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SCCD Training Policies

Lateness and Absenteeism Policy

Learners are expected to adhere to the hours of classes in their timetables. They should arrive at lectures on time and in the case of online classes at least ten minutes prior to the start to ensure that all technical equipment is in working order.

Absenteeism and lateness place a burden on peers who have to sit through a recap to facilitate lateness or regular absenteeism. It also has a negative impact on the learning of everyone including the learner who is always late or absent.

In rare instances when learners cannot avoid being late or absent, they should adhere to the following procedure.

In the case of absenteeism, it is the responsibility of the learner to obtain notes or material form their peers. They may also seek to take the missed class with another cohort. It is not the lecturer’s responsibility to deliver this class to the learner or to ensure that the learner is on top of material and lecture content.

Learners must keep track of their attendance since a mandatory attendance of 85-90% is needed for certification.

In the case of extreme absenteeism or lateness to classes, the learner can be asked to repeat the unit or the term.

To ensure that accurate records are kept, learners will be notified of their attendance records at the end of each term.

Learners can rectify low levels of attendance or lateness by retaking the units of work missed with another cohort and get credits for attendance in these sessions.

If a zoom session is missed, the learner can watch this session at their convenience and this can be logged as having attended the class. The learner will have to notify the lecturer that they have looked at the taped session.

All zoom and webinar sessions are posted on the learning platform.

Name of learner_____________
Signature of learner_____________
Date of signature_____________
Signature witnessed by _____________

Learner Appeals Policy

This policy represents an appeals framework that ensures students can request a review of an assessment decision made by SCCD Training, where there are grounds to do so.

a) The policy aims to ensure appropriate, fair, and consistent treatment of all parties involved in any qualification appeal.
b) This procedure allows students to raise an appeal at an informal level and, if the outcome of this is not satisfactory, to use the formal procedure.
c) The internal formal Academic Appeal Procedure should be followed before escalation to external Awarding Body appeals processes. Students will be signposted to relevant external Awarding Body appeal processes at the start of their programme of study in the IAG session.
d) External appeals procedures vary, depending on the type of qualification for which the appeal is being made and the awarding body. The overriding principle is that all appeals will be treated fairly and objectively.
e) Without prejudice to the outcome of an appeal, a student may continue to attend classes and make use of the facilities of SCCD whilst their appeal is being heard.
d) Students who have completed their programme, who have grounds to appeal an assessment decision or programme, will be unable to receive their award until the matter has been fully resolved.
e) The time scale for the procedure must be followed. Students and staff should note where there may be variations between awarding bodies.

Grounds for Appeal

Appeals against an assessment decision will normally only be considered on one or more of the following grounds:
a) That a student’s performance in the assessment was adversely affected by illness or other factors. The student must have been unable to, or have a valid reason not to, divulge the information to their lecturer prior to assessment.
b) In case of moving to a higher level of appeal, any new information must have been unavailable at the time the determination was made. In these cases, the appeal must be accompanied by documentary evidence to the Director of Curriculum or head of the Education
c) Department.
d) There is evidence of SCCD academic assessment administrative error or that an assessment was not conducted in accordance with the specifications of SCCD and the awarding body policies/procedures. This may be evidence that some other material irregularity has occurred.
Notifications
a) All staff members will be notified of changes to the Academic Appeals Policy and Procedures through the normal channels.
b) Teaching and admin staff like Student Support who regularly advise students should have a detailed knowledge of the Academic Appeals Policy and Procedures.
c) Any changes to awarding body regulations will be reflected in the annual review process of this policy and associated procedures.
d) Students will be made aware of the policy within four weeks of commencing their course. But this information will be presented in their first session of training which is the IAG session.
e) The policy will be available in the student’s handbook as well.

Roles and Responsibilities
SCCD Training Board of Management is responsible for approving the policy and ensuring that it is followed. Inverness College UHI Board of Management are also responsible for ensuring the strategic effectiveness of the policy.
The Head of Education and Training, including senior lecturers will be responsible for operational compliance with the policy set SCCD Ltd by making recommendations to the Board about updates to the policy and is also responsible for ensuring the operational effectiveness of the policy and making provision for training for relevant staff.
Other line managers are responsible for ensuring staff participate in training and follow the policy in their day-to-day role.
All relevant staff are responsible for familiarising themselves with the policy and procedures.

Stage 1 of appeal (informal)
1:1 If a student wishes to make an appeal relating to an assessment decision, the matter should initially be raised with the appropriate examiner/assessor.
Appeals against assessment decision are only valid if they fail relate to
one of the following:
a. The assessment/examination procedures have not been conducted in accordance with approved regulations.
b. There has been some material administrative error or irregularity.
c. The Assessor/Assessment Board has been unaware of extenuating circumstances which might have adversely affected the learner’s performance. Such grounds would normally be endorsed by Student Services.
d. Unfair discrimination is alleged.

Time frame for an appeal
1:1b An appeal should be made within 7 days of an assessment result being received/feedback given.
1:1c Once it is established if the student has grounds for an Appeal, the examiner/assessor will attempt to resolve the issue satisfactorily and amicably.
1:1d If a student is not satisfied with the outcome, they may wish to progress to stage 2.

Stage 2 of appeal (formal)
2.1 If students are not satisfied with the outcome of stage 1, they can progress. their appeal to the next stage of the process by raising the appeal with the Head of Curriculum area/Head of Education and Training.
2.2 Appeals against assessment decision are only valid if they relate to one of the following:
a) The assessment/examination procedures have not been conducted in accordance with approved regulations.
b) There has been some form of material administrative error or irregularity
c) The Assessor/assessment team has been unaware of extenuating circumstances unaware of extenuating which might have adversely affected the learner’s performance. Such grounds would normally be endorsed by Student Services.
d) If unfair discrimination is alleged.
2.3 An appeal must be raised within seven days from a stage 1 decision.
2.4 The Head will first determine if the student has grounds for an Appeal.
2.5 The Head of Curriculum area will then convene a Curriculum area Appeals Board normally within 7 days of receiving the Appeal.
2.7 The Curriculum area Appeals Board will consider all information provided and has the power to request further information/discussions with relevant parties if required.
2.8 The decision of the Curriculum area Appeals Boards will be communicated in writing, via a formal report, to the student and Quality and Standards normally within seven days.

Stage 3 of Appeal
2.8. If the student is not satisfied with the outcome of appeal at stage 2 they can progress their appeal to the next (and final stage) of the appeal process.
2.9 Curriculum area appeals progressing to Stage 3 should be made within seven working days of the Appeals Board meeting and submitted to Quality and Standards, stating the grounds of the appeal together with supporting documentation.

Grounds for Appeal to stage 3 should fall into one of the categories below.
The Curriculum area Appeals Board has not conducted the appeal in accordance with approved regulations especially in the case of alleged unfair discrimination.
2.10 The Quality and Standards (IQA) will convene an independent member to review the appeal.
2.11 The composition of this Appeals Board will be made up from independent members. No members of the Curriculum area Appeals Board shall be from the Curriculum area directly involved in the appeal.
2.12 After consultation with the Chair of the curriculum area Appeals Board the College Appeals Board may call for further information or clarification and the Board may make the following decisions:
a. To uphold the decision of the Curriculum area Appeals Board.
b. To amend the decision of the Curriculum area Appeals Board.
c. The Quality and Standards will notify relevant parties of its decision, normally within 7 days. All relevant stakeholders must be notified. The student has no further right to appeal.

Learner Covid-19 Placement Clause

As a result of Covid-19, schools have amended their ways of accommodating external persons on school sites. Some schools will not be taking trainees at all because of the stress put on internal systems for social distancing and personal health and safety.
This means that getting trainees into schools will be more challenging and will have an impact on trainees’ choices of schools and geographical locations.
This can also delay placement for some trainees as schools take in fewer external individuals on site at any one time.
There are a few things that trainees can do to be more active in working with SCCD to find timely placement
You can speak with schools in your area and let SCCD do the negotiations once you have spoken with a school as to having you on site to do your placement.
Speak to teachers and headteachers in the schools where you attended as a pupil and let us know, we will do the negotiations on your behalf.
You can also speak to the schools where your child is attending since they might be more receptive to having strangers on site.

Covid-19 Placement Clause
SCCD will continue to uphold its contractual agreement to place each learner in placement but trainees may have to travel up to two hours from their place of residence to attend their placement. It is more likely now that many trainees may not be placed in their school of choice due to these restrictions.
This is not due to professional ineffectiveness on the part of SCCD but rather, organisations adapting to the alternative ways of doing things and being compliant with governmental regulations.
As a responsible organisation, SCCD will always seek to place learners as close to home and work as is deemed possible under these unprecedented times.
We look forward to the cooperation of all learners.

Learner name_______________
Learner signature_______________
Date of signature_______________

Learner DBS Code of Practice Policy

As an organisation using the Disclosure and Barring Service (DBS) to assess applicants’ suitability for positions of trust, SCCD complies fully with the DBS Code of Practice and undertakes to treat all applicants for positions, fairly.

