QUALITY MANAGEMENT REVIEW REPORT

Transcription

1 CENTRE DETAILS Centre Name: Centre Number: Principal/Head: Centre EVERTON FREE SCHOOL MR P DUFFY Quality Nominee: Quality Nominee Quality Nominee Telephone: Centre Type: Centre Quality Reviewer Number: MAXINE SPOONER maxine.spooner@evertonfs.net School AA Number: Date and Time Review Started: Date and Time Review Completed: Who was the Review With?: Is this Centre in its first year of delivery?: Number of Subsites at Centre: MR A RICKETTS 06/01/ :00 06/01/ :00 Maxine Spooner Are there any collaborative, partnership or consortia arrangements recognised by the Edexcel System?: Does the centre operate any overseas provision?: No No 0 No If collaborative, partnership, consortia or overseas agreements exist, please provide details:

2 LEARNER REGISTRATION DETAILS Please confirm with the centre all active HN programme titles and the number of registered and active learners on each programme. HN Programme Name Current No. Registered Learners Current No. Active Learners No. Learners withdrawn from programme Current / Proposed Maximum Registrations Mode of Delivery Certificate Claimed [full or partial] This table should be completed during the review visit. Centre's current BIS learner number cap (if applicable):

3 ACTIONS AND RECOMMENDATIONS Progress Summary Comment on any unresolved Essential Actions : Comment on the progress of Recommendations since the last visit : No new recommendations were made at last year's review. Previous recommendations had been actioned. Centre Systems Changes The centre now has a new principal who officially started in post from September The centre details need updating to this effect. Of the listed programmes for the centre only the Caring for Children FL and Sports Level 3 QCF are currently offered. Recommendation 1 (21/11/2016) required Recommendation 2 (21/11/2016) required Recommendation 3 (21/11/2016) required Recommendation 4 (21/11/2016) required Recommendation 5 (21/11/2016) required Recommendation 6 (21/11/2016) required Recommendation 7 (21/11/2016) required

4 Recommendation 8 (21/11/2016) required Recommendation 9 (21/11/2016) required Recommendation 10 (21/11/2016) required

5 CENTRE QUALITY INFRASTRUCTURE OBJECTIVES Centre Management Systems The Organisational structure is clearly defined and complies with Pearson approval requirements. The centre has agreed, effective systems, procedures and external assessment of BTEC provision that are: sufficient for current centre needs. regularly reviewed and updated. readily communicated and available to all staff and learners. operational throughout the organisation. managed by sufficient qualified staff. 1.1 identify a range of key quality systems that meet with Pearson and other regulatory requirements and are: supported by policies and procedures that are annually reviewed appropriate to centre size and the qualification requirements supported by senior managers and implemented by programme teams provided with adequate job descriptions and a centre organisation chart able to ensure arrangements for consortium and collaborative agreements with other sites or organisations and for distance learning are appropriately recorded on Pearson systems ensure that the centre does not provide BTEC provision outside of the UK without a specific Pearson approval 1.2 have policies and procedures for managing: equality, diversity, safeguarding and health & safety arrangements for consortium and collaborative agreements with other sites or organisations and for distance learning being appropriately recorded on Pearson systems special consideration and reasonable adjustment recognition of prior learning and the way this informs learner assessment the provision and learning experience of all levels BTEC provision centre and individual learner engagement with employers 1.3 provide appropriately qualified and vocationally competent staff, who: have sufficient time to effectively fulfill all aspects of the role are provided with adequate induction that is appropriate to the level of BTEC provision being delivered have sufficient access to monitored annual continuous professional development. 1.4 have an adequate provision of safe and appropriate physical resources that are sufficient for the: needs of the curriculum and current learner volumes, together with a planning capability to review resource needs as provision increases conduct of all internal and external assessment appropriate and fair access for all learners regardless of ability or disability. 1.5 provide effective internal and external communications to ensure that staff, learners and other stake holders are correctly informed about all relevant aspects of BTEC programmes. All quality processes are in place and effective Supporting Centre Roles & Team Working Roles are clearly identified and appropriate people appointed in order to ensure: effective quality of centre management accurate administration of learner activity high quality teaching and delivery valid assessment and consistent verification 2.1 identify a Quality Nominee, who acts as a main contact point with Pearson for: over-arching organisational quality matters liasing about regulatory requirements updating centre contact details 2.2 ensure staff are informed and updated on quality requirements as required 2.3 identify a programme leader and team with appropriate shared responsibilities for assisting in the management of: enrolment and registration of learners. tracking and recording of learner achievement. administration and conduct of any Pearson BTEC programme external and/or controlled assessments. safe claiming and distribution of learner certificates. 2.4 provide senior manager oversight, whilst giving delegated authority to programme teams to plan and manage the quality of programme delivery and assessment across all delivery sites. 2.5 set aside structured time for programme teams to have formal meetings to discuss delivery, assessment, verification and other activities and strategies. All quality processes are in place and effective

