QUALITY REVIEW AND DEVELOPMENT REPORT

Transcription

1 QUALITY REVIEW AND DEVELOPMENT REPORT CENTRE DETAILS Report Status: Submitted Centre Name: MEADOWS SCHOOL Centre Number: Principal/Head of Centre: MR R SCHAEDEL Centre Address: Centre Telephone Number: Quality Nominee: MARIANNE RODGER-WEETMAN Quality Nominee Address: m.rodgerweetman@barnardos.org.uk Quality Nominee Telephone: Centre Type: School Centre Quality Reviewer Number: Centre Quality Reviewer: MRS D GOFF Date and Time Review Started: 01/12/ :30 Date and Time Review Completed: 01/12/ :30 Who was the Review With?: Mrs Marianne Rodger -Weetman First Year of Delivery?: No Number of Subsites at Centre: 0 Are there any collaborative, partnership or consortia arrangements recognised by the Edexcel System?: Does the centre operate any overseas provision?: No No If collaborative, partnership, consortia or overseas agreements exist, please provide details: The centre sends some learners to K college where they study BTEC Art and to White Rocks Farm and Hadlow land based college where they study Land based BTEC. The learners are registered and certificated by these partnership centres.the QRD for these courses is undertaken by the appointed quality reviewer for these centres. Page: 1/12

2 QUALITY REVIEW AND DEVELOPMENT REPORT ASSESSMENT OBJECTIVES Managing Assessment: Verification of assessment outcomes A.1 There is a robust, consistent and transparent approach to verification verification and the management of any BTEC external assessment undertaken at the centre, that: enables internal verification to drive and maintain assessment standards. utilises the outcomes of Edexcel Standards Verification and Quality Review and Development to inform and enhance internal verification. ensures that BTEC regulations are followed. In order to do this, you will need to: A.1.1 have identified and registered an appropriate Lead Internal Verifier for each Principal Subject Area who is trained and accredited, or seeking accreditation within a defined time scale, where this is required by the qualification. A.1.2 deliver an internal verification process that is compliant with awarding body and regulatory requirements. A.1.3 ensure that each Lead Internal Verifier is appropriately prepared and clear about their responsibilities in relation to the standardisation of assessment across a Principal Subject Area; incorporating both pre-assessment standardisation activities and the standardisation of assessed learner work. A.1.4 have processes for dealing with weaknesses in assessment, whether highlighted internally or externally A.1.5 collate sufficient evidence of assessment and verification activities to demonstrate that, over time, both processes are effective in upholding national standards. A.1.6 have cover for absence and succession plans in place for Lead Internal Verifiers. A.1.7 maintain accurate and up to date records of learner progression and achievement in order to support the accurate sign off of learner achievement and certification claims. A.1.8 utilise the outcomes of our external monitoring to improve internal systems, processes and assessment outcomes. A.1.9 ensure that adequate centre and learner preparation is made to meet the requirements relating to any externally set assessment within an Edexcel BTEC qualification. Managing Assessment: Assessment practice A.2 Administrative processes and procedures must ensure that all registrations and certificate claims: are accurate and timely. reflect a learner s course of study and level of achievement. are reported to us where they are inaccurate or unsafe. A.2.1 have a procedure for the timely and accurate registration of learners that is operational and monitored. A.2.2 have a mechanism for the checking of the accuracy of learner registrations. A.2.3 follow a procedure which ensures timely and accurate certification claims that are checked and verified against assessment records. A.2.4 have a procedure for registering learners for any externally set assessment that forms part of an Edexcel BTEC qualification. This procedure should take account of any requirements for the re-assessment of learners that may be in force. A.2.5 have a procedure for checking certificates received against assessment records, prior to issue. A.2.6 investigate and report all inaccurate, early/late and fraudulent registrations or certification claims, via internal senior management, to us. A.2.7 provide unit certification claims for learners where appropriate. Page: 2/12

