’ success stories in the local press and this is to be implemented in February 2015.

5. End of programme learner self-assessment; tutor summative, assessment; review of overall progress and achievement. This will be in relation to appropriately challenging learning objectives identified at the beginning/during the programme. It may include recognition of learning outcomes not specified during the programme

Assessment records on learners' progress and achievement are backed up by a Comprehensive Portfolio that contains appropriate forms of evidence of learners' work, which must include photographic, video, audio and written evidence.

Involvement of Learners in the Disability Disclosure Process

The College has a process for responding to learners who disclose a disability on the application form by discussing their needs and putting in place support or adjustments. The application form and induction process encourages learners to disclose the disability that most affects their learning rather than ticking several boxes. The College also forges links with outside organisations that can offer support to learners.

Learner Induction and Support


Learners receive a comprehensive induction through the Student Support and Induction Pack. The pack gives information on the following support available to learners who may otherwise experience barriers to their learning and is sent via email and is verbally delivered during the learner’s initial scheduled course dates:

Equality and Diversity,

Learners' Rights and Responsibilities,

Learners' Health and Safety,

Learners' Safety Online,

Support for Learners with Disabilities or Learning Difficulties,

Help with Costs, Payment Plans (and other related financial information

How to Make Comments and Suggestions.

Green Policy

Learner’s Progression Plans

College Structure and Contacts

Fraud Prevention

Anti Bullying Policy

Learning Agreements

Expectations of Learners and College Staff

The College is looking at other ways to inform learners by considering DVD, YouTube Links and or e downloads for learners with disabilities. The College already makes use of a translation package for foreign students with English as their 2nd language.

As well as asking adults with learning difficulties at initial assessment and during the early stages of their programmes what support they need, staff have contact with support networks involved with adults with learning difficulties. The College also liaises with learners' personal assistants and carers regarding the needs, interests and expectations of learners.

Learner Involvement in Marketing


Learners' experiences and achievements are reflected through articles placed in social media, activities and promotions and sometimes based on interviews with learners. Articles are also submitted regularly to the City and Guilds. The objective of a new strategy to publish articles locally is to encourage additional learners into the canine industry and adult learning.

Mapping Learner Involvement Strategy to Self Assessment and Quality Improvement

Evidence and data from the College current learner involvement activities contribute to the annual self assessment process and quality improvement plan.

Improvement Measures, Targets and Timescales

In order to achieve the aims of its learner involvement strategy, the College needs to implement a range of improvement measures and these are set out within the staff meeting ‘schedule for improvements’ dated August 2014.

Green Policy_____________________________________________


Policy Statement

The College recognises that their activities may have a direct or indirect impact on the local, regional and global environment and therefore is committed to reducing any harmful effects by promoting the understanding of sustainability in its broadest context.

Review and Monitoring

The College is committed to the continual monitoring of all indicators that may influence and provide evidence of implementation of their Green Policy. Review of this Policy is to take place by the end of November 2014.

Waste Reduction

Aim: The College will work towards reducing the amount of waste by 10% by the end of July of 2015.Objective: To be effective in minimising waste and to support the economic viability of recycling.Actions:

Minimise waste at source by thinking about the disposal of a product prior to purchase.

Avoid using disposable items or products that are made from plastic. Dispose of plastic, paper and tin at appropriate recycle centres or collection

points. Reuse products where possible. Use email or TEXT where possible in all client contact. Reduce paper use and use recycled paper where possible.

Purchasing.

Aim: The College will work towards implementing a 100% green purchasing policy by the end of March 2015.Objective: To ensure all purchasing decisions take into account environmental factors involved in the production, use and disposal of all purchases. Actions:

Purchase reusable, refillable or recyclable products where possible. Consider whether products need to be purchased new. Borrow or share products with other organisations where possible. Purchase locally where possible. Source and purchase fair trade options where possible. Purchase eco-friendly products where possible.

Energy and Water Saving


Aim: The College will work towards a 20% reduction in its energy pollution by end of August 2015.Objective: To ensure that all energy suppliers utilise support of the sustainability of valuable renewable resources during its consumption.Actions:

Switch to green energy suppliers. Switch lights and other appliances off whenever possible. Switch all appliances off and do not leave on standby overnight. Use energy efficient bulbs where possible. Use electrical appliances efficiently. Ensure all heating equipment and radiators have adjustable controls and

effective thermostats. Install water saving devices in the toilets.

