SENSE Learning - NCFE and Exam Administration Policy

This NCFE and Exam Administration Policy is made accessible to all Parents, Students, Local Authorities, Schools and SENse Learning associates.

Person responsible for ensuring that these policies are implemented and reviewed in line with the review dates: Sophie Amos, Operational Director

Introduction & Purpose

This policy is the NCFE Policy including Exam Administration for SENse Learning which will be followed by all members of the Organisation and promoted by those in the position of leadership within the Organisation. This policy will be applied to all students and SENse Learning Associates. This policy covers the Functional Skills offer which is subject to scrutiny and enforcement by NCFE.

This policy forms part of a suite of policies, all of which are designed to;

1. Protect students who are registered with the Organisation

2. Minimise the risk of an adverse effect occurring

3. Help ensure Associates and students comply with all relevant legislation and guidance from NCFE

Policy Principles & Values

• The Organisation will abide by and follow the NCFE guidelines.

• The Organisation wants every student to have the opportunity to gain a qualification through SENse Learning.

• The Organisation believes that GCSE is not the only route to be able to show a good level of understanding and skill in English and Maths.

• The Organisation will teach students the necessary elements of the Functional Curriculum they will need to not only gain a qualification but apply their knowledge and understanding in real life situations.

• The Organisation will administer exams correctly.

Procedures

• There is an appointed Qualifications Lead (Hazel Groves – hazel.groves@sense learning.com) who is the first point of call for NCFE matters, including suspected malpractice/maladministration.

• The qualifications lead reports directly to the directors and is appointed to ensure SENse Learning adheres to all NCFE regulations for controlled assessments.

• It is the responsibility of all case coordinators, specialist teachers and education mentors to report any NCFE matters in accordance with this policy.

• The Organisation can offer Functional Skills qualifications in English and Maths. Entry Level 1, 2 and 3 and Level 1 and Level 2 through NCFE, as well as Digital Functional Skills E3 & L1. Students can take these assessments in their homes or in an appropriate private space. Students will be registered and will complete the assessment when ready.

• If students are unsuccessful with their exams, they will be offered the chance to resit

Administration

The administration and implementation of the Functional Skills offer is the responsibility of the Qualifications Lead (Hazel Groves), who reports directly to the Pathways Manager (Sian Bryne) and NCFE via our External Quality Assurer.

It is the Organisation’s aim that all secondary school aged students will leave us with an English and Maths qualification appropriate to their level.

The following steps will be taken for approving and registering students for Functional Skills qualifications:

1. Students are identified as suitable for the Functional Skills qualifications after starting with SENse Learning by their specialist teachers and through discussions with the case lead

2. Students will be registered throughout the academic year for appropriate NCFE assessments when the Case Coordinators feels the student is ready - both emotionally and in academic terms

Exam Procedures

Functional Skills assessments can be paper-based or taken online, depending on the needs of the young person. For this purpose, SENse Learning maintains and supplies student laptops. The assessments can be taken in the students home or at another agreed suitable location with invigilation (for Level 1 and 2) being carried out by case coordinators or another appropriate associate.

Recognition of Prior Learning and Credit Accumulation and Transfer Policy

Overview

This document combines the Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer (CAT) Policy. CAT is the process of utilising learner units or qualifications that have previously been recognised and certified. RPL, in contrast, relates to learners providing evidence of prior learning that has not been formally acknowledged. At this time, it is recognised that CAT is not applicable to the qualifications we currently offer at SENse Learning, but may be relevant in the future.

Rationale or Purpose

This Policy has been written to reflect the requirements of the Ofqual’s General Conditions of Recognition. It aims to be open, transparent and clear in its purpose, scope and implementation. Any Centre applying this policy with their learners may approach us to discuss their own requirements or challenge any decisions made by the Awarding Organisation.

Policy Statement

The policy will ensure that SENse Learning is clear on what does and does not constitute acceptable RPL and CAT.

Scope

This policy will apply to all Learners who come to SENse Learning with relevant and specific prior certified Learning.

Roles/Responsibilities

Compliance with this policy lies with each student team in collaboration with the Qualifications Coordinator and any interpretations or clarifications required will be supplied by the Quality Assurance team. In the event of a dispute this team will also give the final resolution having sought advice for the centre’s allocated External Quality Assessor.

Defining Credit Accumulation and Transfer (CAT)

CAT should be considered as a separate process to RPL as CAT applies to learning that has been previously certified for a different regulated qualification or from a different Awarding Organisation on the same framework (RQF or QCF). This is to prevent a learner from having to unnecessarily repeat previous learning.