6 Learner registration & certification (Block) Administrative processes and procedures must ensure that all registrations and certificate claims are: accurate and timely recorded, stored and auditable reflective of a learner's programme of study and level of achievement indicative of valid assessment and consistent verification Where any registration or certificate claim is found to be inaccurate or unsafe, this will be reported to Pearson 3.1 have appropriate operational and monitored procedures for the timely and accurate registration of learners on all BTEC provision at the centre, with a checking process of the accuracy of each registration and the identity of each learner. 3.2 have a procedure for registering learners for any BTEC externally set assessment. This procedure will take account of any reassessment regulations currently in force. 3.3 check the maintenance of accurate and current attendance registers for every learner, whilst they are registered learners at the centre. 3.4 ensure timely and accurate certification claims, verified against assessment records. This will include provision of unit certification as appropriate. Certificates received will be checked against assessment records prior to issue. 3.5 investigate and report all inaccurate, early/late and fraudulent registration claims, via internal senior management to Pearson. All quality processes are in place and effective Annual Programme Evaluation & Review (Block) Effective continuous improvement systems are in place and operational for the cyclical review, evaluation and improvement of programme delivery and assessment that involves: delivery and assessment staff senior management learners The centre needs to assure and annually confirm that programmes continue to meet our centre and qualification approval criteria and quality requirements. 4.1 identify senior staff to lead on quality review and improvement processes. 4.2 have a cycle of programme review and evaluation to assure the quality of the learning experience and the internal and any external assessments for each BTEC programme. 4.3 consult with learners, staff and other stakeholders as part of all programme review processes to inform how the programme has positively impacted upon the learner experience. 4.4 demonstrate that the outcomes of the review process: inform change drive continuous improvement ensure that all learning and assessment provision remains effective and fit for purpose. provides confirmation that centre procedures to track centre employer engagement have been monitored and verified; and that employer engagement records for individual learners have been accurately maintained. 4.5 demonstrate continuous compliance with Pearson centre recognition and qualification approval criteria and quality requirements as part of the annual evaluation and review process. All quality processes are in place but some/all are not effective QO4.5 Ensure the Head of Centre signs the Centre Recognition & Qualification Approvals Re-Declaration in the CED and a copy is then forwarded to the Quality Reviewer. The centre details section also needs amending to include the name of the recently appointed new Head of Centre. QO4.5 The centre would benefit from uploading the CED at least seven days prior to the visit in order to facilitate effective Quality Review. QO4.5 The centre would benefit from providing more detail in the CED in order to demonstrate effective annual Evaluation and Review.