Travel

Aim: The College aims to reduce its impact on vehicle emissions by 20% by the end of December 2014.Objective: Ensure that the application of sustainable principles is adhered to regarding arranging travel, functions and meetings. Actions:

Promote the use of public transport where possible. Introduce allowances for those who use alternative travel where possible. Car share where possible. Use audio and visual Skype conferencing where possible. Work from home where appropriate.

Hygiene, Health and Safety

Aim: While conforming to current legislation, the College aims to implement a 20% greener practice within Health & Safety by end of December 2014.Objective: To ensure the College acknowledges the need for an acceptable working environment with a greener practice. Actions: To research, analyse and implement a Greener Health & Safety Policy by end of December 2015.


Equal Opportunities (and Diversity) Policy_____________________

This policy recognises and runs parallel to the General Teaching Council for England’s approach to equal opportunities and its program for action. Policy StatementCanine Studies College is committed to policies that will promote equal opportunity and diversity in all aspects of its employment and business, regardless of age, disability, ethnic origin, gender, marital status, religion, sexual orientation or any other grounds not bearing on a person’s ability or potential.

The aim is to ensure that no job applicant, employee, student or customer receives less favourable treatment or is disadvantaged by employment conditions or requirements, which cannot be shown to be justifiable.

The equal opportunities policy offers three main benefits:

It makes full use of the talents of all members of the workforce, student or otherwise and will help ensure that the CSC’s employment, teaching and other activities are reflective of the needs of those involved.

It improves motivation and performance, thereby enhancing the quality of working and studying.

It ensures that the College manages to promote equal opportunities according to best practice and therefore complies with our statutory requirements under the Sex Discrimination Act, Race Relations Act, Equal Pay Act, Disability Discrimination Act, Asylum and Immigration Act, Human Rights Act and the Employee Relations Act. Copies of these may be found on the Internet.

The promotion of equal opportunities will be actively pursued through the application of policies that value diversity and ensure that individuals receive treatment that is fair equitable and consistent with their skills and abilities.

The College will encourage all employees and students to take advantage of suitable opportunities for training and development and make such opportunities available.

The College is fully committed to promoting equal opportunities in its policies and practices and to a process of ongoing review. All of the College policies and supporting statements give a clear focus on issues of equal opportunities and, together with this overall statement, represent the policy as it applies in practice to all issues of employment.

The College is also committed to ensuring that all of its work promotes equal opportunities within the teaching profession and is passionate that this policy is adhered to.

DefinitionsDirect discrimination arises when one individual is treated less favourably than another because of their sex, colour, ethnic or national origin, age, sex, marital


status, domestic responsibilities, disability, sexual orientation, religious or political beliefs or any grounds not bearing on a person’s ability or potential.

Indirect discrimination arises when someone applies a condition equally to all people but that that condition has a discriminatory effect because the proportion of people who are able to comply with it, is smaller among people of a particular group for instance race or sex, than people in another group and which is not objectively justifiable in the given situation.

Examples of indirect discrimination, for illustration could include:

requiring candidates to a Police Force to be at least 5’8 tall only sending full time staff on training courses only allowing full time students on a trip

Responsibilities under the Policy Dean and Sara Hart

Are responsible for the overall administration of the policy. Ben McKechnie (Clinic Manager)

Is responsible for day-to-day administration of the policy and ensuring that all staff remain aware of the policy.All Employees and StudentsAll employees and students are responsible for complying with the policy and relevant legislation.

The Management Team will address the following areas and to advise on the College policy and practices and their need for subsequent development and further review:

Recruitment and selection Learner performance Promotion Performance / Staff Appraisal Pay and Conditions of Service Training & Assessments Monitoring Flexible Working Harassment Grievance and Disciplinary Procedures Appeals Procedure

MonitoringMonitoring data relating to the sex, age, ethnic origin, of all internal and external applicants will be collected and analysed during December 2015..


Annual analysis of data will then be used to validate compliance with the policy alongside daily awareness and the policy is to be reviewed during each team meeting. TrainingEqual opportunities will form an integral part of training relating to management and supervisory skills, in particular recruitment and selection, appraisals, disciplinary and grievance cases and will be included within all student induction training.EnforcementMinor breaches of the Equal Opportunities Policy will be dealt with by the provision of counselling. Where breaches are deliberate or persistent, they will be treated as misconduct and will be dealt with under the Employee Disciplinary Procedure or the College Terms and Conditions, clearly displayed at all times on the College Web address. In addition they may be liable to action in an Employment Tribunal under the Sex Discrimination, Race Relations or Disability Discrimination Act.