Where a learner has already achieved a unit with credit, we will recognise that prior learning and will allow the credit to be transferred onto a new qualification, provided that the units have the same Ofqual reference number.

Defining Recognition of Prior Learning

Recognition of Prior Learning (RPL) was formerly known as APL (Accreditation of Prior Learning) and is defined as ‘a method of recognising previous learning or attainment to meet current requirement’ or ‘a method of assessment leading to the award of credit that considers whether learners can demonstrate that they can meet the assessment requirements for a unit through knowledge, behaviours, skills and understanding they already possess and so may not need to develop these through a course of learning’.

Applying Recognition of Prior Learning

RPL can demonstrate competence or achievement within a unit or qualification. Through the RPL process, evidence of a learner’s previous achievement (learning) is assessed against the assessment criteria of a unit.

Evidence used by learners must be current and valid and meet the assessment criteria of the qualification, and evidence must be reliable, whereby centres consistently arrive at equivalent assessment decisions. Evidence obtained through RPL must therefore meet the same rigorous quality criteria that other assessment methods must conform to. It remains the role of Assessors (specialist teachers/case leads) and quality assurance staff to ensure that evidence is:

Valid:

Does the evidence genuinely demonstrate that the demands of the assessment criteria have been met? For RPL, currency of evidence will be of particular concern. Does, for example, the evidence meet current practice requirements?

Authentic:

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

Sufficient:

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

Reliable:

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

Outcomes of RPL

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

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

If however, evidence from RPL is only sufficient to cover one or more assessment criteria, or to partly meet the need of an assessment criteria, then additional assessment methods should be employed to generate the sufficient evidence required to make a safe assessment decision.

Knowledge, skills, behaviours and understanding must be current for RPL to be used and subject leads within centres must decide if prior learning is up to date for the relevant sector and subject areas. Centres may use questioning or other acceptable assessment strategies to check the depth and significance of prior learning. Assessment decisions based on RPL must be made by centre staff with suitable occupational competence and subject expertise. Acknowledging evidence of previous learning is considered to be part of the internal assessment process and any decisions must be made clear to External Quality Assurers.

The centre must ensure that:

• It is carried out by designated staff with relevant levels of expertise to meet the requirements of the assessment strategy/guidance for the qualification concerned. The methods of assessment used will be determined by the assessment strategy for the qualification being assessed but might, for example, include:

  • Examination of documents,

  • Expert testimony

  • Reflective accounts

  • Professional discussion.

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

• Plan with the learner

• Make a formal assessment decision

• Feedback assessment decisions to the learner, confirming decision and giving guidance on the available options

• Maintain appropriate records

• Ensure that learners are aware of their right to access the appeals process should they feel the assessment decision was unfair

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

Examples of RPL evidence:

• Relevant documents, testimonies or reflections mapped across to the qualifications assessment criteria.

• Job descriptions or performance management feedback showing that the learner already has the suitable and current skills, knowledge and behaviours within the unit.

• Learners have evidence of recent prior study which meets assessment criteria of the current programme of study being undertaken in full.

• RPL must be included on the appropriate sampling plan as an assessment method as appropriate and subject to internal quality assurance (IQA).

Circumstances when prior learning will not be recognised

• Learning that is similar to assessment criteria but which has been met at a level lower than the current programme of study being undertaken by the learner.

• Prior learning that is not current in meeting the qualification.

• Prior learning that has been referred by an Assessor.

• Prior learning that has not been assessed by an Assessor.

Applying Credit Accumulation and Transfer (CAT)

Credit accumulation and transfer (CAT) is the system by which learners can accumulate and transfer credits over a period of time, in differing locations and contexts, in order to gain qualifications. Credit transfer is the process of using credit(s) awarded in the context of one qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. CAT is therefore the term used to describe the system which supports credit transfer. Credit transfer gives recognition to the fact that some units are the same, irrespective of the fact that they appear in different qualifications. This recognition promotes progression within and between industries and avoids unnecessary duplication of learning. Credit transfer is relevant where a unit in a qualification is the same (include unit/qualification assessment number) as a unit in another qualification.

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

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

This policy will be reviewed annually by the Quality Assurance team at Head Office.

Malpractice

For the purpose of this policy, ‘malpractice’ is defined as:

Any act, or failure to act, that threatens or compromises the integrity of the assessment process or the validity of courses and their certification. This includes: maladministration and the failure to maintain appropriate records or systems;the deliberate falsification of records or documents for any reason connected to the award of certificates; deliberate acts of plagiarism or other academic misconduct; and/or actions that compromise the reputation or authority of SENse Learning, its management and employees.SENse Learning will investigate all relevant cases of suspected malpractice and where appropriate will advise the awarding body for the certificates, accepting that in certain circumstances the awarding body may take action of its own, including imposing sanctions.