7 Centre Record Systems The centre must ensure the systematic, accurate and secure maintenance of all assessment, learner and other quality management records and record systems. All aspects of centre quality management must be recorded in such a way that: an audit trail of assessment records supports safe certification by providing evidence of consistently accurate assessment against the correct standards; reliable verification; and demonstrates learner progress an audit trial of centre quality management processes is being maintained all centre BTEC programme records are made available and auditable to Pearson representatives upon request 5.1 store all centre records securely and safely relating to learners and the various aspects of the quality management at each stage of the learner process through the centre 5.2 have all centre records, including current learner records of assesment feedback, available for Pearson verification processes and other forms of scrutiny. 5.3 maintain records of learner achievements that are up to date, regularly reviewed and tracked accurately against the current programme specification. 5.4 retain both internal and any external assessment learner and cohort summary records for centre and awarding organisation scrutiny for a minimum of three years following certification. 5.5 have all current learner evidence available for centre and awarding organisation verification processes. Assessed learner work is to be retained for twelve weeks after the issue of certificates. All quality processes are in place and effective

8 OVERALL JUDGEMENT: CENTRE QUALITY INFRASTRUCTURE Centre is Meeting All Quality Objectives: A suitable range of key quality systems and processes are in operation at the centre to underpin the management of BTEC programmes. Policies and procedures are well documented and appropriate to the size of the provision. A strong staff team have been consistently in place for a number of years and on-site facilities for teaching and learning are modern and welcoming. The staff team meet and communicate regularly and parents are updated on school matters through the school website on a weekly basis. Commentary on the adequacy of evidence seen/heard: The centre provided evidence to indicate that the requirements of 1 are being met. This evidence included an organisation chart providing an overview of the centre structure in relation to BTEC programmes, hard copies of policies and procedures updated as required, details of the staff delivery team, a tour of the facilities and resources, minutes of team meetings and an itemised evidence base. This evidence was further supported through discussion between the Quality Reviewer and the Quality Nominee. The full range of required policies supporting key quality systems are in place. The policies are working documents, regularly referred to and applied consistently across the BTEC provision at the centre. Policies and procedures are detailed and set out in a clear user friendly format. All policies are reviewed annually and this process was checked at the visit. A clear organisation chart is located in the Staff Handbook. The centre's BTEC Quality Handbook sets out clearly the roles and responsibilities of key staff as well as containing detailed policies on assessment and verification. The policies are clearly in use at the centre and have been updated to reflect current practice and regulatory body requirements. A learner friendly version is contained in the BTEC Learner Handbook. This small centre has very strong communication links which are fit for purpose. It is clear that BTEC teams work well together and have weekly meetings to discuss key developments. The Quality Nominee, who also acts as examinations officer, is also part of the team and is therefore ideally placed to ensure that the latest updates reach the appropriate staff in a timely fashion. All staff involved in BTEC course delivery are experienced and professionally competent. Everton Free School is a part of Everton Football Club and benefits from being able to use its excellent resources both at the stadium and at Finch Farm, the club's training ground. Justify the action or Recommendation identified to mange weakness and/or make improvement: N/A Yes