It undertakes not to discriminate unfairly against any subject of a DBS check on the basis of a conviction or other information revealed.

The Code of Practice which was published under section 127 of the Police Act 1997 is a constantly evolving document, which was last revised in April 2009.

It is intended to ensure – and to provide assurance to those applying for Standard and Enhanced DBS checks – that the information released will be used fairly.

The code also seeks to ensure that sensitive personal information is handled and stored appropriately and is kept for only as long as necessary.

Anybody who receives Standard or Enhanced DBS check information must abide by the code of practice, this includes:

All DBS conducted by SCCD are treated with the highest level of confidentiality and all information is stored securely on our protected systems. Access to DBS information is rated by staff on a need-to-know basis.

SCCD works directly with the Disclosure and Barring Service and adheres to the ICO guidelines and regulations.

● All learners at SCCD must have an enhanced DBS before they are put in placement.
● Learners should strive to have their DBS on the up-date system to accommodate future employment opportunities without delay in employment checks.
● Learners must ensure to send in a copy of their DBS to the placement department as soon as it arrives in their mail.
● Learners must have their DBs with theme on the first day of their placement to present as part of their induction and commencement of placement in the setting
● There is a fee for processing DBS for learners. This information will be presented in the IAG session.
● DBS is stored on our system for the mandated five year period.

Extended Support for less-able Learners Policy

SCCD extended support for less able learners is multiple-fold and is divided into stages and strategies.

Area 1: WRITING WORKSHOP
IDENTIFYING the challenge
Learners with weak writing abilities like sentence structure, grammar, punctuation and comprehension will be identified after work is submitted in the writing workshop.

PLANNING to overcome the challenge
Observation and documentation will be made on the potential problems and challenges that this learner might encounter.

SUPPORT to improve the challenge
● In the initial stage, there will be more verbal feedback given to this learner and the learner should be asked to do smaller assignments compared to other learners.
● The learner will not proceed to another unit until the challenges are successfully addressed. With this learner, repetition of instructions should be made consistently.
● While the learner is coming to grips with writing, different forms of assessment must be engaged in like oral assessment, slides format, and professional discussions. The learner should be signposted to attend literacy classes where-ever available.
● The learner will be mandated to attend all compulsory writing workshop sessions with various groups until the writing skills are on par to meet standards of the qualification.

AREA 2: FIRST UNIT: WRITING
IDENTIFYING the challenge
The second opportunity to identify learners at risk of dropping out is after their first written assignment.
This should be based on (1) punctuality of submitting the assignment (2) volume of work submitted and (3) volume of help needed in completing the assignment.

PLANNING to overcome the challenge
A note must be made on the potential problems and challenges that this learner might encounter in future assignments
An action plan must be drawn up for the learner to address the specific areas of weaknesses in the assignment. This should include mandatory repeat sessions on the same unit or same topic and no new work in new units should be marked until there is compliance.
The learner should write reflective journals about what they have learnt in all repeat session

SUPPORT to improve the challenge
● The learner must be given a different timetable to hand in assignments and assignments should be done in smaller volumes like one outcome per submission.
● The learner must have a session where they are expected to look at “passed” work and identify key features of that work they must comply with in their own writing.
● The learner must be encouraged to use this to independently evaluate their work before submitting.
● The learner must not proceed to another unit until the challenges are successfully addressed. With this learner, repetition of instructions should be made consistently.
● While the learner is coming to grips with writing, different forms of assessment must be engaged in like oral assessment, slides format, and professional discussions.
● The learner must be signposted to attend literacy classes where-ever available.
● The learner must be mandated to attend all compulsory writing workshop sessions with various groups until the writing skills are on par to meet standards of the qualification.

Area 3: POOR ATTENDANCE
Learners with poor attendance should be regarded as learners who have missed
1. two classes in a three-session unit
2. two classes in a four session unit
3. two classes in every four session
4. two or more missed tutorial sessions and
One-to-one should be logged as attendance percentage.

What constitutes attendance
The physical verified presence of learners for 2. 5 hours in every three hour session and 3.5 hours in every four-hour session

What should not be marked as present should be
(a) learners on zoom sessions with cameras off
(b) learners arriving more than thirty minutes to onsite sessions or zoom sessions
(c) learners attending classes through repeat taped sessions only.

IDENTIFYING the challenge
Learners with poor attendance should be identified immediately through the register and robust action be taken.

PLANNING to overcome the challenge
A conversation must be held with the learner to identify a course of action to be taken like changing cohorts and times of sessions.

SUPPORT to improve the challenge
● A conversation must be held with the learner to identify if it’s a case of time management, travel distance, work schedules or family commitments.
● Close monitoring must take place and have the learner actively be involved in counting their hours of attendance percentage for each term or unit.
● Positive support must be provided so as not to discourage the learner.
● The learner must be sent the end of the unit attendance report as a reminder of their own commitments.

Area 4: REPEAT MARKINGS
It is standard that work MUST NOT BE MARKED MORE THAN TWICE ELECTRONICALLY.

● The learner must be instructed how to complete assignments at the end of tutorial sessions. This makes the tutorial sessions very important and should not be removed from sessions, shortened or circumvented in any way for any reasons whatsoever.
● It is improper and a breach of contract to shorten learners sessions or remove or rearrange their training format.
● Learner’s work should be submitted electronically and detailed dmarkings provided. The lecturer is expected to date each marking in the right margin of the work.
● This work must be returned to the learner within the “marking cycle”. Each cohort should have a clearly published marking cycle so they know their work is marked every Saturday or every Monday or every Tuesday. This should remain constant.
● The learner will act on the feedback and return the work to the lecturer within a previously established timeframe.
● The work will then be revisited again and final electronic comments provided.

At this time either of two things will happen: (a) the work gets signed off or (b) the learner is told that revisions are minor and they can do them and submit in hard copy in their folder for formal assessment.

IDENTIFYING the challenge
If the work is still below par, a third electronic marking SHOULD NEVER TAKE PLACE as this signals a problem for both lecturer and student. It can be that the lecturer’s action points are not clear or in a language the learner understands or the assignment is not clear enough for the learner to comprehend.

PLANNING to overcome the challenge
● Immediate intervention will be had with lecturer and learner. This should be done through a one-on-one tutorial session where the assignment is repeated, notes taken and a reflective journal be produced by the learner as to what they were taught in the session and what needs to be done.

SUPPORT to improve the challenge
● The learner can also be paired with a stronger learner or peer support or be assigned to a support lecturer.
● The assignment should be scaffolded for the learner with examples of how to structure an opening paragraph, how to reference a particular fact or how to present in table format to decrease the volume of writing

Area 5: IDENTIFYING THE DROPOUT POINTS FOR LEARNERS ON THE TRAINING
The highest dropout point for trainees on the DET is at the end of Unit 1 and the second highest dropout point is in the middle of term 2.

The highest dropout and disengaged time for learners on Level 3 is in the middle of the training and around placement and their placement units.

IDENTIFYING the challenge
It is crucial at this point that lecturers identify learners who fall into the following categories.
● Does the learner have outstanding work to be submitted? Outstanding work should constitute assignments that are two months late in submitting or being signed off
● Learners with no work being signed off
● Learners with high levels of absenteeism a
● Learner still struggling with writing skills
Learners will not be allowed to progress into the next term or embark on a new unit as this does not solve the problem and increases the frustration of the learner.

PLANNING to overcome the challenge
● Before the end of the term an immediate face to face intervention must be held to identify steps for moving forward.
● These should include the learner being mandated to repeat the term with another cohort or repeating the unit with another cohort before they can move forward to new and challenging work or placement.

SUPPORT to improve the challenge
Other forms of assessment must be used. This should include different types of assessment like professional discussion, verbal assessment, GRIDs and brochures and writing articles, debates and other forms of oral or ipsative assessments.

Area 6: THE SILENT MASSES
IDENTIFYING the challenge
Lecturers must identify and make a mental note of all silent learners as early as the very first lesson or the writing workshop. Silent learners are dropout learners.

Profile of silent learners and challenges
1) Expect additional marking
2) Expect them to remain longer on the training
3) Expect high levels of complaints

PLANNING to overcome the challenge
● Lesson delivery should be designed with these learners specifically in mind.
● There should be built in tasks for them to do in the lesson delivery like leading a discussion on a specific slide, making a presentation or heading a group of learners in a project.
● SUPPORT to improve the challenge
● Lecturers must seek and create opportunities for out of class engagement with silent learners to gather feedback on classes, points of views, issues, challenges and concerns since they will not be voiced in open forums.

Area 7: Deferrals and Special Considerations
These learners account for high level dropouts as special considerations and deferral creates a pocket of disengagement and re-engagement.

IDENTIFYING the challenge
It is important to know why learners are needing these changes of status and discuss other ways other than a deferral. Deferrals are currently too easily resorted to as a solution and are used as a method of postponing having to deal with the learner.

