Staff and Quality Assurance Handbook 2016-17 by CBDavis Coaching

Directorate of Education and Neighbourhood Services

Adult and Community Learning in Reading Staff and Quality Assurance Handbook

Name:

Document issue date:

September 2016

Expiry Date: August 2017

COURSE DATES AND TERMS 2016-2017............................................................................................................................. 3 ABOUT NEW DIRECTIONS.................................................................................................................................................. 5 NEW DIRECTIONS VISION, MISSION AND VALUES..................................................................................................................................6 BRITISH VALUES AND NEW DIRECTIONS..............................................................................................................................................6 NEW DIRECTIONS’ POLICIES AND PROCEDURES................................................................................................................. 7 QUALITY STANDARDS AN PROCESSES – TEACHING LEARNING AND ASSESSING...................................................................9 RECOGNISING AND RECORDING PROGRESS AND ACHIEVEMENT (RARPA)................................................................................................9 OBSERVATION OF TEACHING, LEARNING AND ASSESSMENT (OTLA) –...................................................................................................11 DIRECT DELIVERY..........................................................................................................................................................................11 OBSERVATION OF TEACHING, LEARNING AND ASSESSMENT – NON-DIRECT DELIVERY (SUBCONTRACTORS AND PARTNERS)..............................12 QUALITY ASSURANCE FRAMEWORK................................................................................................................................ 14 OFSTED AND INSPECTIONS..............................................................................................................................................................14 SELF-ASSESSMENT REPORT (SAR)...................................................................................................................................................14 QUALITY IMPROVEMENT PLAN (QIP)...............................................................................................................................................15 EXAMS, ASSESSED QUALIFICATIONS AND AWARDING BODIES......................................................................................... 15 LIST OF QUALIFICATIONS AND THEIR AWARDING ORGANISATIONS...........................................................................................................16 ASSESSED QUALIFICATIONS.............................................................................................................................................................17 INTERNAL QUALITY ASSURANCE (IQA).............................................................................................................................................17 EXTERNAL QUALITY ASSURANCE ACTIVITY (EQA)...............................................................................................................................18 COURSE INFORMATION AND ADMINISTRATION............................................................................................................... 19 WHO’S WHO IN CURRICULUM........................................................................................................................................................19 PLANNING AND DOCUMENTING LEARNING........................................................................................................................................19 MONITORING ATTENDANCE, RETENTION, ACHIEVEMENT AND SUCCESS (ARAS).....................................................................................21 RESOURCES AND CLASSROOM SUPPORT......................................................................................................................... 24 GENERAL TEACHING RESOURCES......................................................................................................................................................24 CLASSROOM SUPPORT...................................................................................................................................................................26 Information Advice and Guidance - IAG..............................................................................................................................26 Learner support...................................................................................................................................................................26 Requesting support for learners..........................................................................................................................................27 EMPLOYMENT AND PAY INFORMATION........................................................................................................................... 28 PERFORMANCE MANAGEMENT........................................................................................................................................................28 Probation.............................................................................................................................................................................28 Appraisals and 1:1s.............................................................................................................................................................29 Capabilities..........................................................................................................................................................................29 DBS (Disclosure & Barring Service) Checks..........................................................................................................................29 Staff Qualifications..............................................................................................................................................................30 Code of Conduct..................................................................................................................................................................30 HOW WILL I GET PAID?.................................................................................................................................................... 31 Pay scales*...........................................................................................................................................................................31 Working Times:....................................................................................................................................................................33 Lone Working.......................................................................................................................................................................34 Time Off in Lieu (TOIL).........................................................................................................................................................34 Sickness/Absence Reporting................................................................................................................................................34 Expenses..............................................................................................................................................................................35 Mileage claiming – Grey fleet checks..................................................................................................................................35 Professional Standards........................................................................................................................................................36 RECORD OF STAFF CPD AND MEETINGS........................................................................................................................... 37 SUPPORT STAFF ROLES AND RESPONSIBILITIES................................................................................................................ 38 NOTES:........................................................................................................................................................................... 39

Page 2 of 45

Course dates and terms 2016-2017 GCSE TER M 1 2 3 4 5 6

Start

End

No of WKs

Interview and assessment dates 7/8/9 September 2016 Monday 12 September 2016 Friday 21 October 2016 No classes week 24 to 28 October 2016 (½ term) Monday 31 October 2016 Thursday 22 December 16 No classes 23 December 2016 to 6 January 2017 (end of term) Monday 09 January 2017 Friday 10 February 2017 No classes 13 to 17 February 2017 (½ term) Monday 20 February 2017 7 April 2017 No classes 10 to 21 April 2017 (end of term) Monday 24 April 2017 Friday 26 May 2017 No classes 29 May to 2 June 2017 (½ term) Monday 5 June 2017 Friday 9 June 2017 Last day course 9th June

6 8 5 7 5 1

ESOL TER M 1 2 3 4 5 6

Start

End

No of WKs

Monday 26 September 2016 Friday 21 October 2016 No classes 24 to 28 October 2016 (½ term) Monday 31 October 2016 Friday16/12/16 No classes 19 December 2016 to 6 January 2017 (end of term) Monday 09 January 2017 Friday 10 February 2017 No classes 13 to 17 February 2017 (½ term) Monday 20 February 2017 7 April 2017 No classes 10 to 21 April (end of term) Monday 24 April 2017 Friday 26 May 2017 No classes 29 May to 2 June 2017 (½ term) Monday 5 June 2017 Friday 14 July 2017 Last day term 14 July 2017

4 7 5 7 5 4

ENGLISH and MATHS

TER M 1 2 3 4 5 6

Start

End

No of WKs

4 7 5 7 5 4

Page 3 of 45

Learning for Work TER M 1 2 3 4 5 6

Start

End

No of Wks

Monday 26 September 2016 Friday 21 October 2016 No classes 24 to 28 October 2016 (½ term) Monday 31 October 2016 Thursday 16 December 2016 No classes 19 December 2016 to Friday 6 January 17 (end of term) Monday 09 January 2017 Friday 10 February 2017 No classes 13 to 17 February 2017 (½ term) Monday 20 February 2017 7 April 2017 No classes 10 to 21 April (end of term) Monday 24 April 2017 Friday 26 May 2017 No classes 29 May to 2 June 2017 (½ term) Monday 5 June 2017 14 July 2017 Last day term 14 July 2017

4 7 5 7 5 6

Community Learning TER M 1 2 3 4 5 6

Start

End

Monday 26 September 2016 Friday 21 October 2016 No classes 24 to 28 October 2016 (½ term) Monday 31 October 2016 Friday 9/12/16 Make up week 12-16 December 2016 No classes 19 December 2016 to 6/01/17 (end of term) Monday 09 January 2017 Friday 10 February 2017 No classes 13 to 17 February 2017 (½ term) Monday 20 February 2017 31 March 2017 Make up week 3-7 April 2017 No classes 10 to 21 April (end of term) Monday 24 April 2017 Friday 26 May 2017 No classes 29 May to 2 June 2017 (½ term) Monday 5 June 2017 30 June 2017 Make up week 3 to 7 July 2017

No of Wks 4 6 5 6 5 4

Page 4 of 45

About New Directions The New Directions service is part of Reading Borough Council’s (RBC) Directorate of Environment & Neighbourhood Services (DENS) and is externally grant funded by the Skills Funding Agency (SFA). The service and its sub-contractors and partners provide a range of Information, Advice & Guidance (IAG) and Learning opportunities. All delivery is externally quality assured to the Common Inspection Framework (CIF) – Learning & Skills by Ofsted (for SFA funded learning) or MATRIX (for IAG activity). The service provides adult education in five RBC owned centres (two designated learning centres in Caversham & Whitley and three shared premises) plus a number of outreach locations in the borough for example Children’s Centres. New Directions offer: 1. Direct Delivery Two types of SFA funded learning are offered: 1.1 Accredited courses i.e. those leading to a nationally recognised qualification (Adult Education Budget - AEB) Subjects offered: Maths Computing (ICT)