3 Managing Assessment: Assessment recording Managing Assessment: Malpractice and appeals Managing Assessment: Registration and certification MANAGING ASSESSMENT - OVERALL JUDGEMENT QUALITY REVIEW AND DEVELOPMENT REPORT A.3 Assessment strategy, processes and management underpin an assessment system that: delivers valid and reliable outcomes. follows Edexcel regulations and requirements currently in force for external assessment, where this is appropriate reflects national standards. leads to the safe certification of learner achievement. A.3.1 have clearly defined assessment roles and personnel. A.3.2 have clearly defined internal and/or external assessment procedures that are operational at all assessment locations and across all assessors, units and learner, as appropriate. A.3.3 have assessment recording documentation that is clearly understood by assessors and learners, and is utilised consistently across the centre. A.3.4 use assessment methodology that leads to valid and reliable assessment outcomes, which are in line with regulatory and standards setting body requirements.for internal assessment, this should be decided by the centre based upon advice given by Edexcel. For external assessment, the centre will follow the Edexcel regulations and requirements currently in force. A.3.5 provide equal access to internal and/or external assessment for all learners, as appropriate. A.3.6 have adequate support mechanisms for assessors. A.3.7 comply with the Edexcel externally set assessment and testing requirements currently in force, as appropriate. A.4 All assessment must be recorded in such a way that: assessment evidence is clearly measured against national standards. learner progress can be accurately tracked. the assessment process can be reliably verified. there is clear evidence of the safety of certification. A.4.1 store all assessment records securely and safely relating to both internally and externally set assessments. A.4.2 maintain records of learner achievements that are up to date, regularly reviewed and tracked accurately against national standards. A.4.3 retain both internal and external assessment records for centre and awarding body scrutiny for a minimum of three years following certification. A.4.4 have current learner evidence available for centre and awarding body verification processes. A.5 Learner appeals and learner/staff assessment malpractice: polices and procedures are sufficiently rigorous to meet awarding body and regulatory requirements. investigations are robust, free from bias, conducted in line with policy and accurately documented. outcomes are fair, consistent, in line with policy and accurately recorded/communicated to all stake-holders. A.5.1 have policies and procedures for dealing with learner appeals and learner/staff malpractice that are in line with our guidance and operational requirements. A.5.2 have a means for ensuring all learners and staff are aware of: what constitutes an appeal and what is considered assessment malpractice. the related processes for instigating an appeal or investigating malpractice. the possible outcomes that may be reached. the consequences of both internal and external outcomes. the process that exists to enable learners to make an appeal with Edexcel relating to the external or internally awarded assessment outcomes. A.5.3 demonstrate how the potential for assessment malpractice informs programme planning and delivery. A.5.4 have robust systems for recording and managing all assessment appeals and malpractice. A.4.5 have a process for reporting serious assessment malpractice to us. Page: 3/12