Deferrals are preventive and avoidable and should not be an automatic process, but rather, one needing to be justified and only opted for as a last resort in support.

I am expecting to see deferrals decrease by more than 70% in the coming academic year as reasons for deferrals are all avoidable

Most frequent reasons for deferrals
1) Too many missed classes
2) Late or no submissions of assignments
3) Lack of learner engagement
4) Lack of marked work or repeat marking of work without sign-off

PLANNING to overcome the challenge
● Using a strict system of early identification, plan and support deferrals are avoidable.
● Lecturers should observe, plan and support robustly to get learners to remain on task and track progress through attendance and assignments.

SUPPORT to improve the challenge
● As early as the first unit, lecturers should spot and profile abilities by identifying learners who tend to ask questions outside of the box, ask questions right after the same information was provided, don’t seem to be able to follow directives or need to be given the same directives repeatedly.
● These are signs that there exists communication problems on different levels of engagement.
● There might be other needs as well like emotional and mental needs.
● Repeat markings with lengthy comments and directives does more harm than good as it feeds into the learners sense of failure and inability to achieve with repeated lengthy comments over extended periods of time. Lecturers should avoid such situations at all costs and communicate with learners verbally instead and scaffold their work and have them write reflective journals at the end of classes on what they have learned.

Area 8: Portfolio term
All DET learners have a portfolio term. This is the third term when lectures are completed and learners attend classes weekly to receive support and complete portfolios.
The portfolio term must be a timetabled period where learners attend classes because the contract states a year and a term.
Lecturers must meet with learners in their timetabled classes to review portfolios.
All sessions should be collective and on site to facilitate being able to go through workplace evidence.
This should be period for onsite observations

IDENTIFYING the challenge
The Challenge for learners in this phase of their training whether Level 3 or DET is the sudden lack of regulated or timetaled interaction.

This accounts for a large number of learners not completing their training even when it gets to this last phase or being on the programme for extended periods of time, sometimes even longer than the actual training itself.

Planning to improve the challenge
Learners in their period of portfolio term should be timetabled as regular term and should meet and attend classes inside their timetable. Other learners on the DET programme must be on site in regular classes for a year and a term as their contract suggests.

These sessions will be every two weeks in whole classes to avoid the human resource of seeing learners one at a time.

SUPPORT to improve the challenge
● In these sessions, learners should have access to passed portfolios to make a visual connection as to what their own work should look like.
● There should be a predominance of scaffolding to show learners how to identify workplace evidence and how they should meet the assessment criteria.
● This evidence should be used to be able to remove learners from the training after two years.
● With the exception of learners who went into placement late (after the second term) all learners who have not completed their training in that portfolio term, will then need to work on their own to complete their portfolios.
● The same rule of thumb applies for learners on the Level 3 programmes.

Both programmes have allowances for a portfolio term and these need to be utilised more effectively and productively.

Learner Equality and Diversity Policy

1. Purpose
This policy sets out SCCD’s approach to equality and diversity. We are committed to promoting equality and diversity and promoting a culture that actively values difference and recognises that people from different backgrounds and experiences can bring valuable insights to the workplace and enhance the way we work.
SCCCD aims to be an inclusive organisation, committed to providing equal opportunities throughout employment including in the recruitment, training and development of employees, and to pro-actively tackling and eliminating discrimination.

2. Equality and Diversity at SCCCD
At SCCCD, we consider that equality means breaking down barriers, eliminating discrimination and ensuring equal opportunities and access for all groups both in employment, and to goods and services.
We consider diversity to mean celebrating difference and valuing everyone. Each person is an individual with visible and non-visible differences and by respecting this everyone can feel valued for their contributions which is beneficial not only for the individual but for SCCCD too.
We acknowledge that equality and diversity are not interchangeable but interdependent.
There can be no equality of opportunity if difference is not valued and harnessed.

3. Scope
The rights and obligations set out in this policy apply equally to all employees, whether part time or full time on a substantive or fixed-term contract, and also to associated persons such as secondees, agency staff, contractors and others employed under a contract of service.
This policy is also of particular relevance to directors, line managers and other employees concerned with recruitment, training and promotion procedures and employment decisions which affect others.
Every employee is entitled to a working environment that promotes dignity, equality and respect for all. SCCCD will not tolerate any acts of unlawful or unfair discrimination (including harassment) committed against an employee, contractor, job applicant or visitor because of a protected characteristic:
• sex;
• gender reassignment;
• marriage and civil partnership;
• pregnancy and maternity;
• race (including ethnic origin, colour, nationality and national origin);
• disability;
• sexual orientation;
• religion and or belief; and
• age.
Discrimination on the basis of work pattern (part-time working, fixed term contract, flexible working) which is unjustifiable will also not be tolerated.
All employees and learners will be encouraged to develop their skills and fulfil their potential and to take advantage of training, development and progression opportunities in SCCCD.
No form of intimidation, bullying or harassment will be tolerated. If a learnr believe that they may have suffered discrimination because of any of the above protected characteristics, you should consider the appropriateness and feasibility of attempted informal resolution by discussion in the first instance with your line manager or another colleague in a relevant position of seniority.
Allegations regarding potential breaches of this policy will be treated in confidence and investigated in accordance with the appropriate procedure. SCCCD will ensure that individuals who make such allegations in good faith will not be victimised or treated less favourably by SCCCD as a result. However, false allegations of a breach of this policy which are found to have been made in bad faith will be dealt with under SCCCD’s

4. Discipline Policy.
A person found to have breached this policy may be subject to disciplinary action under
Employees may also be personally liable for any acts of discrimination prohibited by this policy that they commit, meaning that they can be sued by the victim.

5. When does this policy apply?
This policy applies to all conduct in the setting and also to conduct outside of the setting that is related to training like placement.
We set out below some specific areas of application:

a) Recruitment
Selection for recruitment learners at SCCCD will be based on their ability to complete the training successfully and not on religion, culture or socio-economic-status.
Where possible, SCCCD
will capture applicants’ diversity demographics as part of its recruitment processes to
promote the elimination of unlawful discrimination.
b) Training
All learners will be provided with support to suit their individual needs and no learner will be given preferential treatment to added support based on familiarity, socio-economic status, religion or culture.
All learners will be able to avail themselves of all added support available at SCCD and this will be provided by SCCd staff and lecturers with respect, courtesy and professionalism at all times.
c) Course submission, assessment and verification of work
All learners will be assessed on their one merit and SCCD will ensure that all assessment processes are fair and fit for purpose.
The layers of assessment processes, headed and supervised by an experienced IQA ensure that learners will not be victimised if there are disagreements or personal conflicts with their lecturers and or assessors.
All assessment decisions will be made on the basis of merit and in keeping with the standards of the awarding body.
Signing off of units of cork, portfolios and other forms of work evidence will be robustly monitored and an open and welcoming forum will be available for complaints for learners. Where appropriate, steps will be taken to identify and remove unnecessary or unjustifiable barriers to promotion.
d) During Training
Learners willb e posted with information continuously to keep them updated on changes, opportunities for employment and other relevant information will be made accessible to everyone at the same time and in the ame format like posting on their learning platform.
Placement and other such opportunities will be followed according to regulations and compliance from all learners with no preferentiation.

6. SCCCD’s legal duties
As a public body, SCCCD is additionally subject to public sector equality duties under the Equality Act 2010. This policy will be reviewed on an ongoing basis by SCCCD to assess its effectiveness and may be amended from time to time.

SCCD Fee Paying Policy

SCCD Training is committed to a fair and transparent policy in respect of the fees it expects students to pay as well as to ensure that it delivers value for money.

This policy provides clear expectations of a student’s financial obligations to SCCD Training following enrolment on to a programme of study.

It also details the process with regards to refunds and compensation should a programme of study be cancelled or the student chooses to withdraw.

1.1 Students will be required to pay the fees and charges applicable to their programme of study and fee charging pattern. Fee levels are determined based on fee status and mode of attendance for each period of enrolment and the fee regime in force when a student begins a course of study

Tuition fees for each programme of study are published on SCCD Training website and can be accessed at www.sccdtraining.co.uk

1.2 Students retain ultimate personal liability for the payment of their fees, whether invoiced or not, including where sponsorship agreements have been approved.

SCCD Training will always seek to recover fees directly from students in cases where payment from other approved sources is not forthcoming.

1.3 SCCD Training reserves the right to take appropriate action against students who fail to pay their fees, or make satisfactory arrangements to pay on, or by the end of a set period after the start date of their course.

1.4 By the act of enrolment, a student accepts liability to pay the full tuition fee for the period of study and they are agreeing to abide by the current

The payment plan (‘terms’), which forms part of the Student Contract.

You have the right to cancel your acceptance by informing SCCD Training in writing within 7 calendar days after you have completed the online or manual registration process or made tour official payment or deposit.

If you cancel after this period, SCCD Training retains the right to its non-refundable policy after seven days.