English Employability

ESOL (English for Speakers of Other Languages

1.2 Community Learning (CL) i.e. not leading to a qualification, about wider outcomes such as health and wellbeing (Adult Safeguarded Learning - ASL). Subjects offered: Dyslexia Support Dressmaking Computing (ICT)

Languages Confidence Building Arts & Crafts

Ceramics Fashion

Cookery Health & Lifestyle

The service is also sub-contracted to provide National Careers Service (NCS) services to assist individuals into work. 2. Non-direct delivery Through the Reading Community Learning Network (RCLN) the service supports a range of voluntary & community-based not for profit organisations to provide specialist and targeted learning opportunities. For example this includes provision delivered by the local Workers Education Association (WEA) branch and Reading Community Learning Centre (RCLC) who provide targeted provision predominantly for Asian women.  For further information please read our ‘Community Learning and Skills Plan 2015-18’ Non-funded Learning These courses are offered on a full cost recovery basis and are not subject to SFA funding; therefore they are not in scope of Ofsted inspection. Subjects offered: Upholstery Arts & Crafts Languages Dressmaking Ceramics Cookery Health & Lifestyle Computing (ICT)

Page 5 of 45

New Directions vision, mission and values

Mission to provide best value, high quality adult and family learning which meets the needs and aspirations of each individual in the local community.

Vision

British Values

to support individuals to achieve their personal aims and aspirations whether they are to gain employment, improve their skills or to help them be part of their community

Democracy Accessibility Equality Inclusivity Promoting respect and tolerance

We will achieve these by working with a range of organisations to provide high quality learning opportunities to those most in need. We will sub-contract ‘Neighbourhood Learning in Deprived Communities – NLDC’ type activity. 

We expect our staff to work by and promote our mission, vision and values as we believe that this contributes to our success.

British Values and New Directions How British Values are promoted at New Directions:     

As a service our key aims and objectives are:   

To become an Ofsted outstanding provider Sustain performance improvement To review our position within the marketplace and decide how the service will continue to be viable and stable for the future, whilst safeguarding targeted provision with deprived neighbourhoods and vulnerable learners

Links to corporate objectives:    

Providing the best life through education, early help and healthy living Safeguarding and protecting those that are most vulnerable Keeping the town clean, safe, green and active Remaining financially sustainable to deliver these service priorities Page 6 of 45

Page 7 of 45

New Directions’ Policies and Procedures New Directions has a range of policies and procedures with regards to quality improvement and a variety of legislative matters such as Equality and Health and Safety. The policies and procedures are reviewed on an annual basis and these are available on the staff section of Moodle and in hard copy at each main centre. Please ensure that you are familiar with these policies and procedures, amongst other things they will help with the classroom induction.

Health and Safety New Directions recognises and accepts its responsibility as an employer to provide and maintain so far as is reasonably practicable a safe and healthy environment for everyone who may be present within the ND premises.  Tutors should liaise with Frontline/reception staff to report any incidents online. ALL incidents, including near misses, should be reported to the New Directions’ Health and Safety Officer, Vanessa Hart: Vanessa.hart@reading.gov.uk 0118 937 4914 (74914) or 0781 1685 850 (85850)  All staff will complete H&S training in line with their level of responsibility.

Equality, Diversity and Inclusion New Directions is committed to providing accessible services to the whole community, and therefore does not discriminate on grounds of age, disability, gender, gender reassignment, pregnancy and maternity, race, religion or belief and sexual orientation. Equality and diversity should be integrated into and promoted by all teaching activities. As a tutor this means that your teaching should be inclusive by ensuring that equality and diversity are proactively promoted in the selection of materials, resources and methodology. You should also ensure that the learning experience is enriched by the diversity of our learners. New Directions will ensure that its Equality Policy is fully implemented and that all staff and learners are fully supported to reach their potential.

Safeguarding and Prevent duty All RBC employees have a duty to report abuse and mistreatment of children or vulnerable adults. You can do this either by contacting your line manager, the Designated Safeguarding Officer (Learner Services Manager) on 0118 937 4914 or directly to Safeguarding.Adults@reading.gov.uk – 0118 937 3747 West Berkshire Safeguarding Adults Board has a website with information and guidance on safeguarding adults, it can be found at http://www.sabberkshirewest.co.uk/

 It is the duty of staff to inform management only, not to investigate If the concern is regarding ‘terrorism’, normal safeguarding processes continue to apply. Refer any concerns to your line manager, the Designated Safeguarding Officer (Learner Services manager) and / or directly to preventreferrals@thamesvalley.pnn.police.uk If you think a criminal act has taken place contact the Police immediately.

Page 8 of 45

ICT use and e-safety

Ten ‘Golden Rules’

1. RBC provides ICT (equipment, access, date and information) for WORK USE – it is not a substitute for, or an extension of, your personal home computing facilities 2. The concession for RBC ICT personal use (in accordance with the policy) is at the discretion of the Council, it is not a right (as Council systems are provided for Business Use only including the right to monitor for policy compliance and systems performance), therefore any personal use concession may be withdrawn at any time. Any personal use is undertaken at the risk of the employee/councillor. 3. Discretionary personal use (e-mail, internet, etc.) must never interfere with the performance of your work duties or services to clients and customers. Sensible personal use of e-mail and internet access is expected at all times and this must not expose the Council to any consequential liability, financial risk or loss of reputation in the community. 4. You must never compromise the confidentiality, safety and security of the data, equipment and network that you use. You must not damage ICT equipment. Never use unencrypted USB Memory sticks to carry sensitive personal data. 5. The Councils ICT equipment and facilities must never be used to create, access, view, download, forward or distribute offensive and unacceptable material (e.g. pornographic material, MP3 files, DVDs, software, and other copyrighted material for which the Council could be held liable). 6. You must only use the corporate e-mail (@reading.gov.uk) for business e-mail. Personal e-mail may be conducted (in accordance with the policy) using your own personal account accessed via your web browser (e.g. Yahoo), separate to your Council e-mail account (but the Council does not guarantee the access to or the performance of personal e-mail). You should not respond to “Phishing” e-mails or click on internet links contained in emails from unrecognised sources. You must comply with GCSX e-mail restrictions and follow document/email marking security requirements and secure e-mail practices (e.g. Global Certs Secure e-mails) where applicable. 7. You must not download customised tool bars, screen savers or wallpaper. 8. You should not relocate any installed ICT equipment without following defined corporate process. 9. You should not share logins and passwords (in accordance with the policy). You should always use “hardened” (difficult) passwords in a format defined by the policy (minimum of 8 characters). 10. You should not purchase and install hardware, software or ICT services, or hire external ICT staff, without the agreement of CICTS.

E-safety New Directions’ vision is to ensure that by using new technologies we safeguard our learners’ interest and support them to achieve their personal aims and aspirations, whether they are to gain employment, improve their skills or to help them be part of their community. For further details see ND’s ICT strategy and online safety policies on Moodle or hard copy in reception.

Sustainability New Directions wants to ensure that it fully promotes sustainability in every aspect of the service. Ofsted require all educational facilities to adopt sustainable development in their activities. Ofsted Inspectors will be looking to see how we raise awareness and implement this theme across the service.