4 Centre is Meeting All Quality Objectives: Vocational Comments: QUALITY REVIEW AND DEVELOPMENT REPORT Yes A1 The centre currently runs 3 BTEC programmes at the 16+ centre, the BTEC level 1 in Work Skills, the BTEC level 1 in Personal and Social Development and the BTEC level 1 in Sport. Each programme has an appointed LIV. Currently the LIV for Personal and Social Development is accredited and this certification was seen at the visit. The LIV for Sport and the LIV for Work Skills will seek accreditation in the next window or gain accreditation as a result of the standards verification process. No NG BTEC programmes are currently running at the centre although a discussion took place regarding the assessment changes that are now current in these new NQF level 2 programmes. At the last visit the centre had implemented several essential actions and recommendations from the 2012/2013 visit. At this visit the centre is seen to have actioned both the recommendations given as a result of the 2013 / 2014 visit. The centre is seen to be responding very promptly and effectively in order to action outcomes of the QRD monitoring process and this timely and appropriate action is maintaining a robust quality assurance ethos at the centre regarding their BTEC provision. Since the previous visit two new members of staff have been appointed and will be joining the centres BTEC team in January. The Quality Nominee is leading induction for these new members of staff. Documentation is in place that clearly shows the centre is recording and tracking both assessment decisions and internal verification judgements made on both assignment briefs and assessment decisions. Robust evidence was seen that demonstrates the QN / LIV picks up and actions any inconsistencies / weaknesses in assignment brief writing and / or assessment decisions. Clear and up to date tracking forms were seen that monitor learner progression and achievement at both assessment criterion and unit level. These tracking forms support the accurate sign off of certification claims. The LIV for Sport, who is also the Quality Nominee at the centre, demonstrated, through discussions held at the visit, that she is very clear about the procedures and policies required for BTEC programmes. If LIV cover was needed it would be provided by one of the other members of BTEC staff who is seeking LIV accreditation and, therefore, fully conversant with BTEC requirements. Detailed internal verification documentation was seen at the visit that shows any weaknesses in assessment are highlighted and actioned by the centre. The centres internal verification procedures are seen to be robust, timely and working to ensure that national standards are being met and upheld. The centre has no NG level 2 BTECs running so there are no externally set assessments to be accommodated. A.2. All learners are registered onto the relevant vocational programme by the due date advertised in the BTEC handbook. This is monitored and checked by the Quality Nominee at the centre. The majority of learners on BTEC programmes in the 16+ centre progress from the main school at the end of year 11. Learner's wishing to be registered onto a BTEC programme are interviewed and have the opportunity to experience BTEC lessons in the 16+ centre before registration occurs. The majority of learners at the centre undertake a BTEC programme. However, currently, no NG level 2 BTEC programmes are run at the centre so there is no requirement to facilitate the registration of learners for external BTEC tests. The centre Quality Nominee /LIV for Sport interviewed at the visit showed that she is fully conversant with the necessary procedures for accurate certification claims. These are made online and checked against assessment records and endorsed by the relevant programme leaders. The Quality Nominee is knowledgeable about the notification of unit achievement certification procedures and has used this procedure in the past. There are no externally set components within the current programmes running at this centre but the staff are conversant with the changes to the level 2 BTEC programmes and could accommodate external tests if required. The centre has devised a comprehensive chart that records all registrations and certifications and also records any changes made and why. This is seen as good practice and works to ensure that all certification claims are fit for purpose and checked against summative awards for relevant units and qualifications. There have been no fraudulent claims for certification at the centre and the procedures and practices that the centre has in place would make this unlikely to happen. If it did it would be dealt with by the LIV and the examinations officer before being escalated to Pearson. The centre has policies that cover the registration and certification process and also malpractice and appeals. A.3 At the visit clear evidence of well-defined and understood assessment roles and supporting roles was seen. The centres BTEC handbook gives current and accurate information on the roles of assessors and internal verifiers and this will be very useful to the staff new to BTEC that are currently being Page: 4/12

5 QUALITY REVIEW AND DEVELOPMENT REPORT employed. Tracking of learner achievement and internal verification is in place, up to date and working to support the quality assurance of the BTEC programmes. Learner achievement tracking sheets and IV schedules for all relevant units were seen at the visit. The centre staff have worked very hard over the past year and a half in response to the last two QRD visits to develop these systems and it is pleasing to see them now in place and working. Learner's achievement is tracked at both assessment criterion level and unit level. Learners have access to this paperwork and learners sign and date their achievement tracking sheets each term. This is a very transparent system and ensures that all learners are fully aware of their level of attainment. Both formative and summative feedback was seen that supports learner achievement on the BTEC courses and all documentation viewed is used consistently across all BTEC courses. Although the centre does not, currently, run any NG level 2 BTEC courses or any level 3 QCF BTEC courses a dialogue took place with the Quality Nominee regarding the new assessment rules. The Quality Nominee will ensure that all new staff are aware of these changes in assessment practices. Internal verification records for both assignment briefs and assessment decisions were seen alongside relevant tracking documentation. The centres policies and practices here are seen as examples of good practice. All documentation was clearly collated and detailed and seen to be informing the programme delivery and standards of teaching and learning. The centre caters for a range of learners that have special learning needs and preferences and it is part of their working ethos to ensure that they provide equal access to all learners as appropriate. Equality of opportunity for all learners is at the heart of all the centres policies and procedures and is discussed in the assessment policy document. The range of assessment methodologies used and the wide use of several teaching support assistants in classes ensure that assessment outcomes are valid and in line with standards. There are no external components on the current BTEC programmes but the centre would be fully able to implement these if and when required. The centre does facilitate external examinations in both English and Mathematics at the centre. A.4. The centre stores all assessment records appropriately boxed in the cellar of the 16+ centre and these records are stored for 3 years. Current course records and tracking documentation are stored in hard copy in locked offices and on staff computers that are password protected. All tracking and achievement data seen at the visit was current and up to date. The programme manager / LIVs also have course portfolios containing hard copies of relevant paperwork. These were seen at the visit. These portfolios are kept in the staff working area and are indexed and clearly labelled making access to all required documentation very simple for any external agencies that need to inspect them. Current learner evidence was seen for units on the BTEC Personal and Social Development course along with assessor feedback and internal verification records of both relevant assignment briefs and assessment decisions. Assessor feedback is appropriate and accurate and internal verification records are detailed and informative. A.5. The centre has developed a relevant malpractice and appeals policy. Initially at the visit this was not seen in the course documentation portfolio but on request this was found promptly and is seen to be relevant and detailed covering all required aspects of both staff and learner malpractice. If any malpractice was observed this would be dealt with by the LIV / Quality Nominee and escalated to Pearson if necessary. How to report malpractice to Pearson is covered in the malpractice document. This would be through the centres examination officer after initially being dealt with in house. Relevant information regarding appeals is also included in the BTEC course handbook. The centre policies have been agreed by all staff and all staff are aware of the relevant practices that ensure that programme planning and delivery works to safeguard against malpractice. Any appeal would be dealt with by the LIV in the first instance and then cascaded up to the Quality Nominee if required. How to report malpractice to Edexcel / Pearsons is covered in the malpractice document. This would be through the centres examination officer after initially being dealt with in house. Page: 5/12