1.5 SCCD Training has a ‘fixed-fees’ policy for tuition fees meaning that the fee that is charged when a student commences their programme of study at enrolment will remain at that level whilst on that programme of study

SCCD Training fixed-fees’ policy will apply if a student interrupts or repeats a year of study.
1.6 It is the learner’s responsibility to ensure that he/she is able to pay for your training prior to enrolment.

1.7 Re-enrolment on a training course will not be permitted unless any prior year debt outstanding has been paid in full.

1.8 There are no fees returned if the learner drops outdoor terminates his/her training due to personal reasons.

1.9 There is a late penalty of £30.00 on each payment that is not paid or is late. Late will be determined as being seven days past the due date.

1.9 All installments must be paid through direct debit and these arrangements must be made upon the time of registration.

2.0 Learners who might be granted a deferral or are on Special Considerations or between transfers for other personal circumstances who are not able to attend classes or submit assignments must continue to make their monthly payments as per their contractual agreement on fee with SCCD.

Learner Folder Storage Policy

SCCD tries as best as possible to adhere to the storage of learners’ folders/portfolios. However the following rules apply.

Learners are encouraged to comply with our storage policy on portfolios as much as possible.

Learners are provided with guidelines in their timetables when they should submit folders/portfolios for assessment and verification and when this process is completed. All folders submitted for assessment and verification between terms can be collected directly from the lecturer.
This information is also posted on the learning platform.

Folders/Portfolios submitted for final verification

Folders submitted for the final verification of the qualification may remain on the premises longer so that they can be inspected by the awarding body.

However, once learners have been asked to collect their folders after the final inspection has been concluded, folders/portfolios will be allowed to remain on site for three months and then they will be destroyed.

Folders is finally verified and awaits awarding body inspectionAwarding body visits centre and inspects folderThe learner is notified that the portfolio can now be collected as both internal and external quality control has been conducted. The learner now has three months to collect the portfolio/folder before it is automatically destroyed by SCCD.

The learner will be notified about folder collection through their learner email, text message and a phone call.

In the case that the folder remains longer at SCCD and was not destroyed, the learner may be asked to pay a storage fee of £50.00

No folders will be held at SCCD longer than an academic year.

Memorandum Of understanding of training duration

(This is part of every learner’s learning agreement)

The duration of the training period for the Level 5 Diploma in Education and Training is two years.
This involves one year of lectures over three terms with placement occurring from the second term onwards.
The one year of lecturers and placement (three terms) is followed by a fourth term which is referred to as the Portfolio Term. This portfolio term allows inclusion of detailed workplace evidence’
However, due to unforeseen or unmitigated circumstances, learners may need additional time to complete their training. As a result, a two year duration is the official period allowed to complete the Level 5 Diploma in Education and Training.
These circumstances might be as a result of late placement on the part of the learner, sickness, death, travel and more complicated medical situations that may include hospitalisation.
Learners will be offered the following support/delivery plan to ensure completion on or before the two year period.
a) Three hour sessions once weekly.
b) Timetabled tutorial sessions
c) Regular posting of information and reading material on the classroom platform.
d) Timely and repeat marking during assignments and throughout the terms. e) Three scheduled assessment markings.
f) Three scheduled IQA markings.
g) Blended learning which includes one-to-one tutorial sessions, individual phone calls, individual face-to-face, individual shared-screen tutorial and group tutorials.
h) Ability to apply for Special Consideration if there are extenuating circumstances (See Student Hand book).
i) Ability to seek deferrals and transfers to facilitate catch-up as a result of missed classes which might be due to extenuating circumstances (See Deferral and Transfer policies).
j) Ability to repeat sessions with other groups if further support or clarity is needed without any additional charges or cost.
k) Individual/professional discussions and review sessions with lecturers.
Learners are expected to complete their training on or before the conclusion of the two year period.

Failure to complete the training on or before the two year period concludes, may result in (a) being removed from the programme and having to re-register and/or (b) being accredited for the completed units of work instead of the entire qualification.
Failure to complete within the two year period may also result in added fees for re-assessments, re-verification and late submission of work.

I have read and understood the terms of my training duration [ ]

Name of learner

Signature of learner

Date of signature

Learner Placement Policy

Information on placement will first be provided by the education consultant when the suitability for training will be discussed and learners are officially registered.
More detailed information will be provided in the Orientation session (Information, Advice and Guidance) which is held on the first day of training. In this session, specific details including the following will be discussed
1. The time when placement is likely to occur. For different learners on different programmes, placement will occur at different times.
2. For learners on the Level 5 Diploma in Education and Training, internal placement will occur in term 1 and external placement in or about term 2.
3. For learners on the Level 3 Diploma in Specialist Support for Teaching and Learning, placement is likely to occur after the first five knowledge based units are completed and fully signed off.
4. The Placement Department will work with all learners to ensure the following
● Learners being available for placement
● Learners on all programmes having presented a list of six schools
● Learners being vetted through the DBS process
● A pre-placement for all learners
● Learners being advised of the rules of placement including cancellation of placement
● Learners being advised on the possible start date of the placement.

Placement procedure and processes
● Learners must inform the placement department if they will not be available for timely placement. For example, learners may want to undertake placement after their training has been completed.
● Learners may also need to travel or may not be able to get time off from work and should let the placement department know of this before arrangements are made for placement.
● Learners must inform the Placement Coordinator/s of their preferred day/s for placement
● Learners can produce schools or colleges where they would prefer to do placement. However, there is absolutely no guarantee that placement will occur in the preferred place because SCCD has no control over the internal situation in the school. Many schools presented by the learner may be in special measures or failing schools. Some may not be accepting learners at present or may request a fee for placing learners.

Employment for our learners is at the heart of our placement policies and procedures

Guaranteed placement
● Every learner in SCCD is guaranteed a placement to complete the skills based elements of their training.
● Every learner in SCCD is guaranteed not to be placed in a failing school or a school in special measures
● Every learner in SCCD is guaranteed to be placed in a “viable” school. A Viable school is classified as a school that is operating to meet OfSTED standards, is not in special measures or failing, and is able to support the needs of the learner by its staffing of qualified personnel especially fully qualified teachers

Cancellation of placement
SCCD will use its rights to cancel its contract of guaranteed placement if any of the following occurs
● If SCCD secures placement and the school terminates this placement prematurely due to inappropriate behaviour of the learner, like lateness, absenteeism, lack of cooperation, sleeping in classes, mobile phones infractions, inappropriate dress code or infractions of any of the schools, policies and procedures.
● If SCCD identifies placement and the learner refuses due to reasons like distance or wanting their own school from the list of schools provided or not being ready to go into placement for any reason of a personal nature.
● f the learner leaves the placement without notifying SCCD of any problems or issues that may arise in the placement
● If the learner refuses placement on the excuse that it is too far. (No learners will be forced to accept a placement that is more than two hours of travel from home. See Covid Contingency Plan) In this regard, the placement department will always correlate the learner’s home address and address of the school, to ensure it is within the stipulated travel time of one hour and a half.
Employment for our learners is at the heart of our placement policies and procedures

After Placement occurs
● All learners must notify their placement coordinator after the first day of placement
● All learners must notify their lecturer and their placement coordinator of the last day of their placement

Once learners are fully identified for placement the following process will occur
1. DBS appointments are made by the placement department and DBS is processed as per the agreed date
2. Learners must bring all stipulated documents to the appointment. All addresses must be written down with
3. When the DBS arrives the learner should notify the placement coordinator. This can be done electronically or when the learner is on site. This way eligibility for replacement is established.
4. The learner should then include the DBS information on their candidate profile and send in as soon as possible. The placement coordinator would now have the information needed to send to the six schools the earner has identified.
5. If none of these schools can accommodate the learner, the placement coordinator will then contact other schoo;s in the area and travel distance.
6. Once a school has been identified, the placement coordinator will have a pre-placement meeting with the learner to discuss issues of
● Punctuality
● Adhering to school rules and policies
● Independence while in placement so that the school staff is not to involving in their onsite evidence gathering
● Absenteeism
● Making placement their job opportunity
● Signing the placement contract

7. The learner must report to the placement coordinator after the first day if placement to ensure that placement has officially commenced
8. The learner must remain in close contact with their lecturer and must submit portfolio evidence once a month to have work signed off. Lecturers can reserve the right to apply penalties if portfolios are not submitted once a month while in placement.
9. The learner must inform the placement coordinator of their last day of placement.
10. If there are any issues on placement that the learner is dissatisfied with, then the learner must report this to the placement coordinator at the very earliest opportunity and must not engage in conflict with the school directly.
11. The learner is not allowed to change placement arrangements with the school WITHOUT FIRST DISCUSSING the issues or concerns with the placement coordinator and any changes to placement agreement without the knowledge or discussion of the placement coordinator can result in SCCD voiding the placement.

