ADULT & COMMUNITY LEARNING SERVICE

ADULT & COMMUNITY LEARNING SERVICE Tutor/Trainer/Assessor Guide 2017-2018 Trail blazing the path to excellence

Contents Tutor information Page Welcome 4 Introduction 5 Tutor/Trainer Duties and Responsibilities 6 Tutor/Trainer Continuous Professional Development 7 Learner Journey 8 Recognising and Recording Progress and Achievement (RARPA) 9 Information and Advice 10 Induction 12 Initial Assessment 12 Individual Learning Plans (ILP) 12 Additional Support 13 Session Planning 13 Learner Progression Next Steps 13 Learner Feedback 13 Case Studies 14 Focus Groups 14 Tutor/Trainer Course Evaluations 14 Course Files 15 Quality of Delivery 16 Class Visits 16 Observation of Learning, Teaching and Assessment (OLT) 16 Inspection 19 Features of an Outstanding Lesson 20 Key Policies and Strategies 21 Safeguarding and Tutor/Trainer Responsibilities 21 The Prevent Duty 22 Responsibilities for Staff 23 Equality, Diversity and Inclusion 26 Equality, Diversity and Inclusion Checklist 28 Health and Safety Risk Assessments 30 Embedding English, Maths and IT 31 Useful Information 32 Acronyms 32 Websites 33 Notes 34 3

WELCOME If you are new to the Adult and Community Learning Service (ACL) we would like to welcome you and look forward to your help in providing and developing a high quality service for each and every learner on our courses. We would also like to take the opportunity to thank all continuing tutor/trainers for the energy, hard work and dedication you have shown over previous years, particularly during our successful Ofsted inspection in February 2017. We pride ourselves on being a learner-focussed Service, so your participation and hard work are central to our provision and your contribution is greatly valued. We want to give you the support and guidance you need to make your work with us positive and rewarding. We know that you do your best for our learners and are committed to delivering high quality courses to address the needs of learners in local community venues across Staffordshire. This Tutor/trainer Guide contains useful information about what the ACL Service expects from tutor/trainers in terms of supporting the Learner Journey, and the documentation required to assure the quality of our provision, as well as details of what support you can expect from ACL. Good luck and best wishes for a productive and enjoyable year. The Adult and Community Learning Team 4

INTRODUCTION The Staffordshire Adult and Community Learning Service (ACL) offers a broad range of learning opportunities intended to encourage adults to return to learning and to progress to further learning, volunteering or employment. ACL works collaboratively with a wide range of organisations and local communities to secure and deliver a comprehensive and coherent range of high quality learning opportunities for adults and families, underpinned by Staffordshire s commitment to Equality, Diversity and Inclusion. Community Learning encompasses programmes and activities covering a spectrum of learning including: First Steps to Employability courses targeted at adults below level 2 who have not recently engaged in learning and/or are unemployed who want to improve their chances of finding work STEM Preparatory programmes in Science, Technology Engineering and/or Mathematics, leading to further study or employment in these sectors Functional Skills courses for adults who lack essential skills in English, maths or Information Technology and do not want to or are not yet ready to enrol on an accredited course Leisure or recreational courses for adults who wish to develop a skill, acquire knowledge, pursue an interest for the purpose of cultural enrichment, intellectual or creative stimulation and improve health and fitness Programmes for adults with learning difficulties and/or disabilities, and/or those with enduring mental ill health which include leisure, first steps to functional skills provision Community Learning Trust Responsiveness Fund (CLTRF) which offers local grants for the delivery of needs led adult learning programmes Family programmes which include Wider Family Learning (WFL) and Family English, Maths and Language (FEML) which aim to encourage family members to learn together Wider Family Learning Grants for schools to deliver family learning programmes which are designed to enable adults and children to learn together or help adults to support their children s learning. The Service aims to be responsive to the needs of the community, whilst delivering high quality and cost effective outcomes and operating within the regulations and guidance of the relevant funding bodies and inspectorates. For more details on the range of courses we offer, please go to Search for a part-time course on the Staffordshire County Council website using the following link: http://www.staffordshire.gov.uk/acl 5