Page 9 of 45

Quality standards an processes – Teaching Learning and Assessing Recognising and Recording Progress and Achievement (RARPA) New Directions uses the RARPA approach to quality assure the consistency and effectiveness of teaching, learning and assessment. Tutors teaching funded courses, both accredited and non-accredited, will be using a range of documents that need to be completed in order to demonstrate and provide evidence to our funders that our learners are engaged in learning and are progressing towards their individual learning goal.

RARPA cycle of good practice

AIMS set clear and appropriate aims for each learner

SUMMATIVE ASSESSMENT final recognition of progresss, recording & celebrating achievement. Plan next steps

RECOGNITION AND RECORDING OF PROGRESS Formative assessment of learners during the course, checking progress and giving feedback.

5 Sta

INITIAL ASSESSMENT establish learner's starting point and support needs

LEARNING OBJECTIVES Identification of challenging learning objectives

Things to think about in your sessions: 

 Will these objectives really challenge this learner? How can I be creative in the way that I feedback and ensure evidence of progress?  How are we going to celebrate success at the end of term?  Am I using a range of assessing techniques?  Will the objectives help the learners’ progress towards their individual goals?  Am I using enough information from the subject assessment?

The staged process has been designed to:       

Focus on and promote the needs and interests of learners Take account of learners’ diverse and sometimes multiple purposes in learning Allow for negotiation of the content and outcomes of learning programmes Encourage learners to reflect on and recognise their own progress and achievement, thus increasing their confidence Promote and support informed learner self-assessment, peer assessment and dialogue about learning and achievement between learners and tutors/instructors Enable both the achievement of planned learning objectives and learning outcomes not specified at the outset to be recognised and valued Promote good practice in teaching, learning and assessment Page 10 of 45



Enhance providers’ quality assurance and improvement practices

RARPA and the Common Inspection Framework

What evidence will Ofsted be looking for in lessons? RARPA Ofsted Inspection Criteria Aims appropriate to an All learners achieve and make progress relative to their starting individual learner or groups of points and learning goals learners (clearly stated learning aims) Initial assessment to establish  All learners achieve and make progress relative to their the learner’s starting point starting points and learning goals  Learners’ additional support needs are quickly and accurately identified early , leading to appropriate support and planning Identification of appropriately  To what extent are learners developing personal, social and challenging learning employability skills? objectives: initial,  Are high but realistic expectations used to motivate learners? renegotiated and revised  Learners are set challenging short- and longer-term goals that are reviewed and updated regularly  How well are learning objectives understood by learners?  Assessment practices are timely, regular, fair, informative and reliable  To what extent do learners understand their progress towards their learning goals and what they need to do to improve?  To what extent do learners understand what they have to do to improve their skills and knowledge, and how is this checked and reflected in subsequent tasks and activities?  Learners work meets or exceeds the requirements of the learning goals  Learners enjoy learning and make progress relative to their prior attainment and potential Recognition and recording of  Learners make progress in learning sessions and improve the progress and achievement quality of their work during the programme  How effectively is learning monitored during sessions? (formative assessment): tutor  Learners work meets or exceeds the requirements of the feedback to learners, learner learning goals reflection, progress reviews End of programme learner  Learners attain their learning goals and achieve challenging self-assessment: tutor targets summative assessment; review of overall progress and achievement

RARPA moderation Each curriculum area arranges at least one RARPA moderation meeting per academic year to assess the suitability and effectiveness of all the paperwork used to record our learners’ achievements and progression. The process usually involves the curriculum manager with some fractionals looking at the paperwork and how well it has been completed by the tutor. The process is recorded and filed and any actions or changes agreed with the curriculum and quality coordinator. “Learners grow in confidence and make good progress during their programmes”

Ofsted report 2015

Page 11 of 45

Observation of Teaching, Learning and Assessment (OTLA) – Direct Delivery Classroom observation is the most effective way we can judge the quality of teaching, learning and assessment across all the curriculum areas within New Directions. The aims of lesson/session observation are:       

Continuously improve teaching, learning and assessment. Monitor that effective learning takes place. Emphasise self-reflection on professional practice from teachers and assessors and a coaching approach from observers, to elicit productive, analytical discussion that leads to strong, useful developmental plans. Develop a culture of openness that supports mentors and provides opportunities for tutors’ and assessors’ continuous improvement. Identify staff development and support needs. Recognise and share good practice. Underpin a rigorous self-assessment process.

Teaching staff are subject to ungraded Observations of Teaching, Learning and Assessment (OTLA) with a maximum of 48 hours’ notice. The purpose of this is to use observation as a tool for continuous professional development in which tutor and manager work together to improve performance. During this academic year we will be introducing cross curriculum observations to maximise the integration of good practice across all of New Directions. This is a direct response to feedback from Ofsted. Observations will be carried out by trained observers. Detailed feedback, both verbal and written, will be given. Managers may also conduct Learning Walks which will involve visiting classes for short periods of time and interacting with learners. Responsibilities Observers:  Carry out observations of teaching, learning and assessment according to current Common Inspection Framework guidelines  Write clear evaluative reports  Provide verbal and clear written feedback within the agreed timeframe  Discuss and agree and action plan with the observed tutor  Record ‘strengths’ and ‘areas for development’ in the Trends document to build a robust OTLA profile Observed tutors:  Have all required documentation in place before observation takes place  Fill in the relevant details in the OTLA form and return to observer before the observation takes place  Fill the ‘post OTLA evaluation’ and return to their line manager  Implement their action plans and take part in any resulting CPD Curriculum managers:  Check the completeness of all reports for their area  Ensure observed staff received a timely copy of their report and file signed reports  Write detailed Individual Quality Improvement Plans (IQIP) to help tutors with the development and sharing of their skills  Monitor progress against targets in action plans  Ensure good practice identified during observation is cascaded  Pair observe a sample of their area’s tutors Page 12 of 45

 

Represent their area at standardisation meetings Identify, record and report to the Curriculum and Quality Coordinator trends in each area to create an accurate OTLA profile Curriculum and Quality manager:  Chair the regular standardisation meetings  Sample reports for quality and consistency purposes  Feedback to colleagues on any suggested improvements to the reports  Ensure safe working practices are adopted  Collate and review reports on an annual basis  Appoint and oversee appropriate external observers

OTLA moderation The curriculum and quality coordinator will organise, at least two ‘OTLA paperwork and process’ moderations each academic year to assess the effectiveness of the process and maintain an accurate overview of the teaching standards and quality.

Observation of Teaching, Learning and Assessment – Non-direct delivery (Subcontractors and Partners) Observation of teaching, learning and assessment is also the same process as direct delivery with each sub-contractor and partner receiving 1 observation. Paired observations take place to cross reference for quality and act as CPD exercise for both observer and subcontractor/partner. In addition reports are moderated by the observation team to ensure the grade award is agreed by everyone. Attendance monitoring is part of the visit. We review partners’ existing processes and if they are fit for purpose and meet our standards we allow them to continue to use them. If they are not sufficiently robust we ask that they adopt ours. Forms and examples are available to sub-contractors via the Berkshire Moodle site. Monitoring visits take place according to delivery schedules and by request of the sub-contractor. All enrolment forms are reviewed to ensure all sections are completed and course files are reviewed on receipt. Each NLDC funded organisation receives a due diligence visit. During this visit the documents below are checked to ensure they are robust, updated and reviewed:     

Policies and procedures – health and safety, equality and diversity, complaints procedure, data protection and accident reporting Financial Health – bank account and recent statement Ensure that public liability and insurance documents are current and displayed.