9 The Quality Nominee has now been in position for four years and has recently undertaken Pearson Quality Nominee training provided locally. Short chains of communication ensure that both the Extended Leadership Team and programme delivery staff are kept informed of key developments. Two programme teams of an appropriate size are responsible for the delivery and assessment of the two BTEC programmes currently delivered. Formal minuted meetings are held to discuss all aspects of programme management. Commentary on the adequacy of evidence seen/heard: The centre provided evidence to indicate that the requirements of 2 are being met. This evidence included job role for Quality Nominee, organisational charts, programme files, the Centre Engagement Document, assessment records and up to date tracking of achievement. Assessment records were also provided and last year's Standards Verifier report on Caring for Children had been reviewed prior to the visit. This evidence was further supported through discussion between the Quality Reviewer and the Quality Nominee. The Quality Nominee at the centre is a member of the Extended Leadership Group, a member of the BTEC delivery team for both programmes and also acts as examinations officer. In these roles the Quality Nominee is able to ensure that key managers and BTEC delivery teams at the centre are kept informed of any updates from Pearson. In the same way, any programme related issues that arise can quickly be referred to senior managers. Given that this is a small centre, this arrangement works extremely well. The Quality Nominee now carries out a yearly audit to ensure that the information on Edexcel Online is accurate and up to date. A registered and accredited Lead Internal Verifier is in place for both of the programmes in operation at the centre. The centre has set aside time for meetings and informal professional discussions. BTEC team meetings occur at least once a week where operational matters including learner tracking and verification are discussed. Additional planning meetings to monitor course design also occur weekly. Justify the action or Recommendation identified to mange weakness and/or make improvement: N/A The process for managing the registration and certification of learners is well documented and effective. For this purpose programme leaders work together with the examinations officer (who is also Quality Nominee) to oversee the process to help guard against errors. This process has been effective to date with no errors reported. The SIMS electronic system is used for the registration of learners on a daily basis. Externally set assessments do not currently apply to either programme run at the centre. Commentary on the adequacy of evidence seen/heard: The centre provided evidence to indicate that the requirements of 3 are being met. This evidence included the Registration and Certification Policy, learner registration details, Reasonable Adjustment and Special Consideration Policy and examination records. This evidence was further supported through discussion between the Quality Reviewer and the Quality Nominee. The examinations officer is responsible for registration and works together with the Lead Internal Verifier for each programme to ensure that registration and certification is timely and accurate. Given that the exams officer is also a member of the BTEC delivery team and knows all of the learners, this serves as an additional check to ensure the accuracy of registration data and certification claims. The exams officer uses Edexcel Online to enter data for registration and claim certification. No errors have been reported to date. The Quality Nominee confirmed her understanding of the requirement to investigate and report all irregularities through internal senior management to Pearson The centre accepts learners who are at risk of being excluded from school. This means that registrations for the Caring for Children programme do not occur at the start of the year unlike the Level 3 Sport. However a policy is in place to ensure that registration occurs within four weeks of the learner starting the course. In addition the centre is aware of how to apply for reasonable adjustment and special consideration for assessment where this is applicable and has an appropriate policy in place. The SIMS (School Information Management System) electronic system is used for the registration of learners on a daily basis. Justify the action or Recommendation identified to mange weakness and/or make improvement: N/A

10 The current well documented process of review and evaluation has been designed and implemented by the current QN, working with the two programme leaders. This process is completed annually and contributes to the school SEF (Self Evaluation Form). The process includes a strong focus on using learner experience to inform programme design and delivery. The review results in an action plan that is reviewed as part of the quality improvement process. The centre is not meeting awarding body requirements as follows: The Centre Recognition & Qualification Approvals Re-Declaration has not been signed by the Head of Centre as required Commentary on the adequacy of evidence seen/heard: The centre provided evidence to indicate how the requirements of 4 are being met. This evidence included the Sixth Form Development and Performance Review, minutes of meetings, evidence of surveys with results, learner records and results and evidence of curriculum planning. This evidence was further supported through discussion between the Quality Reviewer and the Quality Nominee. The process for programme review and evaluation at the centre is particularly strong. A Sixth Form Development and Performance Review is completed on an annual basis which feeds into a summary report identifying strengths, areas for improvement and resulting actions. This programme audit and performance review provides strong evidence that a culture of continual improvement is in operation at this centre. Learner experience data is formally collected at several key points as well as informally and is used to review and improve course design. In the same way learners on the Caring for Children course are actively involved in developing course design. The centre also canvases the opinions of parents as well as of the learners themselves. Justify the action or Recommendation identified to mange weakness and/or make improvement: Completion of the action will ensure that the centre is compliant with the requirement in the CED that the Centre Recognition & Qualification Approvals Re-Declaration be signed by the Head of Centre. Completion of the recommendations will ensure that the centre better demonstrates continuous compliance with Pearson centre recognition and qualification approval criteria and quality requirements Centre records are mainly retained in a secure fashion electronically, with some hard copies of work stored in a locked cupboard. Well maintained up-to-date records of achievement were available for the Quality Reviewer to inspect. Assessment records and learner work are being retained for three years and twelve weeks respectively as required. Commentary on the adequacy of evidence seen/heard: The centre provided evidence to indicate that the requirements of 5 are being met. This evidence included access to electronic records, learner tracking documents and learner assessment records. This evidence was further supported through discussion between the Quality Reviewer and the Quality Nominee. The centre is fully compliant with the Pearson BTEC regulations on the storage and management of centre records. These records are largely retained securely in electronic format. These records are clear, current and very comprehensive. These records are updated every six weeks as part of the overall school system. BTEC trackers are updated after each unit. Pearson approved documentation is used throughout the centre for recording assessment plans and outcomes as well as verification plans and records. Documentation seen during the visit confirms that records are up to date. Minutes of meetings confirm that learner progress towards target is routinely discussed during team meetings. Previous cohort records were available for inspection and confirm that records are indeed kept for a minimum of three years. The Quality Nominee confirmed that the centre was compliant in relation to the retention learner work until twelve weeks after certification. Justify the action or Recommendation identified to mange weakness and/or make improvement: N/A