Malpractice by students

All incidents of suspected malpractice will be fully investigated, where there are sufficient grounds to do so.

Malpractice by a SENse Learning Associate

All incidents of suspected malpractice will be fully investigated, where there are sufficient grounds to do so.

Possible malpractice sanctions

Following an investigation, if a case of malpractice is upheld, SENse Learning may impose sanctions or other penalties on the individual(s) concerned. Where relevant we will report the matter to the awarding body, and the awarding body may impose one or more sanctions upon the individual(s) concerned. Any sanctions imposed will reflect the seriousness of the malpractice that has occurred.

A list of example sanctions that may be applied to a student, Associate, invigilator, or other officer who has had a case of malpractice upheld against them can be found in appendix 3.

Please note that:

a) this list is not exhaustive and other sanctions may be applied on a case-by-case basis.

b) where the malpractice affects the examination performance, the awarding body may impose sanctions of its own

Reporting a suspected case of malpractice

This process is applied to all SENse Learning associates, students, invigilators, and other Centre staff, and to any reporting of malpractice by a third party or individual who wishes to remain anonymous.

Any case of suspected malpractice should be reported in the first instance to the case coordinator or the pathways manager.

A written report should then be sent to the person identified above, clearly identifying the factual information, including statements from other individuals involved and/or affected, any evidence obtained, and the actions that have been taken in relation to the incident. If this report is directed at the case coordinator please report to the Director instead. If the report is directed at the Operational Director (Sophie Amos), if the report at the Director then report to the Qualifications Lead (Hazel Groves) who will liaise with the External Quality Assessor from the awarding body.

Suspected malpractice must be reported as soon as possible to the person identified above, and at the latest within two working days from its discovery. Where the suspected malpractice has taken place in an examination, the incident is reported urgently, and the appropriate steps taken as specified by SENse Learning and the awarding body.

Wherever possible, and provided other students are not disrupted by doing so, a student suspected of malpractice should be warned immediately that their actions may constitute malpractice, and that a report will be made to the centre management.

In cases of suspected malpractice the report made to the person identified above should include as much information as possible, including the following:

1. date,time and place the alleged malpractice took place, if known

2. the name of the centre staff, or other persons involved

3. a description of the suspected malpractice; and

4. any available supporting evidence

Administering suspected cases of malpractice

SENse Learning will investigate each case of suspected or reported malpractice relating to our Functional Skills offer, to ascertain whether malpractice has occurred. The investigation will aim to establish the full facts and circumstances. We will promptly take all reasonable steps to prevent any adverse effect that may arise as a result of the malpractice or to mitigate any adverse effect, as far as possible, and to correct it to make sure that any action necessary to maintain the integrity of qualifications and reputation is taken.

SENse Learning will acknowledge all reports of suspected malpractice within 24 hours. All the parties involved in the case will then be contacted within 3 working days of receipt of the report detailing the suspected malpractice. We may also contact other individuals who may be able to provide evidence relevant to the case.

The individual(s) concerned will be informed of the following:

1. That an investigation is going to take place, and the grounds for that investigation.

2. Details of all relevant timescales, and dates, where known.

3. That they have a right to respond by providing a personal written response relating to suspected malpractice (within 3 working days of the date of that letter).

4. That, if malpractice is considered proven, sanction may be imposed either by SENse Learning or by the awarding body, reflecting the seriousness of the case.

5. That, if found guilty, they have the right to appeal the decision.

6. That the Organisation has a duty to inform the awarding body and other relevant authorities/regulators, but only after time for the appeal has passed or the appeal process has been completed. This may also include informing the police if the law has been broken and to comply with any appropriate legislation

Where more than one individual is contacted regarding a case of suspected malpractice, for example in a case involving suspected collusion, we will contact each individual separately, and will not reveal personal data to any third party unless necessary for the purpose of the investigation.

The individual has a right to appeal against a malpractice outcome if they believe that the policy or procedure has not been followed properly or has been implemented to their detriment.

Records of all malpractice cases and their outcomes are maintained by the Organisation for a period of at least five years and are subject to regular monitoring and review.