TUTOR / TRAINER DUTIES AND RESPONSIBILITIES Check that learners fully and accurately complete the enrolment form Check learner eligibility from the completed enrolment form, and sign and date the form to confirm Accurately maintain a register to record learner attendance, withdrawals, achievement and destination (where relevant) Monitor attendance and take any relevant steps to support learners to attend regularly Report any attendance issues to line manager Check ID of all visitors to the session and ensure that signing-in procedures are followed (signing in book, or record visitor name on register) Risk assess activities to ensure all learners are safe, and complete Personal Emergency Evacuation Plan (PEEP) where appropriate Ensure learners receive a full induction to the course and distribute learner handbooks Devise an appropriate scheme of work and session plans which include a group profile and learner support needs Include relevant contextual activities which develop English, Maths and IT skills Involve the learners in making decisions about course content and the methods and pace of learning Use a variety of teaching, learning and assessment methods to meet the needs of the group Identify and respond to additional learning support needs, which may include the use of adaptive technology Direct and supervise any learning support staff working with the group and provide assistance to learners when necessary Complete individual learning plans with each learner which record initial assessment, setting and reviewing of individualised learning outcomes Regularly monitor and accurately record learners progress and achievement Review learners work and give appropriate feedback to enable learners to monitor their own progress and their next steps Reflect on and evaluate lessons and the course Facilitate learners to complete course feedback, either on paper forms or online Promote Equality, Diversity and Inclusion Ensure learners have an understanding of safeguarding and e-safety Promote British Values and comply with the Prevent Duty Report any safeguarding issues according to the ACL procedure For accredited courses In addition to above Assess learners achievements against assessment criteria in line with awarding body requirements and provide assessment decisions for learners. 6

You should work with your manager to facilitate the following: Names of internal verifiers (IV), an IV sampling plan for all qualifications delivered, regardless of the awarding organisation, should be submitted to the Skills and Employability Service s Quality and Performance Manager each term The Skills and Employability Service s Quality and Performance Manager should be informed of all EV visits Any significant issues raised as part of an EV/Moderation visit should be communicated to the Skills and Employability Service s Quality and Performance Manager as soon as is practicable Qualifications should be claimed within 5 working days of EV visits. Qualifications should be claimed within 10 working days following completion for direct claim status programmes. Themes arising from EV/Moderation should be included in Course Reviews and Self- Assessment Reports. Tutors contribute to the ACL Service Self-Assessment process by: Encouraging learners to complete case studies Reporting to your manager any successes, examples of good practice or concerns Providing appropriate course evaluation TUTOR/TRAINER CONTINUOUS PROFESSIONAL DEVELOPMENT As a tutor/trainer, what you do in the classroom makes one of the biggest contributions to your learners chances of success. The best tutor/trainers are constantly reviewing and changing what they do to respond to: developments in their sector and their course content the individual learners in their groups new research into innovative teaching/training, learning and assessment activities Tutor/trainers are expected to undertake reflective practice and to keep up to date with subject knowledge, and the Professional Standards. The Education and Training Foundation have developed Professional Standards and Self-Assessment toolkit which you are expected to use to identify your CPD strengths and areas of development. http://www.foundationonline.org.uk/course_files/sat-single-page/ The ACL service expects full-time tutor/trainers to undertake a minimum of 30 hours continuing professional development (CPD) each year (pro rata for part-time tutor/trainers), as part of your continuous improvement. For example if you regularly teach for one day a week, you should complete 6 hours of CPD in the academic year. ACL will offer Continuous Professional Development (CPD) sessions for tutor/trainers, and attendees will be expected to cascade the training to other relevant staff. There will also be tutor/trainer briefings in August- October and attendees will receive a copy of the Tutor/trainer Guide. The ACL service also maintains a website and blog aimed at tutor/trainers, to support CPD activity. The site contains resources from ACL training sessions, links to external sources of CPD and development materials, teaching, learning and assessment documentation and examples of Good Practice from ACL and the wider sector. The blog will keep you up-to-date with news and important issues. You can find website and blog here: www.staffsacl.wordpress.com 7

LEARNER JOURNEY Information and advice activity recorded on scheme of work Learner s next step recorded on individual learning plan and/or in learner handbook Individual learning Plan Record of achievement on Register Formative and summative assessment Assessment methods Verbal and/or written feedback Enrolment forms, fully and accurately completed Physical Activity Readiness Checklist (if appropriate) Identifying additional learning needs Course information leafl et Recruitment Progression Induction Achievement The Learner Initial assessment Assessment Learning plans Progress reviews Teaching & learning Individual learning plans Induction check list Learner Handbook Safeguarding poster Register Ground rules Skills scan for Family English, Maths and Language Functional Skills, WFL and ASB Subject specifi c initial assessment results recorded on individual learning plan Individual Learning Plans fully RARPA compliant and fi t for purpose Scheme of work Session plans Resources Differentiation Equality and Diversity checklist 8

LEARNER JOURNEY RECOGNISING AND RECORDING PROGRESS AND ACHIEVEMENT (RARPA) RARPA is a learner-centred process for assuring the quality of the learners achievement, in non-accredited learning. The ACL Service requires tutor/trainers to embed the RARPA process throughout all non-accredited programmes. Some of the evidence for RARPA will be found in fully completed fit for purpose Individual Learner Plans (ILPs) along with other course documentation: SOW Session Plans Learner Portfolio Assessment Records Course Info/Outline Sheet Learner Focus Group Learner Session Evaluations Learner Surveys Registers Enrolment Forms The checklist below shows the 5 stages and where evidence may be found to demonstrate that RARPA procedures are being followed. It is Good Practice to use this checklist to ensure that you have covered all aspects of RARPA. For more guidance, see the notes on pages 11-12. RARPA Audits will be carried out by the ACL Quality Improvement team. The audit ensures that: a systematic and holistic approach is followed which evidences that the learner is at the centre of the learning learners goals are recognised and counted to the success of their learning a consistent standard is maintained and good practice shared Where a course does not meet the required standards, the tutor/trainer will be given an action plan and re-audited. 9