11 QUALITY OF LEARNER EXPERIENCE OBJECTIVES Enabling Learner Enrolment & Induction Learners are enrolled with integrity onto appropriate programmes that will: meet their needs enable and facilitate learning and achievement enable progression 6.1: appropriately publish programme information that is accurate and provides learners with a basis for making an informed choice about enrolment decisions. 6.2: enable appropriate structured discussion with the applicant, with appropriate guidance and advice, to enable informed learner choice. 6.3: access the applicant's learning needs, progression, aspirations and any additional on-programme support requirements. 6.4: provide opportunities to inform and engage applicants' parents/advocates where appropriate in the application and enrolment processes. 6.5: provide an appropriate learner induction that: explains the demands, structure, content and assessment requirements of their programme. informs learners of the learner appeals and malpractice procedures. clarifies the formal requirements and deadlines of both internal and any external assessment. explains learner facilities. identifies learners' development needs. develops an individual learning plan All quality processes are in place but some/all are not effective QO6.1 Ensure the Sixth Form Prospectus is amended to accurately publish programme information in relation to BTEC programmes currently offered. Learner on Programme Support & Progress Provide a support process appropriate to the level of study and learner need that assures the structured monitoring of individual learner progress, achievement and progression. 7.1: provide a learning experience that: engages learners through effective teaching and assessment processes that foster independent learning, and provides effective pastoral care to support learning. identifies learner development needs with appropriate support to assist progression and achievement. reviews learner progress and develops agreed action plans through a process of constructive feedback and dialogue. enables individual learners to have realistic opportunities to participate in appropriate employer engagement activities that enhance their programme of study. 7.2: provide a learner review process that is clear, equitable and open equally to all learners. 7.3: ensure strategies are in place to identify support mechanisms are in place and the provision of effective pastoral care that supports learning and achievement. 7.4: continuously improve and update learning and support material, including programme schedules and learner hand books. 7.5: have a reporting process that records each learner's achievements and progression to further study or employment All quality processes are in place and effective

12 Managing Assessment Provide a formalised approach to both internal and external assessment that: delivers valid and reliable assessment outcomes in line with national standards follows Pearson regulations and requirements leads to the safe certification of learner achievement 8.1: ensure current programmes of study comply with the requirements of Pearson and external regulatory and quality bodies. 8.2: have clearly defined assessment roles. 8.3: have clearly identified and auditable internal and/any external assessment procedures that are operational at all assessment locations and across all assessors, units and learners as appropriate. These procedures will provide equal access to both internal and any external assessment for all learners as appropriate. have a process that verifies each learners' identity and authenticity of each piece of work submitted for assessment meet Pearson's current requirements for conducting internal assessment and/any external assessment 8.4: maintain assessment recording documentation that is: clearly understood by learners and assessors used consistently across all centre assessment locations kept up to date regularly reviewed and tracked accurately against regulated standards 8.5: use an assessment methodology that leads to valid and reliable assessment outcomes against current national standards. All quality processes are in place and effective Standards of Internal & External Assessment (BLOCK) Provide an appropriate process to accurately manage internal and the external verification and the conduct of any external assessments by: following Pearson regulations and requirements utilising available standardisation materials to standardise all assessors and internal verifiers enabling the outcomes of internal verification and Pearson Standards Verification and Quality Monitoring Review to improve assessment and internal verification standards 9.1 appropriately register and accredit a Lead Internal Verifier for each sector as required and who: understands their responsiblities regarding the standardisation of assignments and assessed learner work. assures assessment standards amongst all assessors and internal verifiers. provides the required internal standardisation training for teaching staff. 9.2 deliver an internal verification process that is compliant with Pearson and regulatory requirements by establishing: an appropriate planning schedule that assures all assignment briefs are internally veirified annually and sufficient samples of learner work will touch all assessors and all taught unit assessment criteria annually a record of verification outcomes is maintained a process to deal with inaccuracies and weaknesses in assessment identified by internal verification, or by Pearson quality processes. cover for absence and succession plans in place for lead internal verifiers. 9.3 maintain accurate and up to date records of learner progression and achievement in order to support the accurate sign off of learner achievement certification claims. 9.4 facilitate the conduct of both remote and live standards verification by providing timely samples of learner work and responding to requests made for additional information, additional sampling material or further Pearson investigation. 9.5 ensure that correct centre and learner preparation is undertaken for both internally and externally set assessments. This will include both registering requirements and the provision of resources and facilities for the conduct of the assessment. All quality processes are in place and effective