Anti Bullying Policy______________________________________


Bullying is a form of anti-social behaviour that the Canine Studies College considers inappropriate and unacceptable. Bullying can include any sort, of physical, verbal or emotional intimidation of a person by another person or group, which causes them anxiety or distress.

It can be identified by its persistent nature and is rarely an isolated event. The College provides an environment where bullying is never acceptable.

The College does not tolerate any incidents of bullying. All staff members are encouraged to be vigilant and to report any concerns immediately to Dean Hart.

In order for every learner and staff member to reach their full potential, the College is committed to learner-centred achievements and staff-centred achievements, which focuses on the needs of individuals and we promote teaching and learning styles that encourage co-operative working.

Dealing with Bullying

Principles

The College strives to create a supportive atmosphere in which all learners and staff feel able to talk about their problems or concerns. They will always be listened to by a senior member of staff when reporting incidents of bullying and what is said will be taken seriously.

Allegations of bullying will be dealt with promptly. The learner’s tutor is the first point of contact and the Education Director; Dean Hart will become involved in order to resolve the matter via mediation if necessary.

Where the Education Director is also the learner’s tutor an independent senior member of staff will be called upon. Every effort will be made to resolve any problems that may arise between learners or staff through the counselling of both parties, as both may need support in addressing and modifying their behaviour.

Procedure

Learners or staff involved will be interviewed individually and their experiences recorded. They will be given the opportunity to talk about the way in which they view the incident and their feelings. The member of staff will then arrange for the learner or staff to meet together with them to agree a set of targets to prevent bullying occurring again. The situation will be monitored carefully. Any further incidents will be followed up immediately.

Bullying will always be treated as a problem and a ‘problem solving’ approach adopted. If there are repeated incidents sanctions will be employed. Learners must recognise that Canine Studies College will not accept any form of bullying whatsoever.


Health & Safety Policy_____________________________________

Canine Studies College recognises and accepts its duty of care under the Health and Safety at Work etc Act to provide a safe and healthy working environment for all


its employees, for students and for other people who use its premises. The Centre and its employees will work together to promote safe working practices, prompt and accurate reporting procedures and to ensure that individuals are aware of their different responsibilities under the Act.

The College will, as a responsible employer and course provider make every endeavour to meet its legal obligations under the Health and Safety at Work Act and to ensure, in so far as is reasonably practicable, the health and safety of its employees and the general public.

The College will ensure:

Equipment and systems of work are safe with safe arrangements for use, handling, storage of articles, materials and substances.

There is sufficient information, instruction, training and supervision to enable all employees and learners to contribute positively to their own safety and health at work and to avoid hazards.

The College is a safe place of work with safe access to it and is a healthy working environment with adequate welfare facilities.

Each employee and learner is responsible for ensuring that the work which they undertake is conducted in a manner which is safe to themselves, other employees, learners and to members of the general public, and for obeying the advice and instructions on Safety and Health matters issued by their or tutor. If any employee or learner considers that a hazard to health and safety exists’ it is their responsibility to report the matter to their supervisor or tutor. This is covered within each learner’s induction process.

Management and Supervisors at all levels are expected to set an example in safe behaviour and to maintain a constant and continuing interest in employee safety. The College seeks to continually improve the quality of the physical, social and educational opportunities for all members of staff.

The Proprietor will take all reasonable practicable precautions to safeguard the health, safety and welfare of employees, learners and members of the general public that have access to or contact with premises or activities which are directly within their control.

Additionally, all employees have a responsibility and statutory duty under the Health and Safety at Work Act 1974 to take reasonable care for the health and safety of themselves and other persons who may be affected by their acts or omissions and they are also required to co-operate with their employer.

The College also recognises that its activities impact upon the environment and acknowledges its "Duty of Care" under the Environmental Protection Act 1990 and associated legislation. It will endeavour to conduct its activities with due regard for the environment through the sustainable use of natural, physical and manufactured


resources; minimisation of waste and pollution; and the promotion of responsible business practices in addition to the College’s Green Policy.

The College will keep this Policy Statement and Codes of Practice under constant review. This Health and Safety Policy statement will be brought to the attention of all employees, and learners during their induction, appraisal or assessment process.

A practical fire drill will be carried out a minimum of once a month and checks will be made weekly to ensure that all learners will have experienced at least one fire drill.

Appeals and Complaints Procedure___________________________


At the Canine Studies College we always strive to establish excellent relationships with all our learners. There may, however, be occasions where situations occur that could give rise to a complaint.