RARPA CHECKLIST RARPA stage 1: Aims appropriate to individuals and group of learners Tutor/trainer notes Are previous learners views taken into account when you are planning the course Have learners received information before they enrolled about - overall aims of the course progression options pre-requirements eg IT, English and maths Are learning aims and outcomes clearly shown on session plans /SoW and including Personal, Social and Employability skills where appropriate RARPA stage 2: Initial assessment to establish learners starting points Tutor/trainer notes Does initial assessment record- previous knowledge previous experience existing qualifications existing skills Does initial assessment record additional support needs preferred ways of learning How does initial assessment feed into course planning? eg Group Profile? RARPA stage 3: Identification of appropriately challenging learning objectives: initial, re-negotiated and revised Tutor/trainer notes Are outcomes expressed in learner -friendly language? Are outcomes SMART? Induction and course delivery allow learners to disclose disability and support additional learning needs Are learning outcomes suitably challenging? Is there an opportunity to recognise existing previous knowledge and skills? 10

RARPA CHECKLIST CONTINUED... Do outcomes include personal, social and employability skills, where relevant? Do outcomes reflect learners own goals where appropriate? RARPA stage 4: Recognition and recording of progress and achievement (formative) teacher feedback to learner, learner reflection, progress reviews Tutor/trainer notes Are learners given feedback on their progress? Does the feedback enable the learner to progress? Is there evidence of progress against the individual learning outcomes? Is there an opportunity to record additional/ unplanned outcomes? Is there an opportunity for outcomes to be renegotiated with the learners? RARPA stage 5: end of programme learner self-assessment, teacher summative assessment, review of overall progress and achievement, advice on next steps progression Tutor/trainer notes Is there a summative assessment which reviews and records the achievement of the learner against the original outcomes? Is there advice on what the learner can do next? Is learner feedback collected to inform future planning? Are all learners achievement data recorded to collate for course data? Do you reflect on the achievement of learners in order to inform future planning? 11

COURSE INFORMATION Learners must be provided with course information in order to be able to decide whether it is what they are looking for, and be given the opportunity to discuss their requirements with the tutor/trainer, if needed. The course information leaflet will provide a description of the course and what the learner could do next. It will also give the course title, length and number of sessions, where it will be held and any fees, start and end dates with session times and the entry requirements for the course. Learners will also be told what they need to bring to the session. INDUCTION All learners must receive an induction on to the course. There is a checklist on the ACL website to ensure that everything is covered with the learner. All learners should be provided with a copy of the Learner Handbook which should be used to support the induction process. Induction at taster sessions is only expected to cover safeguarding, general housekeeping and course information. On all other course lengths, the full induction process should be reinforced throughout the course duration, as necessary. INITIAL ASSESSMENT Subject Area Tutor/trainers should include an initial assessment of the learner s previous knowledge and experience, existing qualifications and skills where appropriate. English and Maths It is an expectation that English and maths are embedded into the course delivery in all subjects, and this needs to be identified in the scheme of work and recorded on the Group Profile. Learners should undertake a skills check of their English and maths skills for Functional Skills, Family Learning, CLT and accredited courses (of 20 hours or more). Where a need is identified, learners should be signposted to the appropriate provision to support their development. INDIVIDUAL LEARNING PLANS (ILP) Every learner on every course must have an ILP in some form. ILPs are central to the RARPA process and they must be fit for purpose and fully compliant. It is your responsibility to ensure that the format used meets the course and learners requirements and to explain their importance within non-accredited programmes. ACL has provided templates but the expectation is that, in most cases, these will need to be adapted by tutor/trainers to suit your learners and your delivery. Time must be planned for the integration of ILPs into the session delivery and opportunity provided for learner and tutor/trainer written feedback on progress which must be given against learner outcomes. 12