13 Managing Assessment Safeguards All assessment must be recorded in such a way that the centre: policies and procedures meet Pearson and regulatory requirements. provides robust investigations, free from bias and conducted in line with policy ensures fair, consistent documented outcomes, which are in line with policy and accurately recorded/communicated to all stakeholders ensure learners and staff are aware of the: learner appeal process, learner compaints process(for learners on BTEC L4-7 programmes) and what constitutes assessment malpractice. related processes for instigating an appeal or investigating malpractice. possible outcomes that may be reached. consequences of internal and external outcomes. process for a learner appeal to Pearson relating to internal and external assesment outcomes provide learners with sufficient written information and practical instructions at the beginning of the programme to enable them to appreciate the nature of plagiarism and assessment malpractice and provide them with the study skills to research and prepare assignments 10.3 demonstrate how the potential for any assessment malpractice informs learner achievement, programme planning and delivery 10.4 have robust systems for recording and managing all assessment appeals, complaints(where applicable) and malpractice, including plagiarism have a process for reporting serious assessment malpractice, appeal and complaints(where applicable) to Pearson All quality processes are in place and effective

14 OVERALL JUDGEMENT: QUALITY OF LEARNER EXPERIENCE Centre is Meeting All Quality Objectives: Learners receive detailed course information and undergo a rigorous selection process. They also benefit from thorough initial assessment to identify particular support needs This has undoubtedly contributed to the current excellent achievement rates. Parents and guardians are fully involved in this process. The centre is not meeting awarding body requirements as follows: The centre is no longer offering the BTEC Level 2 Extended Certificate in Sport as advertised in the Sixth Form Prospectus as it now uses another awarding organisation for this level. Commentary on the adequacy of evidence seen/heard: The centre provided evidence to indicate that the requirements of 6 are being met. This evidence included the Sixth Form Prospectus, evidence of taster evenings, open days and recruitment fayres, Admissions& Recruitment policies, enrolment documentation, planned induction and ILPs. This evidence was further supported through discussion between the Quality Reviewer and the Quality Nominee. A rigorous selection and induction process is in operation at the centre. Potential learners are given information about the course in a variety of different ways including a published prospectus and the centre's web site, taster evenings and open days, recruitment fayres and assemblies. All applicants are offered an interview with a course tutor to determine their suitability for the course and to provide the learner with information about what is expected from them. Following the interview, applicants will receive a conditional offer based on their GCSE results and a reference from their school. The induction process is well documented and includes an initial assessment to determine the level of their basic skills as well as a practical activity to determine their ability. Parents and guardians are involved throughout and their views on the process are canvassed and used to inform future practice. During induction, key policies including malpractice and appeals are outlined. Further details are included in the learner handbook which includes a user friendly version of the policies. Learners' progression aspirations are taken into account in selecting appropriate units. Individual Learning Plans are used to good effect throughout. Justify the action or Recommendation identified to mange weakness and/or make improvement: Yes Completion of the action will ensure that the centre is compliant with the Quality Measure requirement for appropriately published programme information that is accurate and provides learners with a basis for making an informed choice about enrolment decisions. 7 Pastoral care is effectively incorporated into programme delivery time to support learning and achievement. Comprehensive ILPs are in place that drive target setting. In addition any issues in relation to teaching and learning are picked up daily on an informal basis and, more formally, at the weekly meetings. Support materials, such as the Learner Handbook, are regularly updated 7 Commentary on the adequacy of evidence seen/heard: The centre provided evidence to indicate that the requirements of 7 are being met. This evidence included the Learner Handbook, results of observations of teaching and learning, the last OFSTED report, ILPs and minutes of meetings. This evidence was further supported through discussion between the Quality Reviewer and the Quality Nominee. All BTEC programme tutors also act as pastoral tutors and incorporate pastoral time with BTEC delivery so that pastoral issues can be dealt with as and when they areise. Good examples have been cited of how learner feedback is sought and acted upon, leading to improvements not only for future cohorts but also for the current learners. Teaching and learning on programmes is highly effective as evidenced by consistently good observations of teaching and learning. The most recent OFSTED report noted: "The quality of teaching and learning in the sixth form sports studies course is highly effective. Clear progress charts regarding academic, behavioural, and attendance monitoring are regularly shared with students and they work as a cohesive unit to support each other." A variety of assessment methods are in place at the centre including the use of observation records, witness statements and oral presentation recording sheets. For practical activities, video recording and motion analysis software is used. Learners' progress is reviewed at key intervals during the year with formal reviews issued to parents/advocates. The Learner Handbook had been updated to incorporate recommendations from the previous Quality Reviewer. 7 Justify the action or Recommendation identified to mange weakness and/or make improvement: N/A