Proof of constitution via evidence of management meeting notes and trustee reports



Processes linked to induction, initial assessment, progress and achievement recording are checked. Tracking learners and collection of destination data



Safeguarding is evidenced through policy checking and questioning including Prevent. Risk assessment for premises used for delivery internal and external activities and learner(s) if required. Learner support available and accessed



The collection of Case Studies



For full details and information on the OTLA process, please read the New Directions OTLA policies and procedures and/or discuss it with your Curriculum manager.

Page 13 of 45

Non Direct Delivery annual cycle The service conducts an annual commissioning process to award grant funding to voluntary and community sector organisations which are delivering targeted learning or universal learning to particular community groups such as vulnerable learners. This commissioning process takes place each year from mid-May to end June for provision to run during the following academic year.

MID MAY TO END AUGUST Provider identified - Type & Volume of provision - may involve tendering MAY RARPA moderation: subcontractors invited and attend as appropriate

END JULY New Directions reviews course files and records summary of strengths and areas for improvement - SAR

MARCH/APRIL Carry out due-diligence checks

WHEN SUBCONTRATORS' DELIVERY STARTS Written agreement in place initial payment 50%

THROUGHOUT YEAR Completed course files submitted to New Directions triggers final payment (SEPTEMBER)

THROUGHOUT YEAR New Directions carries out OTLASs& monitoring visits

END OF JUNE New Directions hosts end of year meeting with sub-contractors

ONGOING Sub-contractor submits enrolments & confirms delivery schedules with New Directions

SEPTEMBER Sub-contractor induction including review and assessment of Quality Assurance Processes

Page 14 of 45

Page 15 of 45

Quality Assurance Framework New Directions’ quality standards are based on  New Directions’ mission and values to use learner-centered approaches in which teachers and learners promote a respectful and inclusive learning environment which meets the needs and aspirations of each individual.  The external benchmarks set by Ofsted’s Common Inspection Framework (CIF), the Matrix Information and Advice Quality Standards and the Fair Train work experience quality standards. All staff within the Service and Subcontractors are expected to take personal responsibility for their own quality and standards in all their activities.

Ofsted and Inspections Ofsted is the Office for Standards in Education, Children’s Services and Skills. They inspect and regulate services that care for children and young people, and services providing education and skills for learners of all ages. The latest Common Inspection Framework (CIF), introduced in September 2015, has an enhanced focus on teaching, learning and assessment and makes judgements in the following performance indicators:     

Overall effectiveness Effectiveness of leadership and management Quality of teaching, learning and assessment Personal development, behaviour and welfare Outcomes for learners

For further details about the new framework and to keep up to date with any other Ofsted news, visit https://www.gov.uk/changes-to-education-inspection-from-september-2015

Self-Assessment Report (SAR) At the heart of New Directions’ Quality Improvement Framework is the Service's annual Self-Assessment Report and the resulting Quality Improvement Plan. It allows us to identify the strengths and areas for improvement in our provision. Information from the Self-Assessment Report is then used to inform our Quality Improvement Plan. The approach towards self-assessment used by New Directions is learner centred and the format mirrors that of the Ofted inspection report. Grades are given for Maths and English, ESOL, Learning for Work, Community Learning and Subcontractors. Process The Self-Assessment Report is built up progressively with all staff, partners and sub-contracted providers contributing to the report using a wide range of consultation processes. Each Curriculum manager contributes to the Self-Assessment Report by updating position statements on a regular basis. Feedback is collected from tutor meetings, 1-1s, regular monitoring of ARAS. All these inputs contribute to the overall report.

Page 16 of 45

The final Self-Assessment Report is produced in the autumn term following the end of the academic year. All areas within the service will receive a copy of the report to share with their tutors. The SelfAssessment Report is used to identify particular strengths and areas for improvement in each area. The latest version of the Self-Assessment Report is in the Shared drive and is also available on Moodle.

Quality Improvement Plan (QIP) The main purpose of the self-assessment process is to improve quality. As a result of the findings contained within the Self-Assessment Report, an overall Quality Improvement Plan for the Service is drawn up. The plan identifies actions to be taken, with areas for improvement given greatest priority. The plan contains clear actions to be taken, by whom, by when and what the measurable outcome will be. Progress towards completing actions in the Quality Improvement Plan is monitored by the Senior Management Team. The latest version of the Quality Improvement Plan is contained in the Shared drive and is also available on Moodle.

Page 17 of 45

Exams, Assessed Qualifications and Awarding Key Quality Assurance Tools

Quality Assurance Framework This explains our key quality assurance arrangements and sets out each of our baisc responsibilitieies in the quality assurance system.

Management Information System

Self-Assessment (SAR)

This enables us to manage our operation effectively and allows us to statistically measure our performance and set targets for delivery and improvement.

Ongoing process evaluating our performance to continuously seek ways for improving our provision. We produce an annual report that summarises our finding and evaluates the Service.

Quality Improvent Plan (QIP) This is the management tool we use to plan and drive improvement to the service we provide. The QIP shows and explains what needs to be done, by whom and when. The final QIP feeds into an evaluative SAR

Bodies New Directions has an Exams handbook which outlines all the procedures to do with Examinations and Assessments. The purpose of this Handbook is to assist the Examination Officer, managers and tutors with the administration of all assessments and examinations carried out at New Directions. New Directions follows the Joint Council for Qualifications, (JCQ) regulations to ensure that the integrity and security of the examination/assessment system is maintained at all times and is not brought into disrepute. Please see JCQ regulations and adjustments, access arrangements, etc. by visiting www.jcq.org.uk

List of qualifications and their awarding organisations BIIAB – British Institute of Innkeeping Awarding Body  Level 1 Award in Responsible Alcohol Retailing www.biiab.bii.org - general information www.centrezone.bii.org - exam and course material bookings Invigilator: Jon Paddick City & Guilds  Maths Awards, All levels English and ESOL, Employability, TAQA, Volunteer and Teacher Training, Fashion, Early years, Working with Parents, etc. www.cityandguilds.com – qualifications information and practice papers. Page 18 of 45

www.walled-garden.com – all City & Guilds registrations, results entry and key Information on qualification fees, units, credit values, last registration and certification dates. Tracking spreadsheet: college admin\exams\C&G\Registrations & Achievement Claims\Regs Acht List Invigilators: Jon Paddick. Tutors may invigilate students other than their own. Inspection: subject to inspection by City and Guilds Edexcel  GCSE Maths & English www.qualifications.pearson.com - qualifications information, practice papers, exam timetables, etc. www.edexcelonline.com - GCSE entries. Candidates must first be given learner and candidate numbers – see spreadsheet: College Admin/Exams\Edexcel|UCI Record Invigilators: Jon Paddick Inspection: subject to inspection by JCQ Centre Inspection Service OCR  Entry 3 ICT Award www.ocr.org.uk - general information; https//interchange.ocr.org.uk - entries and results Signature  British Sign Language (BSL) Level 1 www.signature.org.uk for exams entries and results Tracking spreadsheet: college Admin/Exams/CACP–signature/results–DONOT DELETE/Results–DO NOT DELETE.xls Invigilators: Mark Hooper (for all modules) Exams and ‘Access Arrangements’ - If a learner expected to take an exam will require extra time or other special arrangements, please inform the Exams Officer as early in the course as possible using the Notification of Need for Access Arrangements form, so that he can advise you of the options, evidence required and deadlines. For further information on Learner Support see pages 26-27

Assessed Qualifications Information and assessment sessions Information sessions are held regularly, where detailed information about qualifications is given. This includes entry requirements, course content and assessment methods. Initial assessments are carried out to ensure that applicants have the skills they need to access the course and complete the assessment successfully. The National Careers’ Advisor is on hand to give impartial information and advice to applicants about career paths and possible progression; 1-1 appointments may be booked for detailed advice if necessary. Course induction Assessment procedure and requirements are explained in detail to candidates, including the following:       

How assessed qualifications are structures and assessed How candidates should evidence the course criteria Assessment methods to be valid, safe, reliable, authentic Appeals in the case of disagreement between assessor and candidate on assessment outcomes Candidate responsibilities Centre responsibilities Explanation/support for use of E-portfolio

In addition, candidates undertaking work-based learning are required to sign a Contract of Commitment which outlines the roles of assessor, candidate and workplace supervisor.