Conflict of Interest Policy

Policy statement

For the purpose of this policy, a conflict of interest is defined as a situation in which an individual, or organisation has, or may be perceived to have –

“Competing interests or loyalties which could lead to a potentially subjective, biased, or corrupt decision being made by that individual or organization”

SENse Learning recognise and encourage the promotion of building successful business and external relationships. In doing so, we are mindful that there may be situations when a perceived or potential conflict of interest may arise and that we have a duty to identify, manage and mitigate potential conflicts of interest. As such where a potential conflict may be identified we will follow the procedure outlined in this document.

Purpose and scope

This policy sets out the responsibilities of all individuals, in line with their contract of employment, in supporting us to meet the requirements set out by our regulatory bodies. This includes but is not limited to NCFE and ASDAN. This policy and associated procedure support us in ensuring that working relationships with colleagues, partners and customers do not conflict with our requirement to engage in business relationships in a legal, transparent, ethical and responsible manner.

SENse Learning recognizes that conflicts of interest may arise that could lead to individuals making decisions, or appearing to make decisions, which are based on personal interest and not the interest of the organization or what is ethically correct.

This policy applies to all individuals working for or on behalf of SENse learning, including all employees and associates at all locations and at all levels including external contractors, suppliers, associates, or any other person associated with us.

This policy extends to all of SENse’s dealings and transactions in all counties in which it or its associates operate. This policy covers conflicts of interest for SENse Learning and supports specific awarding conflicts of interest procedures that relate to potential learner-centric conflicts, such as teaching and assessment delivery.

Process

Risk Management in relation to conflicts of interest

Assessing the risks to SENse Learning arising from potential conflicts of interest is part of SENse Learning’s ongoing risk management process. Identified conflicts of interest are mitigated as far as possible and are monitored as part of the overall risk management and internal quality control processes. Reviews of our conflicts of interest policy and procedures are undertaken as part of our external quality review and accountability process. All existing and foreseeable conflicts of interest will be identified and monitored in line with this procedure and escalated to the Operational Director where appropriate.

Role specifics

Director

The Director are responsible for ensuring this policy is complied with throughout and across the organisation, including their personal compliance. Within the area of teaching and assessment delivery they are responsible for reporting any identified or potential conflicts of interest to the Qualifications Lead.

The Qualifications Lead will then evaluate the risks to SENse Learning and keep documentation relating to this, including any findings and decisions by the directors, in case it is required by our external awarding bodies.

Case Coordinators

All case coordinators are responsible for ensuring this document is complied with by associates within their student teams.

Management of Conflict of interests

All directors and case coordintors receiving information on actual or potential conflicts of interest will ensure that potential conflicts not causing a significant risk to the business are appropriately recorded, monitored and managed. Conflicts, or potential conflicts, that may pose a significant risk to the business must be escalated in confidence to the qualifications coordinator and operational director in order that appropriate steps may be taken to minimize any risks and where possible resolve the issue.

Colleagues

No colleague or associate of SENse Learning shall provide or accept preferential treatment to or from any other colleague or associate of SENse Learning where such a transaction may adversely affect the business, learners, centres or other relevant parties. Such actions may also be construed as bribery and may be subject to criminal prosecution. To assist us in managing significant risks with regards to potential conflicts of interest, individuals must tell us about any relevant risk and/or issue in relation to a conflict or potential conflict that has come to their attention. We appreciate that they may wish to do so in confidence and are asked to refer to our whistleblowing policy for more information.

Any person employed by or acting on behalf of SENse Learning is personally responsible for ensuring that they adhere to the policy and procedures in this document. If colleagues have a query relating to conflicts of interest which is not included in this policy, they must refer the matter to their immediate line manager in the first instance or the operational director.

If a conflict of interest arises, or it is anticipated that one may arise, colleagues must inform their line manager or the operational director in protection of the business and individuals. If there is any doubt whether an activity represents a conflict of interest, the matter should be raised in this way, in order that an objective assessment may be made.

All potential conflicts of interest which relate directly to the colleague themselves, once discussed with their line manager, must be recorded by the line manager and passed to the operational director to be kept in the colleague/associates file. The record must contain information on how the conflict of interest will be managed. Conflicts of interest relating to another individual will be recorded by the line manager and kept on file.

Monitoring

The business management team and Qualifications Lead will periodically monitor the processes in place for dealing with conflicts of interest. Monitoring may typically cover:

• A review of any risk assessments undertaken in the assessment of potential conflicts of interest.

• A review of training, with specific relation to teaching and assessment delivery.

• A review of any Conflicts of Interest on file.

Appeals against our decision or an Award

Appealing our decision or action

A person may appeal our decision relating to any action to be taken against a learner or family following an investigation into malpractice. As outlined, we refer to such actions, where they are punitive, as sanctions. Please see our Complaints Policy for further details.