6 LEARNING OBJECTIVES Managing Learning: Maintaining quality QUALITY REVIEW AND DEVELOPMENT REPORT L.1 There are effective systems and procedures developed and agreed by managers, which cover both internal and external assessment processes as appropriate and are : regularly reviewed and updated. readily available to all staff and learners. operational throughout the organisation. L.1.1 identify a range of key quality systems that are: supported by policy. appropriate to centre size and the qualification requirements. supported by senior managers. implemented by assessment and delivery teams. L.1.2 have policies and procedures for managing: equality and diversity. health & safety. special consideration & reasonable adjustment. recognition of prior learning L.1.3 regularly review and evaluate centre policies. L.1.4 effectively manage accurate and consistent internal and external communications that ensure the accurate and timely dissemination of key messages to all stake-holders. L.1.5 have continuous compliance with our published policies, procedures and regulatory requirements. L.1.6 assure us that BTEC and NVQ qualifications on the NQF or QCF are not delivered outside of the UK without our approval. Managing Learning: Roles and team working L.2 Roles are clearly identified and appropriate people appointed in order to ensure: effective centre management. accurate administration of learner activity. high quality teaching and delivery. valid assessment and consistent verification. L.2.1 identify an individual with overarching organisational responsibility for quality to act as our contact (Quality Nominee). L.2.2 identify an individual or team with overarching responsibility for the: enrolment and registration of learners. tracking of learner achievement. administration of controlled assessments (where appropriate). administration and conduct of any Edexcel external assessments that form part of an Edexcel BTEC programme. safe claiming and distribution of learner certificates. L.2.3 give delegated authority to programme teams to plan and manage the quality of programme delivery and assessment across all delivery sites. L.2.4 set aside time, on a regular basis, for programme teams to have formal minuted meetings to discuss teaching, assessment and verification activities and strategies. L.2.5 ensure that the organisational structure reflects a culture of quality assurance and improvement. Page: 6/12