In these cases the following procedures will apply:

1. Any learner complaint must in the first instance be discussed with their Tutor at a meeting, where the student will be requested to complete a Complaints & Appeals Procedure Sheet with their Tutor (available in their induction pack). It would be hoped that most complaints can be satisfactorily resolved at this stage. If the relationship with the Tutor is the cause for concern, an appointment can be made direct with the Course Internal Verifier, learners will have been given this detail during their induction.

2. Should the learner wish their complaint to be taken to the next stage, it will be necessary for them to put their complaint in writing, within 7 days of the meeting with their Tutor. The written complaint will then be forwarded to the Internal Verifier, who will then if necessary refer it to an independent panel who will review the complaint raised; learners will then be contacted regarding their decision within 28 days of their official letter.

3. Should the complaint still remain unresolved the matter will be submitted to the External Awarding Body where an investigation will be carried out subject to the awarding body’s own complaints procedure.

Code of Computer Use and Safety Online_____________________


Introduction

Learners and staff have access to the World Wide Web and systems within this, such as mailing, newsgroups and chat pages etc. There is also access to the College Network system for updating client records.

This code of practice governs the publishing of information in electronic format by staff and learners at The College, and the use of College computer facilities for publishing information.

The College is committed to ensuring a quality working and learning environment in which all learners and staff treat others with respect. Every member of staff and learner is expected to conduct themselves in a manner which will not discredit or harm the College or its members.

Failure to maintain this standard shall constitute a breach of the college regulations, learners are then in breach of the College Terms and Conditions, and appropriate action may be taken by their Tutor which may lead to learner dismissal.

All staff are responsible for any information that they publish and view on the internet, if found to be in breach of this Code of Practice they may face disciplinary proceedings.

The College computer facilities should only be used for bona-fide educational use, except where other uses have been duly authorized by either Sara or Dean Hart.

These resources are shared by both staff and learners, users should refrain from acts that waste resources as per our Green Policy. It is important that information systems are not misused by the sending or displaying of material, or publicising access to such material, which is offensive or illegal.

Access to data is protected and the use of passwords is compulsory, learners must not be given access to data protected by law, unless when working within any course learning objectives, learners will be informed of appropriate access to data and the college Data Protection Policy, a copy will have been included within their College Induction Pack.

Legal Framework


The attention of those who publish information in electronic form and use the Web for research and interest, need to be aware of the UK legislation which relates to computer use.

These include:-

Computer Misuse Act (1990) It is likely that any material which incites, encourages or enables others to gain unauthorised access to a computer system would be found illegal under the Act.

Copyright, Designs and Patents Acts In general, these various Acts require that the permission of the owner of the intellectual property MUST be sought before any use of it is made whatsoever. It should be noted that the College logo and title, and any title or pictures associated with the College are the property of College and they, together with the company address may only be used for official documents.

Data Protection Act (1998) This provides protection of data which is stored in a computer or other information system that relates to any living person. The permission of each data subject should be sought and obtained before any information, including photographs, relating to them is stored in the system. The College complies with the Data Protection Act 1998 and a copy of the College Certification is displayed on the learner’s Health & Safety notice board.

Libel Facts concerning individuals or organisations must be accurate and verifiable and views or opinions must not portray their subjects in any way which could damage their reputation.

Pornography The display of pornographic or sexually explicit material, or publicising access to such material, is not allowed by learners or staff (or any other person), irrespective of the legality of material in the country of origin.

Racial & Religious Discrimination Any material that either discriminates or encourages discrimination on racial or ethnic grounds or against any person’s religious beliefs contravenes the College Equal Opportunities Policy and is not tolerated. A disciplinary procedure may be employed or learners may be asked to attend a counselling session to help resolve the issues surrounding their inappropriate and unacceptable behaviour.

Sexual Discrimination


Any material which discriminates against any person on the grounds of sex, gender, transgender, sexual orientation, or encourages such discrimination, contravenes the College Equal Opportunities Policy and is not tolerated.

Advertising If advertisements are placed then they must comply with the Code of Practice issued by the Advertising Standards Authority which requires that all advertisements should be "legal, decent, truthful and honest".

Policy for the College

Staff and learners who publish information relating to and on behalf of the College should ensure that they have obtained the requisite permission to do so from either Dean or Sara Hart. It should be noted that while publishing on-line information offers enormous advantages, the same care in the management of data needs to be exercised, as is the case with conventional publishing. This includes:

Care in writing and proofing

High standards of layout following College guidelines must be adhered to where appropriate. Documents and information provided must include details of the author, College and date, as appropriate. Information must be updated regularly and any out-of-date information must be removed. Editorial changes to documents in electronic format should only be made with the permission of the 'owner' of the document.