ADDITIONAL SUPPORT Extra support or specialist resources, such as adaptive technology, may be needed to support learners on a one to one basis or in small groups. You are expected to discuss support needs identified with your manager who must ensure that all learners needs are addressed on the course. SESSION PLANNING You should plan each session with clear learning outcomes and with a range of teaching, learning and assessment activities to engage learners. Activities should enhance learning, and should support the development of learners functional skills as necessary. Activities should also be differentiated to ensure that all learners can take part at a level which is appropriate for them, both supporting the less able learners and challenging all learners to work to their maximum potential. You may find it helpful to use Bloom s Taxonomy to plan for differentiated outcomes: Bloom s Taxonomy Create Evaluate Produce new original work Design, assemble, construct, conjecture, develop, formulate, author, investigate Justify a stand or decision appraise, argue, defend, judge, select, support, valie, critique, weigh Analyse Draw connections among ideas differentiate, organise, relate, compare, contrast, distinguis, examine, experiment, question, test Apply Use information in new situations execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch Understand Explain Ideas or concepts classify, describe, discuss, explain, identify, locate, recognise, report, select, translate Remember Recall facts and basic concepts define, duplicate, list, memorise, repeat, state LEARNER PROGRESSION NEXT STEPS You should provide Information and Advice in order to promote lifelong learning and enable learners to make well informed and realistic decisions about their next steps. This must be planned and recorded in your scheme of work and session plans and may include further learning, voluntary work, employment or other opportunities that help the individual to achieve their personal learning or work goals. LEARNER FEEDBACK All learners must be given the opportunity to provide feedback to the ACL Service, using the ACL learner feedback questionnaire, preferably completed online, or the paper version in the back of the Learner Handbook. 13

You should check that learners understand the statements before they complete the form, or support the learners if completing on line. Completed forms should be given to Provider Managers in order to check for any matters requiring an urgent response, especially safeguarding concerns. Details of how any concerns have been actioned must be recorded and must be provided when the forms are submitted. They are then forwarded to the ACL Service for collation and analysis. ACL Designated Persons will follow up any safeguarding concerns with the Provider Manager. Learners with LDD? There is an alternative version designed for ALDD learners should this be more suitable, or alternative arrangements to collect feedback may be made. Provider Managers need to seek prior agreement with ACL before the commencement of the course. In the second term, learners will have the option to complete the FE Choices on line or paper-based survey. They will need to use the Staffordshire County Council UPIN number (116188), and will need either their Unique Learner Number (ULN) reference number to log in to the website. This information will be available from your line manager. CASE STUDIES We like to celebrate the success stories of our learners, and we want to demonstrate the impact of our courses on individuals, families and communities. Providers are encouraged to submit one learner case study for each programme type. Case studies should provide evidence of the difference that completing an ACL course has made to the learner. Tutor/trainers should identify appropriate learners and complete the case study proforma, or can submit recordings (video, audio) which can be arranged with the ACL Quality Improvement team, if required. Any material submitted may be used for marketing purposes and tutor/trainers must ensure that learners consent is obtained for this purpose, if names and/or photographs are included. A sample template for this purpose can be found on our website. FOCUS GROUPS ACL staff may hold one learner focus group each year per programme area and tutor/trainers may be involved in running these groups. Details of the topic selected and guidance on the process will be issued to the Provider Manager by the ACL Service. 14

COURSE FILES Tutor/trainers are required to keep a course file which must contain the following information as a minimum: Course planner including Scheme of work and group profile Venue and Field Trip Risk Assessment Personal Emergency Evacuation plans (if appropriate) Physical readiness forms (if appropriate) Register including learner contact information Learner Induction Checklist Session plans including activity risk assessments and evaluations Individual Learning Plans (please retain copies of 2 ILPs after the end of the course) Tutor/trainer End of Course Evaluation Suggested templates for all of these can be found on our website: www.staffsacl.wordpress.com For accredited programmes the following are also required:- Awarding Body course standards Assessment plan Record of progress against the assessment criteria Record of IV feedback to the assessor 15

QUALITY OF DELIVERY The ACL service is funded by the Government body which is now called the Education and Skills Funding Agency (ESFA), and we deliver learning directly (through the Direct Delivery Unit) and through subcontracted provision. We have an obligation to monitor the quality of all delivery and to this end we have a Quality Framework, which sets out our minimum standards, and against which provision is RAG rated according to risk (Red, Amber or Green). We report on our provision in an annual Self-Assessment Report. This is written in line with Ofsted s Common Inspection Framework (CIF) to ensure that our standards will meet Ofsted s expectations. The Quality Framework lays out the procedures for ACL to monitor the quality of provision in all delivery. This includes RARPA audits (see page 9), External Verifier reports and the visits and observations detailed below. CLASS VISITS The ACL Service will undertake at least one class visit per term per Provider, depending on risk assessment to evaluate the learner experience. ACL managers will not give the Provider notice of their intention to visit a class. Providers are required to inform ACL if the class is not running or of any changes to the course details submitted. You must ensure that all course file documentation is available at all times of the visit and staff will also speak briefly to the learners. During the visit, a report will be prepared with an action plan as necessary. The report will be shared with the tutor/trainer and a copy sent to the Provider Manager within two weeks of the visit. For the academic year 2017/18 the class visits will focus on the following themes: the quality of the induction process the RARPA/assessment process English and maths embedded into the course Stretch and challenge / differentiation for all learners The class visit findings will be used both to enhance and disseminate existing Good Practice and address areas for development. OBSERVATION OF LEARNING, TEACHING AND ASSESSMENT (OLT) Observations of Learning, Teaching and Assessment (OLT) will provide evidence of the quality of learning experience, with a primary focus on learners progress and achievement. It is not just about proof of quality, but about delivering continuous improvement through reflection and action and, therefore is essentially a developmental process. Tutor/trainers can expect to be observed at least once during each academic year. The Observation The overall quality of the lesson will be graded on how well teaching and resources promote learning and address the full range of learners needs and course requirements. The tutor/trainer may be asked to leave the session whilst the observer speaks to the learners. Full guidance on the protocols governing the ACLOLT process is specified in the ACL Lesson Observation and Moderation Policy and Procedures 2017/18. Where Providers carry out their own observations, grade 1 observation reports are forwarded to the ACL Service to recognise outstanding tutor/trainer achievement. They will be used for sharing best practice and will be acknowledged in the monthly Provider Update with the tutor/trainer s consent. 16