7 Managing Learning: Learner recruitment Managing Learning: Learner support and review QUALITY REVIEW AND DEVELOPMENT REPORT Managing Learning: Programme review, evaluation and improvement L.3 Effective continuous improvement systems are in place and operational for the cyclical review, evaluation and improvement of programme delivery and assessment that involves: delivery and assessment staff. senior management. learners. L.3.1 identify senior staff to lead on quality review and improvement processes. L.3.2 have a cycle of programme review and evaluation to assure the quality of the learning experience and the internal and external assessments that form part of that learning experience. L.3.3 consult with learners, staff and other stakeholders as part of all programme review processes. L.3.4 demonstrate that the outcomes of review process: inform change. drive continuous improvement. ensure that all learning and assessment provision remains effective and fit for purpose. L.3.5 demonstrate continuous compliance with our centre and qualification approval criteria and quality requirements. L.4 Learners are recruited with integrity onto appropriate programmes that will: meet their needs. enable and facilitate learning and achievement. enable progression. L.4.1 provide relevant programme information, guidance and advice, to enable informed learner choice. L.4.2 publish entry and selection criteria. L.4.3 demonstrate that learners are recruited with integrity. L.4.4 carry out comprehensive learner induction that: addresses programme and organisational requirements. explains learner facilities. identifies learners development needs. develops an Individual Learning Plan. L.5 Learners are supported, monitored and their progress continually reviewed in order to: provide constructive feedback. enhance progression. maximise achievement. identify progression. L.5.1 publish a learner review process that is clear, equitable and open equally to all learners. L.5.2 identify learner development needs and provide appropriate support to assist progression and achievement. L.5.3 engage learners through effective teaching and assessment methodology that fosters a sense of individual responsibility. L.5.4 ensure that learners are aware of, and prepared for, the internal and external assessment requirements of their programme, as appropriate. L.5.5 review learner progress and develop agreed action plans through a process of constructive feedback and dialogue. MANAGING LEARNING - OVERALL JUDGEMENT Centre is Meeting All Quality Objectives: Vocational Comments: Yes L1. The centre has thorough documentation and policies and procedures in place across all the required BTEC areas. These demonstrate that the centre has very robust and working quality systems that are Page: 7/12

8 QUALITY REVIEW AND DEVELOPMENT REPORT comprehensively supported by the LIVs and the Quality Nominee and are fully implemented across the courses. The manner by which these systems are tracked and made available to staff and learners is seen as good practice. These systems are fully supported by senior management. The documentation that is now in place in the centre includes an assessment and internal verification policy and accompanying procedures guidance, recognition of prior learning policy, an examination policy, malpractice and appeals policy, special adjustments and considerations and access, recruitment, equality and diversity policies. The last two policies are of paramount importance to the centre as they are particularly relevant to their learner's needs and preferences. The centres special considerations policy discusses personalised learning and ensures that tasks required of learners for their evidence are securely matched to the capabilities of each individual learner. The centre has a useful and relevant health and safety policy that is relevant to all provision across the main school and the 16+ centre. In response to recommendation L.1.2 from the last visit the centre has also now put in place a health and safety policy that is specific to the BTEC programmes at the 16+ centre and this is found in the BTEC portfolio. These policies all clearly state when they are to be reviewed /updated. This occurs annually or sooner if required. Communication between external agencies is thorough and well documented. The centre communicates with a range of stakeholders for example with the post office and voluntary agencies. All documentation seen at the visit shows that the centres BTEC programmes have continuous compliance with all aspects of the awarding body requirements. No BTEC programmes are delivered outside the U.K. L.2. At the centre the Quality Nominee liaises effectively with Pearson and is supported in this by the other LIVs and the centres Examination Officer from the main school. Regarding other roles and responsibilities, all staff members are clearly identified and their roles and responsibilities are understood and comprehensively stated in the centres BTEC handbook. The centres Quality Nominee, who is also the LIV for the BTEC sports programme, and a new member of staff who will be supporting the Care BTEC programmes, were seen at the visit and were very clear regarding their BTEC roles. It is clear that programme teams have delegated responsibility for the running of their BTEC courses and this is supported by a range of teaching support staff. The centre has developed comprehensive tracking sheets showing the schedules of all meetings, who attend, areas covered and actions needed. This planning document shows that BTEC meetings take place often and all relevant staff attend and participate. Accompanying minutes of meetings were also seen at the visit. The centre has an internal `share' point where all meetings are logged. Learning support assistants have log books where they document any issues that arise in classes and these are discussed at relevant meetings.. Assessment and verification of all three programmes is now vigorously checked and monitored. This statement is supported by the evidence seen of discussion of assessment and verification at a number of formal minuted meetings across the BTEC programmes. Schedules for BTEC meetings from September 2014 to July 2015 were seen at the visit. Schedules for staff CPD were also seen along with a comprehensive and well planned BTEC marking and internal verification schedule showing timings for the verification of each assessment on the BTEC courses. All tracking systems seen, all other relevant documentation seen, and the staff interviewed at the visit supports the conclusion that the organisation has worked very well since the last visit to ensure that the practices in the centre clearly reflect a culture of quality assurance and improvement. L.3. The centres Quality Nominee leads on quality review and improvement and is supported in this by all BTEC staff. The current Quality Nominee has undertaken a complete overhaul of all centre policies and practices and this has resulted in detailed improvements in the way in which the courses have been implemented, delivered and assessed over the previous and current academic year. Evidence was seen of review of the centres BTEC provision that resulted in new subject areas being considered for implementation and changes made to existing provision. For example, the centre is hoping to expand their BTEC provision in the near future to encompass other BTEC provision including BTEC Business and Administration, BTEC Caring for Children and BTEC Health and Social Care and new staff, who are vocationally competent, are being employed to support this expansion. The centre consults with learners via a learner feedback on each assignment feedback sheet. The centre also holds student forums every four weeks on Friday mornings. Information from these forums is minuted and put on line. This information is then discussed in staff meetings. BTEC specific meetings are held on Fridays and minutes of these meetings were seen at the visit. As a result of learner feedback, student forums and teacher discussions, the LIV for Personal and Social Development has changed the units delivered on the course to offer units that provide a more focussed approach to preparing the learners for independent living. Unit 1 is now replaced by units that cover searching for a job and applying for a job..staff are regularly updated on all course requirements and support is given by the LIV and Quality Page: 8/12