15 8 Assessment roles and responsibilities are clearly set out and in practice at the centre. Pearson documentation is used for recording purposes and is very thoroughly completed. The roles of all members of the two small programme teams are clear as they are all involved in both course delivery and assessment. Assessment records are clear, comprehensive and up-to-date. A suitable range of assessment methods is used to better meet the needs of all learners. 8 Commentary on the adequacy of evidence seen/heard: The centre provided evidence to indicate that the requirements of 8 are being met. This evidence included an organisation chart outlining assessment and internal verification responsibilities, assessment records, records of internal verification, staff handbook and the Reasonable Adjustment and Special Consideration Policy. This evidence was further supported through discussion between the Quality Reviewer and the Quality Nominee. Assessment procedures are clearly set out in policy documents including the staff handbook. Learner friendly versions are found in the learner handbook. All policies are Pearson BTEC compliant. Common recording documentation is used across both programmes in operation at the centre. Records seen during the visit indicate that the recording process was applied consistently, monitored effectively and that records were up to date. The process for ensuring authenticity of learner work was reviewed and examples provided from assessment records. The Reasonable Adjustment and Special Consideration Policy supports the principle of providing equal access to assessment for all learners. The centre had a copy on file of Pearson's current requirements for conducting internal assessment. 8 Justify the action or Recommendation identified to mange weakness and/or make improvement: N/A Accredited Lead Internal Verifiers are in place for both programmes and have re-registered for this academic year as required. They are experienced and knowledgeable in their roles. As noted in previous QMR reports the internal verification process remains robust and the recording of assessments clear and comprehensive. Assessment records are clear, comprehensive and up-to-date as previously noted. Last year's Standards Verifier sample for Caring for Children FL received a good report and was released on first sample. Commentary on the adequacy of evidence seen/heard: The centre provided evidence to indicate that the requirements of 9 are being met. This evidence included staff records and CVs, internal verification records and exemplar forms, internal verification sampling plans, assessment records and the one Standards Verifier report completed for This evidence was further supported through discussion between the Quality Reviewer and the Quality Nominee. Lead Internal Verifiers are in place for both programmes in operation at the centre. The Quality Nominee confirmed that assessment teams have been standardised in line with current requirements. Internal verification of assignment briefs is being well completed with comments boxes being well used to provide feedback to assessors. Each unit is delivered by one assessor which helps to ensure consistency. Verification plans ensure that at least one assignment for each learner is verified for each unit. Additional random sampling provides an extra safeguard. Minutes of meetings confirms that weaknesses in assessment are identified and addressed. The previous Quality Reviewer had raised a concern over cover in the event of absence with the roles of Quality Nominee, examinations officer and assessor being carried out by the same person. However I concur with his previous judgement that other experienced staff at the centre and the clear documentation that exists act to limit this risk. Justify the action or Recommendation identified to mange weakness and/or make improvement: N/A