Learner Plagiarism and Access to Fair Assessment Policy

Plagiarism definition
“The reproduction or appropriation of someone else’s work without proper attribution; passing off as one’s own the work of someone else.”
(Plagiarism.org – Best Practices for Ensuring Originality in Written Work, 2016)
Examples of plagiarism are likely to be (though not limited to) circumstances where learners have not acknowledged the actual source and:
∙ copied word for word from a printed or online source
∙ closely paraphrased the original text with a slight wording change
∙ used someone else’s ideas and conclusions
When copied work is referenced, a learner may not meet the relevant grading criteria in the Assessor/Examiner’s judgment, but plagiarism and therefore maladministration or malpractice will not be considered to have occurred.
Referencing of sources is an important skill for learners to develop and is essential for the integrity of assessment, qualifications and awards. It is understandable that only minimal referencing can be expected at lower qualification/award levels (Levels 1 and 2) where a simple bibliography at the end with an identification of copied and pasted text in the main body might be sufficient. Demands for more thorough references become greater for higher level qualifications/awards (Level 3 and above), where clear referencing is necessary to support the demonstration of knowledge, understanding and critical thinking.
Detecting and preventing plagiarism
SCCD has mechanisms in place to prevent plagiarism such as being vigilant and continuously checking for any occurrences where this is allowed by the type of assessment, possibly in conjunction with the use of plagiarism-identifying software. We also ensure we teach the techniques of referencing to learners and ensure learners have sufficient time, subject understanding, and the resources to complete assessments as strategies to combat plagiarism.
We also address all cases of potential plagiarism. This may range from dealing with unreferenced work to investigating cases of deliberate attempts to copy unacknowledged material. We deal with all cases of plagiarism identified before grades/marks and/or assessment work is submitted to the awarding body..
Dealing with plagiarism
SCCD deals with plagiarism as a gross violation of everything that represents standard, quality, integrity and confidence in the qualification. Learners found guilty of plagiarism can be removed permanently from the training
What is the difference between Plagiarism and poor academic Skills?
Plagiarism is using the work of another person without crediting the source. We will apply our Maladministration and Malpractice policy in all cases of plagiarism and where plagiarism has occurred, learner achievements may be withheld or additional work may need to be submitted by the learner. Intent to commit plagiarism is an important factor when concluding if plagiarism has occurred; however, it is difficult to judge intent because accidental plagiarism is still considered as plagiarism.
We take the view that there is no intent to plagiarise if the issue can be defined as poor academic skills relating to deficiencies in knowledge and understanding of how to reference. This means there are identifiable attempts to reference but they are not used correctly, resulting in an honest mistake.
Poor academic skills and mistakes in referencing could negatively impact on the achievement awarded but will not be considered as plagiarism.

Best practice:
Example 1 – Embedding references correctly in a paragraph
Professor Scott believes that “environmental reform in Alaska in the 1970s accelerated rapidly alongside pipeline expansion” (Scott, 1999). Alaska is a state in the northern part of the USA and I believe it is also important to protect the environment in the UK from any pollution from the oil and gas pipelines in the North Sea. Oil spills in Alaska have already caused a great deal of damage to the wildlife there (Scott, 1999).
(The source has been referenced in the two relevant sentences and it is clear to the Examiner that the middle sentence represents the learner’s own ideas.)
Poor practice:
Professor Scott believes that environmental reform in Alaska in the 1970s accelerated rapidly alongside pipeline expansion. Alaska is a state in the northern part of the USA and I believe it is also important to protect the environment in the UK from any pollution from the oil and gas pipelines in the North Sea. Oil spills in Alaska have already caused a great deal of damage to the wildlife there (Scott, 1999).
(Research has been referenced but it is unclear which parts are learner generated and which parts are from the sourced material. This makes it harder for the Examiner to credit the learner’s own ideas.)

As a Training Provider, SCCD must have in place the necessary systems and procedures to allow the provision of access arrangements, including reasonable adjustments. These should reflect the needs of individual learners and must also ensure that assessment continues to enable a valid, reliable, and consistent judgement to be made about achievement of learning outcomes against the stated assessment criteria.
It is also equally important that the work submitted by learners are valid and authenticated as being their own.

Statement of Assessment
● SCCD Training aims to provide a variety of qualifications which provide all Learners with the opportunity to achieve their full potential by the most appropriate and direct route.
● SCCD’s Assessment Policy is based on the concepts of equality, diversity, clarity, consistency, and openness.
● SCCD Training endeavours to ensure that the assessment processes are implemented in a way which is fair and non-discriminatory.
● Access arrangements allow Learners to show what they know and can do without changing the demands of the assessment. For example, through the use of readers, scribes and Braille question papers. Access arrangements are agreed before an assessment. They allow
● Learners with special educational needs, disabilities, or temporary injuries to access the assessment.

Access
Learners are made aware of the existence of this policy and have open access to it. It can be found in their Google Classroom postings.
All tutors are made aware of the contents and purpose of this policy. This policy is reviewed annually and may be revised in response to feedback from Learners, tutors and external organisations.

What Learners can expect from us:
● SCCD aims to ensure that all assessment of work is carried out fairly and in keeping with the Awarding Organisations requirements.
● All Learners assessment work will be assessed fairly against the qualification standards and teachers involved will be fully trained.
● Internal assessments will be carried out fairly and according to Awarding Organisations instructions.
● Externally marked assessments, tests and exams will be according to the requirements of the Awarding Organisation.

Learners can also expect
● to be fully inducted onto a course/qualification and given information that can be shared with employers, parents and carers if required.
● outcomes, performance criteria and other significant elements of learning and assessment to be made clear at the outset of the course and when assessments/assignments are set.
● to be given appropriate assessment opportunities during the course with feedback provided on the quality of the work.

Access to Fair Assessment
● Where equivalents and exemptions can be applied, SCCD will ensure this is pursued with the relevant Awarding Organisation, and where applicable RPL/APL to be applied, including QCF Credit Transfer.
● Lecturers (anyone involved in the assessment of learners) must consider the follow points when determining suitable access arrangements:
● What arrangements are suitable for the qualification?
● The Learners normal way of working (e.g., support normally given in lessons or the workplace),
● The details of how specific access arrangements would work in an assessment,
● Whether evidence or an application to the Awarding Organisation is required,
● Any assistance from the Awarding Organisation that may be required to put the arrangements in place.

For specific vocational qualifications (this will be explained in the learner’s induction onto the course), learners must
● achieve the required number of unit credits in order to gain the full qualification. They must meet all the learning outcomes and assessment criteria. It may be possible to achieve a certificate of unit credit where the learner is not able to achieve the full qualification.

● Where health and safety forms part of the qualification requirements the learner will need to provide evidence that they can meet the learning outcomes of the qualification. Assumptions about health and safety implications must be avoided; where there is reason to think that in particular circumstances there is a risk for the learner.

SCCD Training must carry out and document a full risk assessment. This must be referenced to individual circumstances and carried out by a competent and qualified person. This must take account of any access arrangements which might reduce or remove the risk.
If there is any doubt about the acceptability or appropriateness of an access arrangement, then SCCD will consult with the appropriate Awarding Organisation.

Language other than English
There is an implicit assumption that someone holding a certificate in England will have a competence in English at least to the level of the qualification. This is reflected in the regulations laid down by Ofqual and the other qualification regulators, as appropriate.
For learners, whose first language is not English, it is not sufficient for them to be competent to operate only in the context of their first language. The Ofqual document ‘Regulatory Arrangements for the Qualifications and Credit Framework (2008)’ has regulations in place for the assessment being carried out in languages other than English.
If assessment is carried out in a language other than English, clear evidence must be provided that the learner is also competent in English, to the standard required for competent performance throughout Great Britain.

Evidence of need
SCCD Training Ltd must keep evidence on file for access arrangements. Awarding Organisations may ask to see copies of the evidence held for specific learners. SCCD Training Ltd must keep copies of access arrangements confirmations from the Awarding Organisations.

Learners with learning difficulties
Diagnostic assessments of reading, comprehension, writing, spelling or cognitive processing, as appropriate, should have been given.
The assessments that are needed will vary, depending on whether up to 25% extra time is being requested, a reader or a scribe is needed. For example, if SCCD Training Ltd is applying for a reader and no other arrangements, it does not need to include the results of a spelling test.
Special consideration should not give the learner an unfair advantage; the learner’s result must reflect his/her achievement in the assessment and not necessarily his/her potential ability.

Plagiarism
● A fair assessment of a learner’s work can only be made if that work is entirely the learner’s own. Therefore, learners can expect an Awarding Organisation to be informed if:
● The learner is found guilty of copying, giving or sharing information or answers, unless part of a joint project.
● The learner uses an unauthorised aid during an assessment, test or examination.
● The learner copies another learner’s answers during an assessment, test or examination.
● The learner talks during an assessment, test or examination (unless required to do so for the assessment, test or examination).
● All allegations of cheating and plagiarism will lead to a full investigation which will follow the guidance of the relevant Awarding Organisation.
● If a learner feels he/she has been wrongly accused of cheating or plagiarism, then they have the right to be referred to the Complaints Policy.

Procedures
SCCD Training must consider any access arrangements that may be required before a learner is enrolled on to a qualification. An arrangement must not invalidate the learning outcomes or assessment criteria and where possible must reflect the learner’s normal way of working within the training environment or workplace.