9 QUALITY REVIEW AND DEVELOPMENT REPORT Nominee. L.4 Clear course information is contained in the centres BTEC course handbook. Advice about the BTEC courses is given to learners in the main school before they progress to the 16+centre during school assemblies and information evenings. All learners that wish to progress into the 16+ centre are given taster days at the centre and staff are on hand to give support and guidance. The cohort of learners that the centre supports puts the learner's choices and experiences at the heart of all the BTEC programmes offered and all learners have individualised learning plans to support their studies. All learners are recruited with integrity and given help and support that is tailored to their needs and preferences. Once on course learners are given a thorough induction to BTEC that covers all aspects of the courses and the programmes are bespoke according to the learners needs. Personalised learning plans are put in place to support achievement. L.5. Learners views regarding their experiences on the programmes are regularly made known and reviewed through the learner forum meetings and relevant points are often also raised by the centres learning support assistants who give day to day support to the learners across all the BTEC programmes. All learners complete a termly individualised educational plan and career plan and teachers complete termly reports on learner's progress and achievement. The staff are fully trained to deliver teaching in a manner that supports the learners needs and the ethos of the centre is to develop individual responsibility as far as possible. Learners progress is discussed throughout the teaching and learning programmes. Learners are supported in providing their assessment evidence across a range of relevant assessment tools and continual feedback is used to motivate and support learner achievement. Page: 9/12

10 QUALITY REVIEW AND DEVELOPMENT REPORT RESOURCE OBJECTIVES Managing Resource: Staff resources R.1 The delivery and assessment of our programmes is enhanced by an appropriate programme team that is: appropriately qualified in the art of teaching and assessment. vocationally competent to teach and assess the subject. given sufficient time to effectively fulfil all aspects of the role. effectively engaged in quality improvement. Quality Measure: R.1.1 demonstrate that staffing on programmes is continuously monitored in order to maintain adequate numbers of appropriately qualified and vocationally experienced personnel. R.1.2 have an effective recruitment and selection process which ensures the maintenance of adequate and appropriate staffing. R.1.3 give teaching and assessing staff sufficient time for programme planning, delivery, assessment, verification and evaluation activities. R.1.4 ensure that external experts who deliver and assess on programmes are familiar with the specification and assessment requirements. Managing Resource: Staff induction and development R.2 Induction and continuous professional development ensures the staff is: up to date with national trends and standards in teaching and assessment. aware of industrial trends and developments. conversant with all organisational procedures and policy. Quality Measure: R.2.1 induct all staff new to the centre and/or programmes in: local educational policies and procedures. team and programme management structures and accountabilities. vocational assessment philosophy. regulatory and awarding body requirements. R.2.2 ensure ongoing staff development that meets the needs of the organisation and the delivery and assessment of our programmes. R.2.3 evaluate staff induction and development provision to ensure: equal access for all staff. that it remains fit for purpose. that it delivers against its outcomes. Managing Resource: Physical resources R.3 There is adequate provision of physical resources that will: support general learning and assessment. enhance subject specific and technical learning and assessment. ensure learner and staff safety. Quality Measure: R.3.1 have specialist and general resources available that are sufficient for learner volumes. R.3.2 have the required facilities and resources required by Edexcel for the conduct of external assessment, where this forms part of a BTEC programme. R.3.3 have appropriate and fair access arrangements for all students regardless of ability or disability. R.3.4 monitor all resources regularly to ensure they are fit for purpose and safe to use. R.3.5 consider the provision of general and subject specific resources when planning the introduction of new programmes. R.3.6 ensure that, when used, external resources are fit for purpose, appropriate and safe. Page: 10/12