To appeal against a sanction, you should submit a report as to why you believe that an appeal should be considered, together with any supporting evidence. Please note that appeal applications without supporting evidence may not be accepted. Your report should include the following:

1. Your name(s)

2. The date of the assessment

3. The date(s) you or the learners received notification of our assessment decision 4. The full nature of the appeal (e.g. what you are appealing, a decision/award, why you are appealing and your evidence for it)

4. Your name and signature

Please email or post your completed report and any supporting evidence to the centre at the address in section 9.13 as soon as possible. The latest time we will accept an appeal is 30 working days from the date we informed you about our original decision.

If at any point you, or your student, or families wish to be legally represented in relation to any aspect of an appeal, this must be discussed with us. We reserve the right to also be legally represented.

Appealing an Award

Where assessments are completed on-screen and externally marked by NCFE, appeals should be raised directly with them via our External Quality Assurer.

In the case of Functional Skills Entry Level assessments, and Functional Skills Speaking, Listening and Communicating components, which are internally assessed, an appeal may be raised as outlined above.

Where the appeal is against an internal assessment our Internal Quality Assurer will make all assessment reports and evidence available to be reviewed, and we will seek advice from our awarding body and our associated External Quality Assurer.

How an appeal is dealt with

If we agree your appeal should be heard, we will arrange a meeting consisting of a Director and an independent person to review the case and to make a decision based on the evidence presented, including any evidence you submit to support your appeal. The Panel will consider how appropriate the original sanction/Award was in light of the evidence presented; any readily available regulators' advice on similar matters and any readily available awarding precedents.

The Panel may decide that:

1. The appeal is unfounded, or

2. The sanction imposed, or assessment fail is unreasonable and/or disproportionate, in which case the level of sanction must be reviewed, and/or

3. The Organisation did not apply procedures consistently, properly, orfairly, in which case the relevant procedure(s) must be appropriately applied

The Organisation will let you know of this outcome from the appeal within one working day of the decision being made.

The panel's decision is final and will complete SENse Learning appeals procedures. No further appeal will be accepted.

Where your appeal relates to our actions or decision regarding a regulated qualification and you remain dissatisfied, you may contact our awarding body who would require evidence that you have fully exhausted our internal appeals procedure.

Withdrawal policy

SENse Learning is committed to providing support for all students to achieve their qualifications in a timely manner. We expect all students to complete their assessments when they are ready and able. This may be a complete qualification, or components of one, depending on the nature of the students’ difficulties and the length of time they are at our provision.

If a student leaves the provision and has not completed any assessment components, they will be formally withdrawn from the qualification at the beginning of the next half term.

Where a student has achieved some components of their Functional Skills in English and is moving on from SENse Learning, we will work to obtain documentation from NCFE, such as a results slip or certificate, to prove achievement. This student will be partially certified, but not have achieved the full qualification.

Where a student is moving on to another educational provision, we will work with them to get the students achievements recognised by their awarding organisation, if different from NCFE.

Once a student has achieved their qualification and the certificate has been received, the student is not required to be withdrawn from the qualification. The qualification is complete.

The withdrawal of any students from a Functional Skills Qualification is the responsibility of the qualifications coordinator. This will take place once informed by the appropriate case lead that they have moved on from our provision.

Mandatory disclosure and confidentiality

Mandatory disclosure

It is imperative that in awarding the integrity of the Functional Skills offer is maintained; for example, by ensuring learners who are awarded a certificate have a legitimate right to that certificate.

The Qualifications Regulator has outlined some specific conditions that the Organisation must meet to protect the integrity of regulated qualifications across the awarding community. This included the requirement that where certain things are identified (such as malpractice), or certain actions taken (such as when sanctions are applied) the Regulators must be informed.

Confidentiality

The Organisation may need to access confidential information. The Organisation will ensure that such information is kept secure and only used for the purposes of the investigation and in line with relevant data protection legislation. The Organisation will not normally disclose the information to third parties unless required to do so, e.g. to our Regulators and/or the Police or other relevant and/or Statutory Bodies.

Contact details

If you have any queries about the contents of this section of the policy please contact the NCFE team:

Qualifications Lead – Hazel Groves – hazel.groves@sense-learning.com

Pathways Manager – Sian Bryne – sian.bryne@sense-learning.com

Operational Director – Sophie Amos – sophie.amos@sense-learning.com

SENse Learning, Unit 1, The Forge Offices, Staplefield, RH17 6ET 01444 400896