16 Detailed appeals and malpractice policies are not only well documented but also clearly operational at the centre. These are made available to all parties through relevant handbooks. The importance of authenticity of work is emphasised during induction. Commentary on the adequacy of evidence seen/heard: The centre provided evidence to indicate that the requirements of 10 are being met. This evidence included appeals and malpractice policies, staff and learner handbooks, induction documentation, the examinations policy and assessment records including exemplar authenticity statements. This evidence was further supported through discussion between the Quality Reviewer and the Quality Nominee. Both the Appeals and the Malpractice policies are clearly set out in the staff handbook and a learner friendly version is found in the learner handbook. Possible malpractice by staff is considered alongside learner malpractice. The procedure to be followed if malpractice is suspected is clearly defined along with the possible outcomes and consequences. Both polices are included as part of the induction process for learners. No instances of learner appeals or malpractice have been reported to date, and the Quality Nominee indicated she is well aware of the requirement in relation to reporting any such instances to Pearson. Justify the action or Recommendation identified to mange weakness and/or make improvement: N/A

17 CENTRE DEVELOPMENT PLAN Essential Action 4 (09/04/2017) QO4.5 Ensure the Head of Centre signs the Centre Recognition & Qualification Approvals Re-Declaration in the CED and a copy is then forwarded to the Quality Reviewer. The centre details section also needs amending to include the name of the recently appointed new Head of Centre. Essential Action 6 (09/04/2017) QO6.1 Ensure the Sixth Form Prospectus is amended to accurately publish programme information in relation to BTEC programmes currently offered. Recommendation 1 (09/01/2018) Recommendation 2 (09/01/2018) Recommendation 3 (09/01/2018) Recommendation 4 (09/01/2018) QO4.5 The centre would benefit from uploading the CED at least seven days prior to the visit in order to facilitate effective Quality Review. QO4.5 The centre would benefit from providing more detail in the CED in order to demonstrate effective annual Evaluation and Review. Recommendation 5 (09/01/2018) Recommendation 6 (09/01/2018)

18 Recommendation 7 (09/01/2018) Recommendation 8 (09/01/2018) Recommendation 9 (09/01/2018) Recommendation 10 (09/01/2018) General Comment Everton in the Community Trust opened its Free School for Alternative Provision on one site in Liverpool in September The charity has a long-standing history of informal community engagement with young people and Everton Free School delivers formal educational provision with strong links to the community. A newly built, permanent site was officially opened in Walton in September The number of places available is approximately 200. The school does not admit learners under the age of 14. Learners are taught in mixed-age and ability classes. Class sizes at Key Stage 3 and Key Stage 4 are kept to a maximum of eight learners. Learners who are at risk of, or have been, permanently excluded are commissioned by their local authorities or their home-school to attend Everton Free School. Most learners are White British. The proportion of learners from minority ethnic groups is well below the national average for all schools. The proportion of learners identified as having a disability or special educational needs and supported through school action is above the national average. The proportion given extra support through school action plus or with a statement of special educational needs is well above the national average. The proportion of learners supported through the pupil premium is above average. The full-time sixth form group follows sports studies courses. Date of Initial Submission: 09/01/2017

19 Re-Declaration Centre Recognition Re-Declaration: Yes The centre has completed the Centre Recognition Re-Declaration, but this has not been signed by the Head of Centre as required. This is an action point under QO4.5 within the report. Qualification approvals Re-Declaration: Yes Similarly the centre has completed the Qualification Approvals Re-Declaration, but this has not been signed by the Head of Centre as required. So this is also actioned under QO4.5 within the report.