General guidance
● Access arrangements must be put in place before the learner begins any assessment.
● SCCD Training must make sure access arrangements are suitable for the assessment before the learner starts working on it.
● A learner must not receive marks for something somebody else has done. For this reason, a practical assistant is not usually permitted in practical units.
● External Quality Assurers from Awarding Organisations must be able to sample the work of any learner selected for sampling at the centre. This means in some cases (e.g., where the learner has produced work in Braille).

SCCD Training must produce a transcript.
Health and Safety may be a concern for some qualifications, and this must be taken into consideration when agreeing suitable access arrangements.
Where an access arrangement has been put in place, the Internal Quality Assurer (IQA) must ensure that records are kept for quality assurance purposes.

Special Consideration
Special consideration may be given following a dated examination for learners who are present for the examination but may have been disadvantaged. For example, by temporary illness or adverse circumstances during the course delivery.

Adjustments Policy.
Teachers (anyone involved in the assessment of learners) must communicate with SCCD Training Exams team and ensure that any Access Arrangements and/or Reasonable Adjustments are passed onto the Exams team for approval and processing with the Awarding Organisation.

SCCD Learner Registration Policy

Upon registration each learner/trainee will go through the following process before being registered with an awarding body.

Student ID
1) Each learner will be given an SCCD Student ID number. This is a seven digit format followed by a dash and two or three numbers. For a Trainee Teacher, an SCCD student ID will look like this (DET0919-25 or DET0919-225) depending on the chronological sequence of the registered learner.

2) For Trainee Teaching Assistant an SCCD Student ID number will look like this (L30919-00 or L30919-000) depending on the chronological sequence of the registered learner.

3) For a Trainee SENCo, an SCCD student ID number will look like this (SENCo0919-00 or SENCo0919-000) depending on the chronological sequence of the registered learner.

Attending IAG (Information Advice and Guidance) and Orientation

4) All new registrants are expected to attend a mandatory IAG session before the commencement of training. This session is held a week or two before the commencement of formal classes and is conducted with various members of the delivery team in their areas of specialization like Placement, Student Support, Admin and Lecturing). Learners are introduced to their training platform with their timetables, email addresses and library. This session lasts for three hours.

5) This is followed by a WRITING WORKSHOP which provides the opportunity for learners to be guided on how to present work that meets the qualification standards. This takes place in the second week of timetabled classes and involves referencing, grammar, punctuation, content, structure and writing analysis. This session lasts for three hours and content is repeated throughout the training in tutorial sessions and guided learning. This session is also visually taped and posted on the learner’s platform for future referencing.

6) The first unit of work commences about three weeks after the IAG is delivered.

7) Learners are asked to submit what is referred to as an “Application for certification” document, which is posted on the training platform. This document captures, directly, from the learner, the names, date of birth, name of training, start and end date of training). Although no specific deadlines are set for this exercise, learners are asked to do this as soon as possible to facilitate a timely registration process which occurs within the first four to six weeks of registration depending on the awarding body. All documents are emailed to studentsupport@dotstagingdev.com

8) This information is compared with the learner’s registration form to ensure authenticity and validity of information.

9) Once registration has occurred, all learners are then provided with their awarding body registration number which is to be used wherever applicable in their documentation of their training.

10) This information is also uploaded on the learners secured file on the CRM.

Learner Safeguarding Policy

1. Introduction
SCCD fully recognises its contribution in safeguarding learners. We recognise that the safety and protection of all pupils is of paramount importance and that all staff, including volunteers, have a full and active part to play in protecting pupils from harm.
We believe that the SCCCD should provide a caring, positive, safe and stimulating environment which promotes all pupils’ social, physical, emotional and moral development.
Ultimately, effective safeguarding of learners can only be achieved by putting learners at the centre of the system, and by every individual and agency playing their full part, working together to meet the needs of our most vulnerable learners in line with Working Together 2015 and Keeping Learners Safe In Education 2016.

The aim of this policy is to:
a) ensure that learners’ development is supported in ways that will foster security, confidence and independence.
b) raise the awareness of lecturers, non-teaching staff and volunteers of the need to safeguard learners and of their responsibilities in identifying and reporting possible cases of abuse.
c) confirm the structured procedures to be followed by all members of SCCD in cases of suspected harm or abuse.
d) emphasise the need for good levels of communication between all members of staff
e) emphasise the appropriate safeguarding policies, procedures and arrangements of service providers.

SCCD will create a culture of safe recruitment and, as part of that, adopt recruitment procedures that help deter, reject or identify people who might abuse learners
All staff employed will have attended safer recruitment training.
a) All staff have been employed in compliance with safer recruitment requirements
b) Date of employment
c) Identity confirmed with date
d) Qualifications checked with date
e) Prohibition from teaching check with date (for teaching staff)
f) Barred list check with date
g) Enhanced Disclosure and Barring Service (DBS) check with date
h) Eligibility to work in the UK with date
i) Checks confirmed by and date

SCCCD fully recognises its responsibilities for safeguarding learners.
Our policy applies to all staff, governors and volunteers working in the school. There are five main elements to our policy:
a) Ensuring we practise safe recruitment in checking the suitability of staff and volunteers to work with learners.
b) Raising awareness of child protection issues and equipping learners with the skills needed to keep them safe
c) Implementing procedures for identifying and reporting cases, or suspected cases, of abuse
d) Supporting students who have been abused in accordance with his/her agreed child protection plan
e) Establishing a safe environment in which learners can learn and develop.

The head of education and training will ensure that:
a) the policies and procedures adopted by the Governing Body are followed by all staff.
b) the policy is updated annually and is available publicly via the school or college website or by other means.
c) sufficient resources and time are allocated to enable staff to discharge their responsibilities including taking part in strategy discussions and other multi-agency meetings, to contribute to the assessment and support of learners and young people, and to be appropriately trained.
d) a list of all staff and volunteers, and their safeguarding training dates is maintained.
e) all staff and volunteers feel able to raise their concerns about poor and unsafe practice in regard to pupils, and that such concerns are addressed in a timely manner in accordance with agreed policies.

2. Allegations against the heads of departments
Where an allegation is made against the heads of departments this should be referred to the Head of Education and training.
The role of the Education and Training Team
a) Ensure all staff attend safeguarding and child protection training and receive updates via email or staff meetings to keep their skills and knowledge up to date.
The Head of Education and Training will also ensure that:
a) written records of concerns are kept, even if there is no immediate need for referral; and monitored using the Early Help Assessment Framework (EHAF), Strengthening Families procedures.
b) all data are marked as such and kept securely locked and separate from other files.
c) pupil records are kept separately, and marked as appropriate to indicate other confidential records are being held elsewhere.

3. Procedures
1. Ensure it has a Designated Safeguarding Lead (DSL) at the centres who will undertake regular, appropriate training for this role. Each school’s DSL will be a member of the Leadership Team.
2. Ensure it has a member of staff who will act in the absence of the DSL:
3. Ensure every member of staff (including temporary and supply staff and volunteers) and the governing body knows the name of the DSL and their role;
4. Ensure all staff and volunteers understand their responsibilities in being alerted to then signs of abuse and responsibility for referring any concerns to the DSL;
5. Ensure that all staff are aware of the early help process and understand their role to take timely action to help a child if they have a safeguarding concern.
6. Ensure that all staff are aware of Female Genital Mutilation (FGM) knowing how to respond if they have a concern.
7. Staff training- all staff will have undertaken Shropshire Safeguarding Learners Board Raising Awareness Training
8. Develop effective links with relevant agencies and co-operate as required with their enquiries regarding safeguarding matters.
9. Ensure that the duty of care towards its students and staff is promoted by raising awareness of illegal, unsafe and unwise behaviour and assist staff to monitor their own standards and practice
10. Ensure safer recruitment practices are always followed.
11. Ensure that all governors across the Trust have an enhanced DBS Check.
12. Our procedures will be reviewed annually and updated in accordance with current legislation.

4. Procedures for off-site learning and work-based learning
Our ‘Employers Guide to Work Experience’ booklet outlines in full the protocols for safeguarding students on work-based learning placements.

5. Managing a Disclosure
Teachers and other staff in schools are in a unique position to observe learners’ behaviour over time and often develop close and trusting relationships with students.

6. Information Sharing & Confidentiality
We recognise that all matters relating to data protection are confidential.
• All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard learners.
• All staff must be aware that they cannot promise a child to keep secrets or promise confidentiality and must always act in the interests of the child.

7. Record Keeping
Any member of staff receiving a disclosure of abuse from a person, or noticing signs or symptoms of possible abuse, will make notes as soon as possible (within the hour, if possible) writing down exactly what was said, using the child’s own words as far as possible.
All notes should be timed, dated and signed, with the name printed alongside the signature.