ACL Observation of Learning, Teaching and Assessment Process OLT scheduled with provider Tutor notified by line manager The session will be graded on a four point scale: 1 Outstanding 2 Good 3 Requires Improvement 4 Inadequate OLT performed and verbal feedback given with provisional grade and arrangements for formal feedback agreed with tutor Moderated report sent to tutor along with final grade (within 10 days) Professional discussion and formal feedback A two way process between tutor and observer OLT record retained by ACL and discussed at contract monitoring meeting Action plan agreed and completed by tutor within specified timescales Random anonymised sample selected for OLT standardisation panel Re-observation if necessary Grade 1 observation reports are forwarded to the ACL Service to recognise outstanding tutor achievement. They will be used for sharing best practice and will be acknowledged in the monthly Provider Update with the tutor s consent. 17

Following an observation, you will receive feedback from the observer, and a written report. During the feedback you should discuss with the observer actions to further develop your teaching (regardless of the grade awarded). It is the responsibility of you and your line manager to complete the actions and record this on the action plan. You may be offered mentoring from ACL staff to support your development. ACL staff may also ask permission to share Good Practice identified during an observation. Observation of Learning and Teaching - Appeals Process If the tutor/trainer disagrees with the observer s moderated grade then initially this should be discussed with the observer. If, after subsequent discussion, the tutor/trainer still disagrees with the grade the tutor/trainer must contact the ACL Quality Manager by email within 5 working days. The evidence will be reviewed and the Quality Manager will contact the tutor/trainer to discuss the issues within a further 5 working days and to review the options according to the ACL Lesson Observation Moderation Policy and Procedures 2017/18. www.staffordshire.gov.uk/acl Mentoring Tutor/trainers being observed by ACL staff may be offered mentoring from a member of the Quality Improvement team in order to address their action plan and to support their professional development. Tutor/trainers who achieve a grade 1 or 2 may be invited to share best practice with other tutor/trainers including the Teaching and Learning Blog and at Provider Meetings. SHARING GOOD PRACTICE Sharing Good Practice is a key tool which allows the data from the monitoring processes to be used to improve provision, as Good Practice is adopted and adapted by different providers throughout the service. It is a process which recognises high quality provision and delivery and motivates staff and providers to improve through positive role models and examples. It encourages tutor/trainers and providers to be creative and innovative, and to review their own practice. The process: https://www.thinglink.com/scene/823194334311481345 How tutor/trainers can get involved: https://www.smore.com/9wgb8/edit?ref=show_author 18

INSPECTION Ofsted has responsibility for inspecting every provider of education and training providers. They make judgements about the quality of the learning experience against the Common Inspection Framework (CIF). The CIF was devised by Her Majesty s Chief Inspector in line with the Education and Inspections Act 2006 and revised in June 2015. The inspectors make a judgement in four categories outcomes for learners quality of teaching, learning and assessment personal development, behaviour and welfare effectiveness of leadership and management The relevant handbook for ACL is the Handbook for the inspection of Further Education and Skills published June 2015. This can be found on the Ofsted website: https://www.gov.uk/government/publications/common-inspection-frameworkeducation-skillsand-early-years-from-september-2015 The Ofsted short inspection of the ACL Service in February 2017 confirmed ACL Services are Good this was the same judgement as the last full inspection in November 2012. Inspectors judged that the Council has a clear vision and that the strategy has been effective at reaching the most disadvantaged residents and those with the highest needs. Outcomes for learners are good and safeguarding is effective. The inspectors visited a range of sessions across the county including Codsall, Burton, Stafford, Stone and they were impressed by what they saw. Lessons are lively and engaging. Teachers prepare learning sessions well and make good use of a wide range of accessible and well-designed learning resources and materials. Teachers are well qualified and have appropriately high expectations of their learners, regardless of educational attainment, or social or cultural heritage. As a result, learners make good progress and achieve their learning objectives. The development of learners English and mathematics is good, including good CPD provision. Tutor/trainers use ILPs well and learners are clear about the progress they are making and learners receive good written feedback. Tutor/trainers plan sessions well to engage and motivate learners, resources and learners practical work are of a good standard. The recommendations to the service as to how to improve were few, and were on issues we feel are approachable. The recommendations for Teaching and Learning that we will need your support in are: Ensure that all learners receive clear and relevant individualised targets which should be regularly monitored, so that they have a better understanding of their progress and Ensure teachers provide sufficiently challenging activities for the most able learners in their classes, so that these learners continue to remain engaged and motivated to learn. So this involves: 1. Talking to learners about their ILPs and the targets that you should negotiate together to ensure that all learners understand the relevance. 2. Ensuring that you are aware of the more able learners in your groups and that you are challenging them to extend their learning activities to allow them to reach their full potential. 19