11 MANAGING RESOURCE - OVERALL JUDGEMENT Centre is Meeting All Quality Objectives: Vocational Comments: QUALITY REVIEW AND DEVELOPMENT REPORT Yes R.1 Staffing on the BTEC programmes is sufficient and supported by a number of learning support assistants. Staffing is often 1:1 or 1:2 in the 16+ centre. All staff are CRB checked and monitored through a process of lesson observations and appraisals. Each BTEC subject area has an LIV who is conversant with BTEC policies and procedures and assessors are vocationally competent. When necessary, new staff are recruited through an interview process and then induction of new staff is undertaken by the Quality Nominee and the relevant LIV. Two new staff have just been appointed and are taking on full time roles within the BTEC programmes from January. One of these staff members was available during the visit and a discussion that took place showed that this new member of staff was fully conversant with her role at the centre and understood BTEC practices. Staff are fully supported in their roles. PPA time is allocated each week and minutes of BTEC specific meetings show that staff have sufficient opportunities to plan, deliver, assess and evaluate their BTEC programmes. The centre does work alongside a number of external agencies and staff from these agencies are all CRB checked and talked through the centres health and safety procedures and policies. R.2 Staff delivering and assessing on the BTEC programmes are inducted by the Quality Nominee and the relevant LIVs. Evidence of a range of CPD was seen at the visit. Staff are supported in their development through a series of lesson observations and staff appraisals. The nature of the learners needs at the centre result in many conversations about both the programmes and staff requirements taking place regularly. A formal staff induction evaluation is now in place at the centre as a result of recommendation 2.3 that was put in place at the last visit. This was seen at the visit. It consists of a detailed checklist covering all aspects of staff BTEC induction and is completed by the member of staff. This is currently being used with the two new staff members who have just been employed at the centre. R.3. Due to the nature of the centres learners, the numbers on the BTEC courses are small and sufficient resources are available for all current BTEC provision across all 3 courses. The Quality Nominee is currently collating all BTEC resources including worksheets, assignment briefs and relevant specifications and placing them on the BTEC staff area on the centres computer system. This will be available for all staff to use and refer to as needed. The BTEC courses are very well supported by a range of well-qualified and experienced support staff. As previously stated, the centre is intending to expand its BTEC provision in the near future. With this in mind the centre has already recruited two relevantly qualified members of staff. No external assessments are currently required at the centre for the BTEC level 1 programmes. If they are the examinations officer at the main school will ensure that required resources for external examinations are in place. Page: 11/12

12 CENTRE DEVELOPMENT PLAN General Comment QUALITY REVIEW AND DEVELOPMENT REPORT This centre is the 16+ centre for the Main school which is housed in premises a short distance away. The centre caters for small groups of learners who have a range of learning needs and preferences. Currently all learners on the BTEC programmes have progressed from the main school. Some learners study BTEC programmes off site at other centres such as K college. The centre does provide three BTEC programmes on site at present but are expecting to expand their BTEC provision in January The BTEC provision is headed by a very competent and experienced quality nominee who is also the LIV for the Sports programmme. This member of staff, supported by all other members of the staff team, has been instrumemtal in creating BTEC programmes that are vigorously managed and quality assured. The centre has responded very promptly and efficiently to requests from the quality reviewers over the past two years and,as a result of all actions and recommendatuons implemented, now provides BTEC programmes of a very high standard. This is reflected in the fact that there are no essential actions or recommendations as a result of this visit. The centre and its staff are to be congratulated for all the hard work that has been done to ensure that all BTEC quality assurance requirements are now met. Areas of good practice The centre has current and clear tracking documentation that allows learner progression and attainment to be clearly monitored. Schedules of meetings to be held throuhgout the year and resultant actions support the quality assurance of the BTEC programmes. Date of Initial Submission: 02/12/2014 Page: 12/12