Page 19 of 45

Guides for staff: These are available to new staff at induction and on Moodle 1. Assessment guide: practical guidelines for assessment, i.e. arrangements for visits to candidates 2. Assessment and quality assurance guidelines: a detailed guide for assessors of what is expected of them, e.g. the number of hours allowed per candidate, attendance at meetings, etc. 3. IQA at New Directions – see below

Internal Quality Assurance (IQA) IQAs leading the quality process of each qualification/group of qualifications are responsible for drawing up appropriate sampling strategies and ensuring that staff delivering them are aware of timetables, etc. and adhere to them, for example for submission on portfolios. IQAs will internally verify according to the strategy and liaise as necessary with assessors and candidates to ensure standards are met. All qualifications delivered at New Directions are subject to rigorous internal quality assurance processes in line with CAMERA (Candidates Assessors Methods Assessment Evidence Records Assessment locations). Course delivery and candidates’ work are standardised to ensure that there is a common standard across all qualifications and between assessors. Assessors are required to attend relevant standardisation meetings as part of their contract. Taught elements of assessed courses are also subject to the same Observation of Teaching Learning and Assessment as other courses in the curriculum. Please see Internal Quality Assurance at new Directions on Moodle.

CAMERA – putting it into practice Candidate

Assessors

A selection of all candidates (gender, age, ethnicity etc.)

Experience and qualifications, workload, occupational experience

Methods

Questioning, observation, testimony,, (RPL), use of simulation, product evidence, assignments, projects, and tests

Evidence

All types of evidence

Records

Assessment Locations

Plans, reports from tutors, assessors, correct assessment, practices, IQA records, learner and assessment records

Workplace assessments, college, other assessment locations

External Quality Assurance activity (EQA) The IQA in charge of each qualification/group of qualifications is responsible for setting up a file containing all required information for the EQA. This is standardised between qualifications as much as possible. Page 20 of 45

Assessors must be familiar with the contents of their Quality Assurance qualifications file. The IQA is also responsible for all preparation pertaining to the EQA visit/sampling activity for their own areaâ&#x20AC;&#x2122;s qualifications; this includes making contact with the EQA to arrange visits and liaising with relevant assessors and candidates. This may include initial visits to set up the delivery of a new qualification and liaising closely with the relevant Curriculum manager. Frequency of visits varies between Awarding organisations and qualification. Contacts for EQAs are available in the file or from the Curriculum manager, as details may change from time to time.

Page 21 of 45

Course information and administration Who’s who in Curriculum* – your line managers and teams: Assisstant Principal (Curriculum and Quality) CARMEN BALANZA-DAVIS

ALIEA RASHID English and maths manager

Tutors: 8 fractionals 2 sessionals

FIONA HALE/ KAY CHARLETT Learning for Work managers

Tutors: 8 fractionals 5 sessionals

SANDRA VINCENT ESOL manager

ZEBA RAO Community Learning manager

Tutors: 2 fractionals 2 sessionals

Tutors: 2 x 0.5 fractionals 15 sessionals 5 Instructors 1 Pottery Technician

Planning and documenting learning Course registers The course register is an important funding, quality and safety document. New Directions uses the information you record to monitor student attendance, retention, achievement and progression. New Directions requires that tutors complete an online register, if you need any help accessing the online register, please contact the MIS team – themisteam@reading.gov.uk for support or further information and to confirm that the online register is completed accordingly.

 It is part of your contractual requirement with New Directions that the register (paper and online) is completed and kept up to date in the Course Folder each week.

Course Induction Tutors induct all learners following the Learner Induction Checklist. All tutors need to check they are using the current version and to sign once all learners have received an induction.

Page 22 of 45

 All learners to sign and date their ILP or induction check list, to show they have had an induction.  A copy of the induction checklist will be on display in all classrooms.

*Please note this chart might change throughout the academic year.

Course folder All documentation listed below should be kept up-to-date by the tutor, in a Course Folder, this could be hard copy or in our virtual learning environment Moodle. The file will be monitored by the Curriculum managers. The documents we use reflect the RARPA framework and include: Documents required in RARPA folder Induction checklist

Timescale – to be completed by Week 1

Lesson Plans (weekly lesson plans should be filed in your course folder)

2 samples of Lesson plans (1 for Saturday courses) to be completed by week 5

Scheme of Work (One copy filed in your course folder)

Week 3

Initial Evaluation Form

Week 3-5

Individual Learning Plans (ILP)/Learning Passport including initial assessment – filed in course folder)

As appropriate to curriculum area

End of Course Evaluation form

Last lesson

Validation sheet (online or paper based)

Within 1 week of course end

Tutor Course Report

Within 1 week of course end

Samples of student’s work – subject specific

3-5 examples collected throughout the course

Samples of your 3 best resources (handout, games, etc) These could be emailed and, with your permission, shared with other tutors

Within 1 week of course end (short paragraph stating your 3 best resources and why)

Changes to courses (date/time/venue) Changes to dates, times and venue of a course can only be approved by the relevant Curriculum manager; Inform your line manager if you think a course you teach should have those details reviewed and they will be able to advice you. These sort of changes only happen in exceptional circumstances.

 Please let the students know and inform front line after changes have been approved by your line manager.

Room layout Page 23 of 45

Tutors are responsible for keeping classrooms tidy and well maintained. Each classroom displays a photograph of what the room layout should be. Tutors can move desks and chairs to suit their teaching style but are responsible for leaving the classroom in its original layout at the end of the session – it shouldn’t be left to the next tutor to change the layout. You may request help moving desks from frontline but it is not their responsibility to do it for you.

 Please make front line staff aware of any ICT, heating, ventilation or any other issues that might prevent/affect you and your learners from having a comfortable learning environment.

Course codes Curriculum manager allocate an identifying number to every course they programme; this is what we call ‘course code’. Each curriculum area has its own way of creating course codes but what they all have in common is that they provide information about location, venue and funding stream of each individual course. Curriculum manager should provide each tutor with their allocated courses and corresponding course codes. If you don’t have a code for your course, please request one from your line manager or ask our CRO team.

 Course codes are particularly important for sessional tutors as codes have to be included in any sessional claim submitted to our MIS team.

Transfers Tutors must consult with their Curriculum manager if they suspect a learner is not in the correct level and need to change their current class. Your line manager will help you find a more suitable class for the learner.

 Tutors must not advise a learner to change class without first consulting with their Curriculum manager.