FEATURES OF AN OUTSTANDING LESSON Guide to Observation of Learning, Teaching and Assessment Teaching is consistently challenging all groups of learners Teachers ensure learners are safe and understand safeguarding including bullying, cyberbullying and The Prevent Duty Activities are matched closely to the learners needs Learners respond extremely well to the challenges set for them Learners progress is significantly better than expected Teaching promotes independent learning, good working relationships and the productive use of learners time Tutor/trainers have high levels of subject and vocational expertise Learners have a highly developed understanding of how well they are doing and are motivated to improve their work Tutor/trainers effectively use opportunities available to develop learners English and maths skills and promote equality and diversity Learners work in a highly productive way and make very good use of their time Lessons are thoroughly prepared and tutors are responsive to unanticipated learning opportunities that arise in lessons The tutor/trainer s enthusiasm and commitment inspire learners who respond well to the challenges set for them Learners progress is considerably better than might be expected. Learning resources, such as ICT, are used very well by tutor/trainers and learners to promote effective learning Assessment is rigorous and well organised - the outcomes are effectively used for planning future learning Tutor/trainers give constructive feedback in learners progress towards their learning outcomes Teachers make highly effective use of differentiation to enable learning Very effective use of RARPA/assessment process to evidence learner achievement and success 20

KEY POLICIES AND STRATEGIES SAFEGUARDING AND TUTOR/TRAINER RESPONSIBILITIES Staffordshire County Council s Adult and Community Learning Service is committed to creating a safe learning environment that promotes well-being and security for all learners and staff. What is Safeguarding? Culture of vigilance and prevention Responsive to learners Equailty and Diversity Health and Safety Everyone is responsible for the 5 R s Recognise - Respond - Report - Record Refer In the event of an individual making a safeguarding disclosure to you or if you have a concern about an individual s safety you should... Remain calm and listen very carefully Demonstrate a sympathetic approach and reassure the person Explain that you are required to share the information with your line manager and/or designated person responsible for safeguarding Reassure the person that steps will be taken to support and protect them Alert our line manager immediately Make a written report of what the person said to you or the concerns about what you have seen Do not Stop someone who is freely recalling significant events Ask questions or press the person for more information Promise to keep secrets Contact the alleged perpetrator or alleged victim Be judgemental Break the confidentiality agreed between the person disclosing the information, yourself and your line manager/designated person do not talk to anyone else about the information. 21

Cyberbullying Cyberbullying is when a person uses technology i.e. mobile phones or the internet (social networking sites, chat rooms, instant messenger), to deliberately upset someone. It can happen at any time of day and spread quickly, due to the nature of the technology. Bullies often feel anonymous and distanced from the incident when it takes place online and bystanders can easily become perpetrators by forwarding or not reporting cyberbullying. There is not a specific law which makes cyberbullying illegal but it can be considered a criminal offence under several different acts including Protection from Harassment Act (1997), Malicious Communications Act (1988), Communications Act (2003) Obscene Publications Act (1959) and Computer Misuse Act (1990). At induction, tutor/trainers must cover with learners what to do if they experience or are aware of someone else on the course experiencing bullying. Useful Documents Staffs ACL e-safety Policy and E-safety for learners leaflet are available on our website: www.staffordshire.gov.uk/acl THE PREVENT DUTY As a tutor/trainer, you need to be aware of the new Prevent Duty which has been a legal requirement since July 2015. Prevent is one of the elements of CONTEST, the government s counter terrorism strategy. Prevent is about safeguarding our learners to keep them both safe and within the law. The Prevent Duty is not about preventing learners from having political and religious views (and concerns) but about supporting them to use those concerns or act on them in non-extremist ways. What is the Prevent Duty? Section 21 of the Counter-Terrorism and Security Act 2015 places a duty on certain bodies, listed in Schedule 3 to the Act, to have due regard to the need to prevent people from being drawn into terrorism. What is Extremism? The government has defined extremism in the Prevent strategy as: vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. This also includes calls for the death of members of the British armed forces. What are British Values? British values are defined as democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs ; institutions are expected to encourage learners to respect other people with particular regard to the protected characteristics set out in the Equality Act 2010. Theresa McKenna Tel: 01785 278661 Mob: 07970 962 769 Email: theresa.mckenna@staffordshire.gov.uk 22

