Targeted Provision - Quality Assurance Policy

1. Policy Purpose

Targeted Provision is focused solely on providing the highest quality education and support whilst creating the best possible outcomes for the high acuity children and young people (CYP) in the SEN/Care system.

Our objective is to provide bespoke personal tuition to a wide range of clients, and this can only be achieved if each member of our network performs to their maximum potential. We place a high value on ensuring the effectiveness and quality of each element of our services. It is the responsibility of everyone involved in the provision of services to read, understand, and implement this policy. Accordingly, the purpose of this policy is to ensure there is an effective and manageable system in place to evaluate consistency and quality in relation to:

• Teaching and Learning:

• Recruitment:

• Referrals:

• Management of human resources and culture:

• Product design and functionality:

• Business development:

• Quality assurance and service improvement:

2. Responsibilities

Chief Executive Officer: (Working collaboratively with the Chief Financial Officer and Head of Partnerships)

• Will be responsible for coordinating a strategic business improvement timetable and disseminating information.

• Will explore opportunities to engage with new commissioning bodies and pursue new contracts and maintain existing partnerships.

• Will interact with investors to map and manage financial security and business evolution.

• Will ensure all policy and procedure documentation is in place, functional and updated in line with business activities.

• Will ensure the business is promoted appropriately through social, printed and broadcasted media.

The Head of Education: (Working collaboratively with a dedicated specialist SEND support team)

• Will maintain high quality educational provision.

• Will review the quality of educational provision on a weekly basis and act upon any concerns raised.

• Will sample and assess tutor performance against the current Teacher Standards and SEND CoP This will include:

  • Planning

  • Quality and use of assessment

  • Effectiveness and quality of marking and feedback

  • Rate of student progress

  • Standard of student work

  • Communication and reporting

  • Attendance and timekeeping

  • Interactions with stakeholders

• Will ensure TP engages in the full graduated response and is present throughout the assess, plan, do and review cycle.

• Will ensure the highest standards of safeguarding and child protection are maintained.

The Head of Recruitment: (Working collaboratively with the Head of People)

• Will ensure the recruitment process is in line with safer recruitment guidelines.

• Will ensure the recruitment process is sufficiently dynamic to attract and engage appropriately qualified and experienced tutors who are able to meet the needs of our cohort.

• Will ensure effective and appropriate monitoring methods are in place regarding DBS, compulsory training and compliance.

The Chief Technology Officer:

• Will ensure all applications and databases remain functional, up to date and support efficient business continuity.

• Will develop new innovative systems and processes to support the core objectives of the business.

• Will communicate with and direct developers to ensure an efficient and successful roll-out of new systems.

The Head of Referrals:

• Will maintain high quality communication and collaboration with commissioning bodies.

• Will ensure accurate matching of tutors with CYPs needs is achieved.

• Will manage all logistical arrangements regarding individual referrals.

The Head of People: (Working collaboratively with the Head of Recruitment)

• Will ensure a robust induction process is in place to support all new staff and tutors.

• Will oversee all employee administration - PAYE, T&Cs, PP, compliance etc.

• Will induce and maintain a positive, CYP focused culture across internal teams and tutor workforces.

• Will ensure CPD, including mandatory training is up to date across all staff and tutors.

• Will have oversight of all staff supervision and appraisal processes.

The Head of Quality Assurance:

• Will have oversight of all self-assessment processes and ensure outcomes feed into the business development plan are time framed and evaluated.

• Along with the Head of Partnerships will prepare for and conduct external QA audits including SEND, Safeguarding and compliance reviews.

• Along with the Head of Partnerships will maintain individual online QA bases as requested by individual commissioners.

• Will conduct random internal QA audits.

• Will receive and act upon all feedback from CYP, parents/carers, commissioners and tutors.

3. Internal QA Audit

Random internal QA audits will be conducted using the Self-Evaluation Quality Assurance (QA) form (Appendix 2). Actions will be evaluated within four weeks of the audit and signed off or extended.

4. Evaluation of Teaching and Learning

All Tutors will be responsible for:

• Organising the teaching and learning in their own subject areas according to the commissioning requirements.

• Regularly mark/annotate their student’s work in line with this policy.

• Produce effective planning of their teaching and learning activities.

• Keep up-to-date records of all assessment decisions and student progress.

• Manage the individual learning environments made available to them to maximise engagement and progress.

• Regularly evaluate the effectiveness of their teaching and learning activities and implement changes based on their evaluations and as a result of QA audits.

• Complete and submit session reports and conclusive reports highlighting progress, engagement and successful strategies to support outcomes.

Sampling will assess:

• The effectiveness of planning.

  • Clear objectives for the lesson are evident.

  • Planned teaching activities address the objectives identified.

  • Individual objectives are evident and appropriate to the level at which the CYP is working (differentiated).

  • Individual learning styles are accommodated (visual, auditory, kinesthetic).

  • Where applicable planning relates to both academic and social/emotional outcomes.

  • Opportunities for literacy and numeracy development are identified.

  • Opportunities to develop independence and resilience are identified.

  • Opportunities for assessment and recording are identified.

  • There is an evidence trail showing how teachers evaluate the impact of their lessons and take action to implement improvements.

  • There is clear structure to the lesson.

• The effectiveness of the individual intervention against the desired outcomes as identified by the commissioning body.

• The appropriateness of marking and feedback in supporting learning, progress and self-esteem.

  • Acknowledgment marking – checking that the work has been completed and that there are no obvious mistakes that need correcting. The use of ticks, stamps or simple attainment based comments.

  • Quality teacher marking – positive comments which relate to the learning objectives /success criteria and a ‘What Next’ or ‘Next Steps’ comment which help CYP grasp what they need to do to improve/progress.

  • Opportunities for self-assessment – CYP are taught to comment against clear and agreed success criteria. This should allow them to gain a better understanding of where they are, where they need to be and what they need to do to get there. Self-assessment marks need to be identifiable as not the tutors marking.

  • Verbal feedback – involves frequent use of open and probing questions and an ongoing dialogue as work progresses.

  • Summative Feedback – tutors will provide comments on young people’s progress at the end of a unit or programme of work. Where appropriate, tutors will assess young people’s progress at the end of a unit.

  • End of intervention progress reviews – judgments at transition points which provide CYP with feedback regarding their progress towards outcomes and provide positive reinforcement.

• The use of assessment to inform planning and teaching.

• Progress within lessons and over time.

• The quality of the learning environment.

• Engagement and attitude to learning.

Sampling of teaching and learning will be recorded using our online recording documents .

Written feedback will be provided to tutors within 5 working days

5. Appendices

1. Self-Evaluation Quality Assurance (QA) Audit form

2. Sampling of Teaching and Learning Example

 

5.1. Self-Evaluation Quality Assurance (QA) Audit form:

Targeted Provision Ltd

 

 

5.2. Sampling of Teaching and Learning:

Targeted Provision Lesson Visit

We believe that the curriculum is everything we prioritise for our young people.

‘Good knowledge of the subject matter’ for us also includes a secure knowledge of the young person