Monitoring Attendance, Retention, Achievement and Success (ARAS) Tutors need to know that all New Directions courses (direct and non-direct delivery) have targets for attendance, retention and success rates by which they are measured, and that this information is therefore collected on a subject, tutor and provider level. Many factors affect attendance and retention so we need to gather and monitor information on learners and courses in order to guarantee value for money while ensuring we still strive to engage those most disadvantaged. Guidelines for Absence Reporting and Monitoring

The tutor/instructor must:    

Tell learners that they must telephone their tutor/instructor on their first day of absence Follow up on any learner who has been absent for any day or part of day (and not informed the Service). The follow up must be as soon as possible after the absence begins and a record of the follow up should be marked in the registers and monitoring form. Record reasons for any withdrawals from class Ensure that the learner is supported on their return in catching up on any missed work.

Punctuality The tutor/instructor must: 

Be at the training venue in time to set up before the learners arrival Page 24 of 45

  

Start the class at the designated time – do not wait for latecomers. Make late learner aware that his/her lateness has been noted At an appropriate time ask the learner why s/he was late. Make it clear to the learner that lack of punctuality will not be tolerated without good reason.

Attendance and Withdrawal Learners are required to attend a minimum of 80% of their course, if not their names will be withdrawn from the registers. If learners fail to complete a qualification and a registration fee has already been paid to an Awarding organisation, the learner will be liable for those fees.

Retention monitoring Retention monitoring is essential for a variety of reasons. We want to ensure that:  Learners get the best out of their course and achieve their learning goals  Learners feel supported  Learners have a positive experience at New Directions  New Directions improves its retention rates  New Directions meets its funding targets which are closely linked to retention Tutors should contact learners who fail to attend a session without prior communication. Tutors need to inform their line manager if they have any concerns regarding attendance and retention in any of their courses.

Achievement Achievement can be measured by formal accreditation or using RARPA. The outcomes should include individual as well as, or instead of, group outcomes. Leaner outcomes should be challenging for all learners, relating to prior experience, learning and ability.

Success  The success rate is increasingly the key measure of performance for providers, courses and tutors. This rate is the number who achieved divided by the number enrolled (note that success rates are therefore adversely affected by withdrawals or poor attendance, since poor attenders are withdrawn, even if they complete). All courses will therefore be assessed against national and comparable benchmarks on the following formulae:

Calculating Achievement and Success Rates 1. Retention = number retained/number enrolled 2. Achievement rate = number achieved/number completed (retained) 3. Success rate = number achieved/number enrolled   

20 enrolled – 15 retained = 75% retention rate 15 retained – 12 achieved = 80% achievement rate 20 enrolled – 12 achieved = 60% success rate

Page 25 of 45

National Minimum Standard 2015-16

Awards

80%

Certificate

80%

Diploma

70%

GCSE

75%

Basic Skills

63%

ESOL

70%

Threshold

Individualised Learner Record (ILR) The individualised Learner Record is the primary data collection about further education and work-based learning in England. It is requested from learning providers in England’s further education system. The data is used widely, most notably by the government to monitor policy implementation and the performance of the sector, and by organisations that allocate FE funding. ILR data is collected from providers that are in receipt of funding from the Skills Funding Agency (SFA) and the Education Funding Agency (EFA)

Surveys Tutors have the responsibility to promote certain surveys to all our learners. All learners on funded courses, accredited and non-accredited, have to fill in mandatory surveys to secure further funding from the Skills Funding Agency (SFA), these courses include English, Maths, ESOL, IT and some Community Learning courses. All learners need to fill in the End of course evaluation form to give feedback and help us maintain the quality of our provision. The following is a list of surveys that tutors need to promote: Survey tittle Organisation Description Learner Skills Funding  Mandatory survey for accredited courses funded by the Satisfaction Survey Agency (SFA) Skills Funding Agency (SFA)  Responses are collated and providers given a score out of 10 which is published on the FE Choices website. Community Skills Funding  Mandatory survey for Leisure courses funded by the SFA Learning Survey Agency  The minimum target in 2014-15 was 557. Learner View Ofsted  Gives learners the chance to tell Ofsted what they Survey think about their further education and skills provider.

Date TBA

TBA On going

Page 26 of 45

End of Learning Evaluation

New Directions



Gives learners the chance to tell New Directions their views about our courses and how they feel about End of coming to us. course  It looks at how learners are inducted to the service, their learner journey and what/ where they hope to go afterwards. By submitting these surveys, New Directions can secure funding and therefore continue providing courses to meet the needs of local people. All surveys can be done online www.newdirectionsreading.ac.uk or via Moodle  For further information about New Directions’ surveys contact our Learner services co-ordinator

Resources and Classroom Support General teaching resources New Directions’ website – www.newdirectionsreading.ac.uk gives an overview of the many services we provide and the locations from which we work. Moodle - Virtual Learning Environment http://www.bershiremoodle.org.uk/reading.login/index.php once you register, you will have access to documents, policies and processes and staff communications. Moodle also offers you, and your learners, a secure storage area that can be accessed from any internet connection. You can use this area to post materials for learners to access in between lessons but also to upload from home any documents and resources for your teaching, as you will be able to retrieve them anywhere you teach where an internet connection is available. Facebook – New Directions has a Facebook page where we post information about new courses, latest events and other relevant information to reach our current and potential learners. Please inform your learners of this facility and ask them to like/follow our pages www.facebook/newdirectionsreading.com YouTube – New Directions has a YouTube account with resources for tutors and learners. Visit www.youtube.com and search for New Directions Reading E-Bulletin - The E-Bulletin provides a weekly update for all staff and is e-mailed and uploaded to Moodle every Tuesday. Tablets – New Directions currently has 30 tablets for learners’ use during their lessons, there are 15 tablets in the North centre and 15 in the South centre. Tutors can book in advance or request tablets on the day from reception staff and will need to sign a booking sheet held in each reception office. Photocopying - If requesting colour or more than 50 copies, you should use the Print room in RBC. Complete a requisition form, which is available on Moodle, and then send to your curriculum manager for authorisation. Photocopier Codes: Venue Avenue Centre

Password 1234

North Reading Centre

789

South Reading Centre

789

Central - Library

IAG

newd

Resource cabinets – each ND curriculum area has a cabinet with books, stationery and other materials to help in the delivery of the courses. Page 27 of 45

Stationery box – each classroom has a box with general stationery items, including: pens, pencils, whiteboard pens, eraser, sharpener, ruler, etc. If the box needs refilling please inform front line. ICT resources – there is a PC with interactive whiteboard (IWB) in each classroom. A guide to the use of interactive whiteboards is available on Moodle.

The login details for PCs in classrooms and IT suites at each main centre are: Venue South Classroom PCs IT Suite Job Search PCs North Classroom PCs IT Suite Job Search PCs Central IT Suite Tutor PC Login

Password

user user

southPW1 southPW1 “Wh1tley”

user user

northPW1 northPW1 “cavsham”

TEASHOP

Sunshine first

IT remote support: Technology sometimes goes wrong. If you identify a fault or maintenance issue with the IT equipment please contact Soft Egg (www.sorftegg.co.uk), New Direction’s remote access support. You should also inform front line staff of any PC issues and that you have reported it to Soft Egg (it is the tutor’s responsibility to contact the remote access support by filling in the e-form). Queries need to be logged directly with the Service Desk, their opening hours are as follow: Mon Tue Wed Thurs Fri

08:00 08:00 08:00 08:00 08:00

– 5:30 – 5:30 – 5:30 – 5:30 – 5:30

The Service Desk can be contacted in a number of ways: Self-logging Portal: www.softegg.co.uk (click the ‘Service Desk Login’ button) Telephone: 0118 936 0080 Email: support@softegg.co.uk