8. Special Educational Needs and Learning Disabilities
All staff will be aware that students with disabilities will be vulnerable to forms of abuse including Online abuse.
Staff will respond appropriately to any concerns alerting the DSL with any concerns.
SCCD therefore recognises its responsibility to educate all learners, teaching them the appropriate behaviours and critical thinking skills to enable them to remain both safe and legal when using the internet and related technologies.
SCCD recognises the need for differentiated delivery and resources in class.
SCCD recognises the need to access premises including toilets, common areas and other areas needed for delivery.
SCCD recognises the need to work with other agencies where appropriate to support in information, advice and guidance to learners with special needs and learning disabilities.

Learner Submission and Assessment Policy

At the end of each delivered session, the final part of the session is set aside for providing guidance to learners on how to successfully write and submit their work for successful assessment and verification.
Clear instructions on how to submit work will be delivered in the writing workshop and throughout the course delivery especially in the tutorial sessions.
1) The submission of units can occur in stages to provide clarity, make the assessment process easier and help to facilitate higher outcomes among learners. Learners should follow the submission guidelines for their course.
2) Assignments/updated workbooks are forwarded to learners through their online forum in sessions and in group emails.
3) Learners should complete and submit their work electronically or in hardcopy. This will be agreed in advance or through one-to-one contact between lecturer and learner.

4) Assignment will be marked and returned to the learner with written and/or oral feedback documented and saved on the tutor’s class/cohort dedicated email.

5) When relevant corrections are made by the learner and work is resubmitted, there should be a clear tracking of dates and acknowledgements of the marking from the learner.

6) Assignment should be re-assessed and signed off or returned to the learner for further revisions.
Units are usually marked electronically or in hard copy up to three times and returned to the learner.
If further assessment/corrections are needed, additional tutorial support and qualification guidance will be arranged for the learner to receive additional support, clarification and instructions.

The marking of assignments.
Assignments will be marked three times only. Three markings are adhering to the rules of assessment which are initial assessment, formative assessment and summative assessment.
Once the lecture is completed, the lecturer will use the tutorial hour to explain and guide learners on how to present their assignment. This will include reading material related to the assignment and the overall presentation of the assignment which can be the volume of work, structure and vocabulary.
The learner will submit the assignment to the lecturer electronically and this will be marked and detailed feedback provided in the right margin of the learner’s work. These will be action points for the learner to improve the work before final submission.
The learner is expected to follow these guidelines closely and action comments smade and resubmit the work to the lecturer.
At this point the work can be either fully signed off or further action points may be pointed out to the learner.
The learner is now expected to action all comments and can resubmit again for the final marking.
If the work is still not adhering to standards, the lecture may request to meet with the learner.
However the learner will be expected to work independently on the comments made in both the initial, formative and summative markings and complete the work and submit in their folder for the final official assessment and IQA.
This allows the learner to show the learning that is taking place and own growth and development and ability to work independently without being enabled by the lecturer.

Full accreditation process
1. Lectures will first which occur and assignments are given after each tutorial session
2. The first electronic submission will be submitted through the learning platform. This is when the INITIAL ASSESSMENT takes place.
3. The lecturer will mark the assignment electronically and return the marked work electronically within one week of submission with assessment comments or final sign off if applicable. There will be a clear marking cycle.
4. The learner will action the points raised by the lecturer and sign and date the action points and return the work. This is when the FORMATIVE ASSESSMENT takes place.
5. The learner will action the comments made and may either submit the work in hard copy in his/her portfolio or return the work to the lecturer for final comments. This is when SUMMATIVE ASSESSMENT takes place.
6. At this stage the learner will be expected to action the comments and print out the work and submit in hard copy for final formal assessment and assessment report in his/her portfolio. There will be no further marking by the lecturer/assessor.
7. At this stage the learner should attend and audit another cohort who is currently doing the same unit for further support from the lecturer/assessor.
8. All work submitted in the portfolio will receive an official AR (Assessment Report inside the assessment and IQa timetable.
9. Learners will be apprised of the timetabling for assessment and IQA to avoid late penalty fees.
10. Once the learner’s work is officially assessed in portfolios, it is then sent to the IQA who internally verifies that the work is of awarding body standard and the lecturer has acted within the guidelines of the course delivery.

In the Writing Workshop session learners will be told the following
1) All work should be structured in continuous prose
2) Line spacing should be 1.5 and paragraphs should be spaced
3) There should be distinct margins on both sides of the page. This is achieved by hitting the justify margin at the top of the page.
4) Each page should be identifiable at the bottom (name of trainee to the left, name of unit in the middle and page number to the right)
5) There should be no excessive bullet points and indentation. Indentation should be made when using long quotes more than three lines.
6) Paragraphs should be full with approximately four or five paragraphs on a page
7) Each learning outcome should start on a new page
8) Each learning outcome should be named and numbered
E.g. Learning Outcome 1: Understanding the strengths and limitations of the national curriculum, (See sample writing below)

Learning Outcome 1: Understand what is meant by the term inclusion.
My research articles for this assignment are DfES (2001), Butterworth (2009), Ginsburg and Russell (1981), Nunes et al (2009), Siegler and Ramani (2009), Leitch Review (2004), White, Gardner, (2012), Seeger (2011), Adler and Rodman (2009), Ofsted report (2014/15) and Nuffield Review (2009).

In doing this research article, I identified dyscalculia as one of the key personal factors that has an impact on the development and progression of numeracy learners. DfES (2001) stated that dyscalculia impaired the ability of one to acquire numeracy skills and a dyscalculic learner may have difficulty understanding simple number concepts and rules. Also, Butterworth (2009), an expert in the field stated that Charles, a person with dyscalculia and who had a degree in Psychology yet was unable to estimate his shopping basket prices. He is not able to differentiate whether 9 was bigger than 5. From these facts, it would appear that a dyscalculic person has inconsistent results in addition, subtraction, multiplication and division.

Please note how this learner met the standards. There are;
(a) margins on both sides
(b) full paragraphs
(c) learning outcome at the top of the page and Clearly outlined
(d) appropriate referencing Harvard style
(e) strong opening paragraph

9) Learners should not alter the name of the learning outcomes in any way.
10) Learners should pay close attention to the key words of the outcome and use the key words as a guide to respond and meet the assessment criteria. There are no subheadings.

11) Learners should draft their work out first before submitting as the final work for assessing.

12) Learners should be mindful to use the vocabulary of the sector. (British values, praise culture, session planning, differentiation).

13) Cover page directives
14) All work submitted must have a cover page. There is no specific design, but the cover page should include
i. name of learner
ii. name of unit
iii. number of the unit
iv. lecturer’s name
v. the date of submission

Referencing
15) Learners should avoid their work being returned on the grounds of plagiarism. A booklet on plagiarism is included in your handouts and can be found on your Google classroom. This should be your guide in writing your assignments and should be referred to constantly throughout your course.
16) Any statement that is factual and made without referencing (where you found the information from) is considered as plagiarised because you will be using the intellectual property of others without giving them credit for their work.

17) A bibliography or “References” should be included at the end of your completed work AND NOT AT THE
END OF EACH OUTCOME.

18) Ensure to use sources from your prescribed text to avoid rewrites.

Making cycle
19) Your lecturer will identify the marking cycle. This is the day of each week when work will be marked electronically. Timetables will indicate the final submission day for each submission.

20) It is the learner’s responsibility to ensure that they edit their work before submitting. The learner should ensure correct spelling, grammar, sentence structure, paragraph structure, and cohesive narrative that responds to the learning outcome.

Late penalty fees
Late penalty fees apply to
1) all work submitted after the assessment deadlines
2) all work submitted after the IQA deadlines
3) Reassessment and Re-verification fees
4) Re-assessment fees apply if the assignment is formally reassessed after portfolio submission
5) Re-verification fees apply if the assignment is formally assessed after the IQA has officially IQA that chort of learners or that group of units.

Learner Special Consideration, Transfers and Deferrals Policy

Section A: Special Considerations

All learners are entitled to request Special Consideration which is listed in the Student Handbook, if they are experiencing mitigating personal circumstances.
The terms and conditions of special consideration includes but are not exclusive to; 1) Travel abroad
2) Illness and hospitalisation
3) Moving home
4) Death in the family
Learners must present supporting evidence and documents when applying for Special Considerations. For example, travel documents, death certificates, doctors notes etc.
Special Considerations must be applied for prior to deadlines set.
Learners must apply for and have their request approved.
There is a fee for all requests for special application regardless of the reason.

Section B: Transfers (Being moved from one cohort to a more current cohort) Transfer can be mandatory or can be requested by the learner.

LECTURER REQUEST TRANSFER
A lecturer, has the right to request a mandatory transfer of a learner from one cohort to the next because the learner is (1) struggling to keep pace with his or her peers in the cohort (2) legitimately missed too many classes so that attendance is below 50% (3) has not handed in assignments because of extended medical leave or other personal matters requiring special considerations.
Transfers occur when the learner is transferring from Term one in his/her current cohort to Term one in another cohort or Term two in his/her current cohort to Term two in another cohort.
This transfer allows the learner to catch up with missed work or retake sessions that they are struggling with or missed or catch up with late assignments or provide the lecturer with the opportunity to give the learner added support.