RESPONSIBILITIES FOR STAFF Tutors must have undertaken appropriate safeguarding training within the last two years https://www.foundationonline.org.uk/course/index.php?categoryid=5 review with learners their rights and responsibilities regarding safeguarding, respecting others, bullying, cyberbullying and The Prevent Duty during induction and reinforce this regularly during the programme work in the interests of individual learners and act in a way which promotes and safeguards their well-being carry out risk assessments on all classroom activities they are delivering to ensure learners are safe check all disclosed information in relation to learners with learning difficulties and/or disabilities eg. recorded on enrolment forms ensure physical and verbal interactions with learners are appropriate ensure learners understand the complaints procedure ensure learners understand who to contact if they themselves or if they know of someone who they think is not safe always refer any issues, concerns and reported abuse and/or accusations to the appropriate designated person In addition, you have a legal responsibility under The Prevent Duty to make sure that you: have undertaken training in The Prevent Duty https://www.foundationonline.org.uk/course/index.php?categoryid=14 are aware of when it is appropriate to refer concerns about students, learners or colleagues to the Prevent Officer, usually the provider s Safeguarding Officer report concerns where these arise exemplify British values of democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs into their practice as part of their professional behaviour in order to comply with the Professional Standards (see page 7) embed British Values into curriculum delivery Advice on Safeguarding Code of Conduct for Staffordshire County Council ACL tutor/trainers seek to provide a safe and supportive environment, which secures the well-being and very best outcomes for learners. However, the nature of ACL work means that tension and misunderstandings can occur during interactions between tutor/trainers and learners, and staff behaviours may give rise to allegations being made against them. Allegations may be genuine, malicious or misplaces. They may arise from differing perceptions of the same event. Some ACL tutor/trainers have expressed concern about their vulnerability and have requested clearer advice about what constitutes illegal behavior and what might be considered as misconduct, as well as practical guidance about which behaviours constitute safe practice and which behaviours should be avoided. For advice please see the Professional Conduct Guidelines within the Safeguarding Policy on our website: www.staffordshire.gov.uk/acl 23

You have the right to feel safe where you learn. Other people should not hurt or abuse you. Your responsibilities are: to respect other people s rights to safety; not to hurt or abuse others; and not to threaten to hurt or abuse others. Physical abuse People should not touch you in a way that hurts. Sexual abuse People should not touch you or make you touch them in a way that makes you feel uncomfortable or upset. Psychological or emotional abuse People should not upset you by bullying or teasing you. Financial, money or material abuse People should not steal from you. Neglect If you have personal care support, people who are there to help you should not neglect you or ignore you. Discrimination People should not treat you badly because of your age, disability, gender, ethnicity, religion, or who you choose for your girlfriend or boyfriend. What should you do if you think you are being hurt or abused? If you think you have been hurt or abused by another student or learner, member of staff or visitor, you should report this as soon as possible. Tell a trusted member of staff what is happening or contact: You can also contact: Samaritans 08457 909090 Victim Support 0845 3030900 24

ADULT COMMUNITY LEARNING PROMOTES BRITISH VALUES Democracy Your opinion counts The rule of law No one is above the law Laws protect everyone Innocent until proved guilty Respect and tolerance All backgrounds and cultures All ages All genders and sexualities All religions and beliefs Individual liberty Freedom of speech 25

EQUALITY, DIVERSITY AND INCLUSION The ACL Service s commitment to supporting adults through lifelong learning is underpinned by the Equality, Diversity and Inclusion Policy (EDI) 2017/18. The Service is committed to equality for everyone; that means it includes everyone but welcomes differences. Our aim is to make adult learning accessible to all learners and it will work to remove or overcome barriers to learning. The EDI policy links to The Public Sector Equality Duty, of the Equality Act 2010, which requires public authorities to pay due regard to: Eliminate discrimination, harassment and victimisation, Advance equality of opportunity, Foster good relations between persons. As tutor/trainers you have a key role to play in fulfilling the EDI Policy aims, which are: To ensure equality of opportunity and outcome To promote an inclusive culture To secure freedom from discrimination on the grounds of age, being or becoming a transsexual person, being married or in a civil partnership, being pregnant or on maternity leave, disability, race including colour, nationality, ethnic or national origin, religion, belief or lack of religion/belief, sex, sexual orientation (These are called protected characteristics ) To ensure that no individuals or groups are denied access to services To promote diversity within a safe environment for all potential and current learners and staff, in both service delivery and employment practice To identify factors and barriers which may result in prospective or actual learners being disadvantaged either directly or indirectly To take measures to compensate for these factors and remove barriers To continue to tackle discrimination by providing an accessible curriculum and creating inclusive learning environments. 26