Page 28 of 45

Classroom support Information Advice and Guidance - IAG New Directions’ team of qualified employment advisors provide confidential and impartial advice and action planning to our learners. The team offer one to one support as well as general advice and action planning so that individuals receive the appropriate support to help them with job search and application process. IAG sessions will be a fundamental part of every information session and interview and assessment process. As well as during certain times of the academic year. Tutors will be contacted at some point during the academic year by their curriculum manager or one of the advisors to request visiting lessons to inform learners about the service. Tutors should inform the IAG team if they think any of their learners would benefit from an IAG appointment and believe the learner hasn’t had one yet. Please ask the learner to book an appointment via reception.  To contact the IAG directly please call 0354 842 0012 or email enquiries to: thecroteam@reading.gov.uk “Initial information, advice and guidance are good and support workers and volunteers provide effective support to those with additional leaning needs and/or disabilities”

Ofsted visit December 2015

Learner support New Directions welcomes people with additional needs in all areas of its business and seeks to narrow any attainment gap by providing appropriate support to ensure that they get the most from the service. The support required is assessed and allocated according to individual need. Supporting learners with additional needs is promoted at tutor inductions, in the tutor and learner handbooks, and through the Service’s Information and Advice network. Tutors should draw learners’ attention to the availability of support for learners with additional needs. Exams and ‘Access Arrangements’ - If a learner expected to take an exam will require extra time or other special arrangements, please inform the Exams Officer as early in the course as possible using the Notification of Need for Access Arrangements form, so that he can advise you of the options, evidence Page 29 of 45 required and deadlines.

It is important to us that students with disabilities and learning difficulties feel welcome and are supported throughout their time at New Directions. Examples of the types of support:        

Hearing loops and communication support for deaf students Personalised resources for students who are blind or visually impaired Individual help from a Learner Support Worker Help from a Learner Volunteer Help for dyslexic students Individual support for learners with mental illnesses Specialised hardware in IT classes to help learners with sensory or physical needs such as adapted keyboards, specialised mouse or joysticks, armrests or footrests These are examples of the type of support we can offer but all additional support is based on individual need and assessment of how we can best help.

Requesting support for learners There are two main routes to make sure learners with additional needs get the right support: Route 1 - at enrolment stage The staff member processing the enrolment should encourage the learner to disclose and agree to being contacted by the Learner Support Team. If this is the case, the Learner Support Team will carry out the Learner Support Assessment and allocate the appropriate support and inform the relevant Curriculum manager and class Tutor.

Enrolment Form

Encourage Encourage Declaration Declaration Form Form

Notify Notify CM/Tutor CM/Tutor

CM/Tutor CM/Tutor to to contact contact LST (if LST (if necessary) necessary) by by filling out LSRF found found on on moodle moodle

Route 2 - when additional needs become apparent once a learner is already in class. If a Tutor feels a learner in their class has additional support needs which have not been picked up before, they can contact the Learner Support Team using the Learner Support Request Form. This is in all registers and in Moodle under Learner Support Staff section. For any queries please contact: Cheryl Ives cheryl.ives@reading.gov.uk or shelah.minhas@reading.gov.uk

Contact Learner Support Team for assessment needs Learner Support Team member meets with learner Complete IPI and ISP Inform Curriculum Manager Allocate class and support Page 30 of 45

Learner Support key terminology:      

LST – Learner Support Team LSRF – Learner Support Request Form IPI - Individual Planning Information ISP – Individual Support Plan SHARING OF ISP – Any learner who has significant needs will have an ISP and the Learner Support Team will inform the tutor. Details will be on TERMS, ask your CL or front line staff to access this information PEEPs – Personal Evacuation Escape Plans – Tutors are responsible for filling out the paperwork which will be in the registers as well as on Moodle and returning it to the Learner Support Team. For each person that would need assistance when a building, they are studying in, is evacuated a PEEP will need to be written.

Employment and Pay Information New Directions’ staff are employees of RBC. New Directions complies with RBC’s overarching regulations with regard to finance, personnel, health and safety, safeguarding, equal opportunities and other corporate issues. Sessional staff will receive an annual schedule confirming which courses they will be teaching. This will confirm verbal instructions and agreements made with line managers. Schedules will be sent out as soon as possible after the start of the year. Learner recruitment or enrolment affects which courses we can run and therefore which teaching opportunities we have for staff. Therefore we may not be able to confirm these until one week before the planned start date. Fractional tutors’ teaching allocations must be met before opportunities are made available to sessional staff. Most classes have to recruit at least 10 learners; some have a maximum size of 8 due to venue restrictions or subject requirements. Courses which do meet these minimums will be reviewed individually to ascertain their viability; viability varies depending on funding, staffing, venues and overheads such as course materials or equipment. Whenever we choose to cancel or combine courses, our Customer Relations Officers (CROs) contact learners and explain the situation; they will offer alternatives or amended courses whenever possible.

Team Meetings - Good team working is an essential element in effective delivery of high quality learning programmes. Each course team formally meets at least once per term to review course progress. Assessment, Internal Verification and External Verifier reports should be part of the agenda. Team meetings should occur at least once per semester.

Union Membership - New Directions is represented by two unions. The union for academic staff is the University and College Union (UCU). The UCU representative is Sandra Vincent.

Holidays - No teaching staff are permitted to take leave during term time.

You receive 40 days

holiday plus an additional 8 days for bank holidays.

Pension - RBC can confirm if pension payments are being made.

They cannot however, process

individual enquiries on behalf of members.

All pension queries should be directed through the website: https://www.teacherspensions.co.uk/

Page 31 of 45

You can register to access your personal pension information on-line. In cases of redundancy staff that are members of the Teachers’ Pension scheme who wish to receive an unreduced pension are not also entitled to a financial compensatory award.

Performance management Probation New staff are subject to a probationary period. The probationary scheme allows for a series of scheduled meetings between the employer and the employee where progress and development can be discussed and reviewed in a ‘two way’ process. Tutor probation scheme is 9 weeks with a maximum of 12 weeks if the probation period is extended. Probation meetings will be organised to occur every 3 weeks to review progress.

Appraisals and 1:1s All staff will receive a documented annual appraisal. Fractionals will also have documented 1:1s every 46 weeks through the year. These should be written up either by the individual or their manager. Annual appraisals also include a review of job descriptions and other duties. Reading The appraisal covers wider issues of staff involvement in the service as well as their teaching Borough Council performance, and is normally carried out by the tutor’s line has manymanager. It aims to give staff a 1-1 opportunity to engage with their manager to discuss policiesCPD and and other issues with the overall aim of continuously improving practice and valuing the staff member. guidance in relation to A similar approach, scaled down for sessional managing tutors and instructors is in place. This will normally take place during the second semester performancefollowing observations. such as absence and capability. These policies can be found on Moodle. If you’re Capabilities unable to access them, Capabilities are procedures designed to support staff and managers in dealing with problems regarding you can request performance which may arise from time to time and which leads to the employee not fulfilling the copies expected requirements of the role or could arise from thefrom employee’s inability to fully perform the role. your line manager or It aims to: from HR.   

Ensure that any concerns about an employee’s ability to achieve acceptable standards of work are addressed effectively through a clear and supportive procedure. Ensure that supervision, training and support measures are deployed appropriately to help employees to achieve acceptable standards of work Provide a clear procedure for the termination of employment in cases where it does not prove possible to secure a satisfactory and acceptable level of performance.

Page 32 of 45

DBS (Disclosure & Barring Service) Checks – Formerly CRB (Criminal Records Bureau) Under the new definitions of regulated activity, teaching/assisting/volunteering with a group of adult learners does not require routine DBS checks. There may be pockets of activity which fall within the definitions of regulated activity and therefore will require a DBS check. Your line manager will inform you if this is required.