Special Consideration, Transfers and Deferrals
In this case, the lecturer MUST alert Student Support and Enquiries of this matter and send a formal letter which is copied to the learner, of this mandatory transfer to a more current cohort.
The learner should be placed in the next cohort and should not be out of classes for an extended period of time before commencing classes.
Learner Request Trabsfer.

The learner can also request a transfer to another cohort because of (1) change in personal life circumstances (2) poor student-lecturer relationship (3) does not believe the lecturer is competent and/or other related reasons.
In this case the learner must submit a formal request for transfer which must be approved and processed along with the reason for the transfer..
Regardless of who makes the request, a mandatory transfer fee applies and must be paid prior to the learner being officially moved to another cohort.
No services should be delivered to the learner until all fees are paid. This includes all fees for late submission of that term or terms.
Once learners are being transferred, they must bring their account up to date by paying the full outstanding balance on their training/monthly fees if this applies.

Section C: Deferrals
Deferrals are meant for learners who have not completed their training on schedule whether it was due to fee payment or personal reasons on the learner’s part.

This applies to learners who have missed more than two terms of learning and submitting assignments. Deferral can occur up to one year after the learner has commenced training.
This also applies to learners who are submitting work outside of the schedule of training. For example, a learner who was meant to complete work in 2017 but is still submitting late assignments one year later but not surpassing the two year training period for DETs or the nine month training period for TAs.
Other examples that constitute a deferral can be, but not exclusive to (1) no work or very little work was submitted for an entire term or two (2) the learner did not attend classes for an entire term or two terms (3) the learner is handing in work up to six months after the year and a term training is completed.
In the case of 2 and 3, once the two-year training period is passed, the learners’ work will not be marked without the mandatory re-registration to the training and the learner must attend all classes.
Learners in this situation can be credited for (PRIOR LEARNING) for any and all units that were completely signed off with assessment reports during the time they attended classes but learners must pay per credit to retake the units that were not completed.
Special Consideration, Transfers and Deferrals
For example, if a learner has one unit that was not completed a year previously and that unit carries 20 credits, then the learner must calculate 20 credits by the cost per unit which is currently £39.16 per credit.
This applies to as many units as are relevant. The learner will not be able to attend classes until the amount is paid in full.

Avoiding Transfers and Deferrals
Learners can avoid transfers deferrals by simply doing the following:
1. As soon as they believe they are encountering difficulties, they should contact their lecturer immediately and discuss their individual needs.
2. They should take advantage of the ability to move around classes free of cost and retake sessions they missed while enjoying the rich experience of working with other learners outside of their cohort.
3. The portfolio period can be quite challenging for most learners and it is a good time to remain particularly close with their lecturer.
4. Learners should always ensure that they revisit their study time management schedules in order to remain on top of timely submissions.
5. Learners should make the time to read and study and do not be afraid to seek help.
6. Learners should ensure to work with the right department in addressing their needs. For example the Placement Department for their placement needs, the lecturer for academic needs etc.
7. Most importantly learners should create study and whatsapp groups to stay in touch and not feel isolated in between classes.

SCCD Learner Support and Inclusion Policy

Recent world events highlight the need to look even more closely at what we do and how we do it, and make sure we know we are doing everything we can and should do to accommodate the individual needs of all learners.
SCCD Training is dedicated to our mission in pursuit of social mobility, in an inclusive and diverse learning community, and we know that great organisations listen to stakeholders without defensiveness, or being distracted, or making excuses.
Our renewed policy which includes all learning and development strategies include the following.
● A commitment to perform additional qualitative research with staff and students about their current experience at SCCD Training. We will talk to a representative range of staff and student groups by role, characteristics, length of tenure and so on.
● Revisit our performance indicators to ensure we can measure our progress effectively.
● Commit to achieving/work towards achieving the highest level as soon as possible.
● A commitment to build the capacity of all of our staff to understand how unconscious bias works and ensure they have the skills to eliminate discrimination and prejudice through a blended learning and development programme. The learning from that will then be translated into our entire curriculum offer for students.
The following have been instituted SCCD’s delivery mandate
● Added support for learners as an integral part of their training delivery by identifying at risk learners from the very first level of engagement which is the Information, Advice and Guidance session
● Assigning support lecturers to the delivery team to work in conjunction with mainstream lecturers to provide extra support to learners who might be struggling due to English as a second language, emotional and mental problems, volume of course wor, special needs and learning disabilities and other individual challenges.
● Assign DET learners earlier in their training programme to internal placement to facilitate them with the experience of working with 16 plus learners and use this as a launching pad for external placement. In internal placement, DET learners will work with learners in the 16 plus age-range under the close supervision and support of the Department Head.
● Lecturers are expected to identify at-risk learners from their very first assignment and create individual lesson plans for added support.
● Lecturers must engage in telephone calls, face-to-face consultations and shared-screening with all earners but added time will be assigned to at risk learners.
● A strange collaboration of information-sharing and good practice has been created between key departments including Placement, Student Support and lecturers to ensure that learners do not fall between the cracks.
● Added attention is now focused on student retention and student satisfaction .
● There is added awareness and strategies for coping with learners in post-Covid to create diversity in assessment processes and individuality in assessing knowledge and understanding.
● A peer support system has also been revised
● A Teaching Assistant has been incorporated into the support system so that learners can have strategic and structured one-to-one support.
● An added lecturer has been added to the delivery team with a strong background in psychology and learning needs assessment.
● The delivery of the programme has been restructured to include more diverse ways of assessing learning.
● Revisions have been made to delivery by increasing break periods to avoid screen stress in Zoom sessions.
SCCD will continue to periodically carry out a forensic review and analysis of all policies, processes and practices through an equality, diversity and inclusion lens.

Third-Party Folder and Certificate Collection Policy

In some cases, it is not possible for graduates to collect their certificates/diplomas in person and may need a third person to do so on their behalf. This third person can be a relative or an acquaintance to the graduate.

1) If a third party is collecting a certificate/diploma on behalf of the graduate, there must be a written notification with matching signatures to the application form of the graduate presented at the collection point.

2) the individual collecting the certificate/diploma, must have a photo ID at the time of collection.

3) An agreed date and time will be established for the collection of the certificate

4) Certificates will be presented in SCCD folders.

Process
1) The learner will be taken to a private setting
2) The learner will be congratulated on their success
3) The learner will be asked to complete an exit review
4) The learner will be asked to post a review on social media about their experience.
5) The learner will be asked to sign a document giving permission to use their photo or testimony on social media.

6) Exit reviews
All graduates must complete an EXIT review before the certificate is released. If a third party is collecting the certificate, the review should be completed prior to the collection by the third party.
7) A copy of certificates will be stored electronically for five years.

If the learner misplaces his/ her certificate it is the responsibility of the learner to contact the awarding body to get a replacement.

Zoom Delivery Policy

It is now established that 50% of classes will be delivered through zoom sessions or webinars, while the other 50% will be delivered onsite in regular classrooms.

To avoid screen fatigue, there are more frequent breaks in classes delivered through zoom sessions than onsite classes.

FORMATTING
Although lectures remain ninety minutes long, there is now a mandatory break after the first hour. This allows a respite from watching the screen and listening to the monologue of a lecturer and slides.

It also allows them some movement like getting a glass of water or toilet break.

This ten-minute break will come a little more than half way into the main lecture delivery.

Learners will have a fifteen minute break at the end of their lecture before their tutorial hour begins.

Tutorial hours are now built to be more interactive with lots of scaffolding and guidance by the lecturer and room for greater learner participation as to how they will approach their assignments.

All tutorials MUST RUN their full duration of one hour.

Classes are not allowed to be shortened under any circumstances whatsoever.

Zoom session code of conduct

1) All cameras must be turned on. Lecturers are not allowed to keep any learner in class who does not have their camera turned on.

2) All cameras MUST REMAIN turned on for the entire duration of the session.

3) Learners should sign in at least five minutes before the session to ensure that all technologies are working in preparation for the session.

4) All learners must have their correct names when they sign on and lecturers must remove any learner who is signing in with code names or any identity other than the name they have registered for their training with.

5) Learners who are removed from the training for non-compliance, will be marked as absent from the session.

6) Learners should ensure that their backgrounds are quiet and there are no children or animals making noises.

7) Learners should treat their settings and acknowledge the same rules apply for online as does the regular classroom.

8) Learners should ensure they have good lighting.

9) It is preferable that leaves be on a table or desk to help blood flow and ability to remain focused and alert as slouching positions in beds and couches do not help concentration.

10) Learners should kepe microphones muted and open them when they wish to speak as this will help reduce background noise.

11) If learners continue to flaunt the rules of zoom classes and lecturers find themselves having to ask them to be compliant in all classes or being compliant becomes a hindrance of the starting of classes or disruptions during classes, the lecturers can reserve the right to not let the learner in for future sessions.

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