Security & access

Information published on the College Network, can be accessed by learners and staff however access is limited through the use of ‘access control’ and ‘passwords’ and thought needs to be given as to whether a document should be on open or closed access. Staff and learners should ensure that they do not disclose their passwords at any time and should note that they are responsible for all information contained within their computer directories.

Failure to observe this code of practice

Failure to observe this code of practice by either learners or staff will be considered a serious matter by the College. Where College regulations are breached the College will invoke the appropriate disciplinary procedures.

Appendix 1. Canine Studies College QIP


Areas for improvement/ development2014 / 2015

SMART actions Responsibility Timescale and milestones

Progress/ Completion

Further develop and promote a culture of learner involvement through increased opportunities for learner feedback

Pilot, evaluate and amend learner end of course evaluations

Roll out learner end of course evaluations to all learners

Increase the use of online learner evaluations link to new learner forum?

Establish learner feedback email address and publicise opportunities for learner feedback through website, learner pack, posters (toilet doors? )

Use learner feedback in self assessment and quality improvement processes

Publicise job roles as a first point of contact for learner feedback in addition to verbal information during induction?

Learner induction process to be revised in light of possible 24 plus funding.

Remind tutors of use of the learner progression pack for learner induction & progression review

Monitor tutors' use of

Dean & Charlotte

Dean & Charlotte

Charlotte

Dean & Sara

Dean & Sara feedback in next team meeting

Dean & Ben

Dean

Dean

Nov Dec 2014

Jan 2015

Nov - Dec 2014

Dec 2014

Jan 2015 start

August 2014

Dec 2014

August 2014

Nov 2014

In progress

In progress

In progress

Completed Aug 2014

Completed Oct 2014


learner packs for learner progression

Identify further actions based on good practice of similar providers

Pilot strategies identified through good practice of similar providers

Establish robust process, timescale and targets for collating and responding to learner feedback

Implement and monitor process to ensure learner feedback is effectively dealt with

Refine and improve process if necessary

Dean

Dean & Charlotte

Dean & Sara

Dean & Sara

Dean & Sara

Dean & Sara

August & ongoing

August – Oct 2014-10-08

Jan 2015

Jan 2015

March 2015

In progress

In progress

Increase learners' involvement in quality improvement

Pilot learner and staff involvement in SAR (self assessment review) and QIP (quality improvement plans)

Evaluate outcomes and identify improvements to process

Make improvements and embed processes

Add a section to curriculum via student support disc files on learner involvement

Dean to lead

Dean & Ben

Dean

Sara & Charlotte

March 2015

April 2015

April 2015

Dec 2014 In progress

Improve the impact of learner feedback through observations of teaching and learning and class visits

Evaluate impact of learner comments when moderating observations and reading class visits

Sara & Ben April 2015


Disseminate good practice in questioning techniques to managers

Sara April 2015

Improve the involvement of learners in the assessment of their learning

Evaluate quality of learner comments and evidence in RARPA (recognising and reporting progress and achievement) records

Co-ordinate the sharing and recording of good practice in learner involvement in all stages of the RARPA process including celebration of learner achievement – feedback to Dean

Sara & Dean

RARPA working group (Sara, charlotte & Ben)

Jan review 2015

Jan-March 2015

Improve the involvement of learners in the disclosure process

Scrutinise the accuracy of data used to monitor the impact of the disability disclosure process

Identify and implement improvements if needed

Ben

Ben

Nov – Dec 2014

Dec 2014

Ensure that learners are informed of, and involved in, safety and safeguarding

Explain the College commitment to, and strategy on, safety and safeguarding, to all learners, through the student induction and support pack –and during verbal induction

Explain learners' rights and responsibilities in relation to safety and safeguarding, through the student induction and support pack and verbal induction

Ben

Ben

July 2014

July 2014-10-08

Completed July 2014

July 2014


Ensure that learners are informed of, and involved in, equality and diversity

Explain the College commitment to, and strategy on, equality and diversity to all learners, through the student induction and support pack

Ben July 2014 Completed July 2014

Ensure that all staff have the information and support required to involve learners

Disseminate the learner strategy to all staff

Provide opportunities for staff to develop their understanding of how to support learner involvement, through staff development and line management

Ben

Dean & Sara

Nov – Dec 2014

Jan 2015

In progress