Discrimination can come in one of the following forms: direct discrimination - treating someone with a protected characteristic less favourably than others indirect discrimination - putting rules or arrangements in place that apply to everyone, but that put someone with a protected characteristic at an unfair disadvantage harassment - unwanted behaviour linked to a protected characteristic that violates someone s dignity or creates an offensive environment for them victimisation - treating someone unfairly because they ve complained about discrimination or harassment Please use the checklist on the following pages to ensure that you are meeting these requirements. To ensure that we are delivering learning which is accessible to all, tutor/trainers have a responsibility to: identify all individual learner needs encourage learners to disclose any disability or learning need deliver the programme in ways that are accessible to all this may involve making changes to improve physical access, changes to resources and teaching, learning and assessment methods take into account the needs of all learners request learning support where appropriate, including adaptive technology People who want to take part in learning activities and who have a disability which they think might affect their learning, should be encouraged to discuss their needs in confidence when they enrol, or when they join the activity for the first time. You should seek permission from learners before sharing details about their disabilities with others, and only pass on information about disabilities if it is necessary to help learning. 27

EQUALITY AND DIVERSITY CHECKLIST Course Planning and content Tutor/trainer notes The course curriculum is socially inclusive Teaching, learning and assessment methods and activities can be accessed by all learners Course documentation records promotion of EDI Initial assessment and group profile provides information to support how individual learners needs are met e.g. schemes of work and session plans e.g. learners prior knowledge, learning styles, personal goals, additional needs Induction activities promote EDI, and how to tackle harassment and bullying Learning and teaching resources Resources have positive images of a diverse society Stereotypes are challenged in the design of materials Learners receive resources in advance of the session (if required) based on individual need Classroom Management and activities Room arrangements meet all learners need Tutor/trainer notes e.g. older/younger people, minority groups, people with disabilities, differing family structures e.g. two men going on holiday rather than a family, wheelchair users playing sport e.g. learners who have difficulties with reading materials or following verbal instruction Tutor/trainer notes e.g. older/younger people, minority groups, people with disabilities, differing family structures Listen to learners concerns, and respond and provide impartial advice where appropriate Negotiated ground rules covering learners rights and responsibilities are recorded Induction and course delivery allows learners to disclose disability and support additional learning needs Differentiated learning opportunities are managed to meet all learners needs Learners contribution of their existing knowledge and experience is valued e.g. enrolment forms, tutor/trainerials e.g. learners mix with people from different backgrounds, through small group and pair work e.g. different backgrounds and cultures 28

CONTINUED Natural occurring opportunities are used to promote understanding of equality and diversity issues and celebrates different cultures Ensure all learners listen and understand the views of others and enable the views of all to be heard Inappropriate or offensive language and behaviour is challenged Promote a safe, supportive and collaborative learning environment e.g. peer support, team work, learner responsibility and other skills 29

HEALTH AND SAFETY RISK ASSESSMENTS Venue and Field Trip Risk Assessment Prior to any course starting the Provider Manager must complete the Venue and Field Trip Risk Assessment form and make a copy available to the tutor/trainer. This form covers normal session delivery in a venue and any field trips. Any actions identified need to be followed up and recorded on the form. Activity Risk Assessment This is part of the session plan. Should a session require a risk assessment for particular activities this section of the session plan must be completed by the tutor/trainer, and any mitigating actions to reduce risks must be recorded. Personal Emergency Evacuation Plan (PEEP) In an emergency situation, tutor/trainers need to pay particular attention to people who may have special needs. For example, learners, staff or visitors who have a learning difficulty and disability either permanently or temporarily who, in the event of an evacuation, are unable to exit the building unaided. Their needs should be discussed with them (or with a carer, if appropriate), which might lead to slight changes or modifications being made to existing procedures. You may need to develop a Personal Emergency Evacuation Plan (PEEP) for people who frequently use a venue whilst on a course. The individual will need to be confident that the PEEP put in place ensures their evacuation from the building in an emergency situation. The plan should be prepared jointly with the person concerned. On our website there is further guidance to assist tutor/trainers in developing a PEEP. Physical Activity Readiness Checklist For courses which involve physical activities for example Keep Fit, Badminton, Swimming, Yoga Tia Chi, Pilates, all forms of dance and the full range of Sport and Leisure activities, learners must complete the Physical Activity Readiness Checklist at the beginning of the first session. You must review the information provided and inform the learner to consult their GP prior to participation in any activity, if they answer yes to any of the questions. You must ask learners before the start of any session if their physical condition has changed since the previous session and make the necessary adjustments to the activity, or review the initial Physical Activity Readiness Checklist as required. 30