Staff Qualifications New Directions’ requirements for staff qualifications vary according to the role(s) each staff member fulfils: 

Tutors in the Skills for Life area will need to have subject specific qualifications



Tutors in the Community learning area will generally need a minimum of Level 3 Award in Education & Training (old PTLLS) or equivalent in order to commence teaching.



Instructors don’t need any formal teaching qualification but they will need to have relevant experience in their subject area.



Assessors are required to hold A1 or equivalent and IQAs to hold V1 or equivalent (or be working towards them).

Code of Conduct Teaching staff should adhere to the conducts below in addition to those set out in our Learner Charter.               

Always promote New Directions in a positive manner Ensure indemnity forms are completed when taking learners off site Always promote safe working practices to learners Report all incidents and accidents Report any Safeguarding concerns Positively promote Equality & Diversity Positively promote Sustainability Be courteous to colleagues Attend team meetings regularly Respond to e-mails/telephone calls/other reasonable requests in a timely way Use/Access Moodle Read the e-bulletin weekly Maintain professionalism in dealings with learners at all times Provide evidence of learning/CPD/additional qualifications as required Provide any changes in personal details (inc. additional qualifications gained) to Lorraine Jorge Page 33 of 45

Page 34 of 45

How will I get paid? Pay day is the 25th of each month, unless this falls on a weekend or bank holiday when payday will normally move to the Friday just before. The December pay day is determined and notified to staff each year. Fractional tutors: Are salaried and will be paid monthly in arrears by BACS payment. Your pay advice slip will be distributed via centres or it will be sent direct to your home address.  You can also access your payslip on line via the iTrent Enployee Self Service, designed to give RBC employees access to check and review personal details and employment information, view previous monthly payslips, and view training courses you have attended and/or are booked on.  If you have any issues with or queries about iTrent Employee Self Service (ESS), please email employeeselfservice@reading.gov.uk with details and a member of their team will get back to you. Sessional Tutors, instructors & Learning Support Workers (LSW) – Hourly Paid staff: You will need to complete a separate pay claim form, each month. A copy of the form is available on Moodle. Pay claims must be received by the 2nd of the month -late claims will be processed the following month. You must fully complete the form and include course codes - if you do not fully complete the form we may not be able to process your claim in time.  e-mail claims and any enquiries/queries to: themisteam@reading.gov.uk  Note that if you teach and assess these activities may be paid at different rates

Progression Criteria 1. 2. 3. 4.

Standards of teaching, learning and assessment meet Common Inspection Framework requirements Requirement i.e. business need for the additional skills Appraisal indicates requirements of post have been met overall The required skills and qualifications are met for each grade

Pay scales* Hourly paid pay scales are calculated to include the following attributes: Teaching/contact time

46.1%

Holiday

10.1%

Preparation & marking

43.8%

Page 35 of 45

Pay scales

Page 36 of 45

Learner Support Worker (LSW) Instructor Sessional

£20

Usually applied to non-funded learning activities

Usually applies to funded, non-accredited/non-regulated learning activities Pay rate

GR1 SCP1

£20.00

GR1 SCP2

£21.23

GR1 SCP3

£22.50

GR2 SCP4

£23.75

Fractional s

£9.80

Minimum Requirements (ITT = Generic Teacher Training)

Sessional

Stage 1 ITT – Award (formerly PTLLS) Stage 2 ITT – Certificate (formerly CTLLS) Stage 3 ITT – Diploma (formerly DTLLS)

Sessional

Nonaccredited Learning

Sessional sessional

Usually applies to funded, accredited/regulated learning activities Minimum Requirements (ITT = Generic Teacher Training)

GR2 SCP 4

£21,153

GR2 SCP 5

£22,262

GR2 SCP 6

£23,374

Stage 3 ITT – Diploma (formerly DTLLS) Stage 3 ITT + Membership of the relevant professional body Stage 3 ITT + Membership of the relevant professional body + Assessor or Subject Specialist Stage 3 ITT + Enhanced Membership of the relevant professional body + Assessor + IQA or Subject Specialist Stage 3 ITT + Enhanced Membership of the relevant professional body + Assessor + IQA + Subject Specialist

GR3 SCP 8

Accredited Learning

Unqualified/Working towards ITT

Salary

GR3 SCP 7

Assessed Learning

£24,500

£25,608

Assessed Learning

Accredited Learning

Nonaccredited Learning Fractional

Fractional

Other rates of pay Meetings

£9.80

Invigilation /tutorials and training

Same rates as sessional teaching

IQA/interlocution/ development

£14.99

*pay scales and rates are correct at the time of printing

Working Times: Page 37 of 45



The 37 hours working week will normally fall between 9.00 am and 9.30 pm from Monday to Friday. Saturday and Sunday working or any other agreed additional hours will be compensated by time off in lieu.



Timetabled teaching shall not normally exceed sessions of three hours and shall not normally be more than four hours continuously without a break of at least half an hour.



An evening teaching session is defined as a session lasting at least one hour after 6.00 pm.



Academic staff are not required to work for more than two evening sessions per week unless by agreement, in which case TOIL will apply.



Teaching and student contact duties for full-time staff will not normally be more than 21 hours per week and no more than 756 hours per year, and pro rata for part-time staff. Teaching Hours should be regarded as direct contact with learners; in some instances this will be on a one to one basis.



Performance of non-teaching duties will be with the agreement of your line manager.



Variations to hours must be agreed with your line manager. 1 teaching hour equates to 1.5 of other duties when adjusting proportions.



If you are required to perform approved and significant management, supervisory or administrative duties, your hours of teaching and student contact duties shall be reduced in the light of nonteaching responsibilities to be carried out in any particular year. Fractional Tutors Hours (Term Time Only – 36 weeks) Fraction

1 0.95 0.9 0.85 0.8 0.75 0.7 0.65 0.6 0.55 0.5 0.45 0.4

Total hrs to work (over 36 weeks) 1628 1546.6 1465.2 1383.8 1302.4 1221 1139.6 1058.2 976.8 895.4 814 732.6 651.2

Employed Hours Per Week

Teaching Hours Per Week

Other duties

45.22 42.96 40.70 38.44 36.18 33.92 31.66 29.39 27.13 24.87 22.61 20.35 18.09

21.00 19.95 18.90 17.85 16.80 15.75 14.70 13.65 12.60 11.55 10.50 9.45 8.40

24.22 23.01 21.80 20.59 19.38 18.17 16.96 15.74 14.53 13.32 12.11 10.90 9.69

Total Annual teaching hours 756 718.2 680.4 642.6 604.8 567 529.2 491.4 453.6 415.8 378 340.2 302.4

Total Annual Other Duties 872 828.4 784.8 741.2 697.6 654 610.4 566.8 523.2 479.6 436 392.4 348.8

Page 38 of 45

Other duties are agreed with your line manager, which could include some from the following list: Invigilation/Interlocution Data Validation – class level Exam preparation activity Standardisation/Moderation Additional marking/Assessing/e-tutor CPD activities/Development plans Learner Support tutorials Open days/event Learner Enrichment activities Observation of Teaching, Learning & Assessment

Attending meetings with partners/stakeholders Course development Moodle development Promotional activity/Marketing Assisting with RARPA Moderation Co-ordination of Teaching resources Feedback/monitoring of Individual Support Plans Mentoring new staff

 If no suitable ‘other duties’ are identify by managers and tutors, suitable further contact hours can be offered.

Lone Working New Directions have a legal responsibility to ensure the well-being of their staff, visitors and contractors. 

Any member of staff who identify a situation where they will be lone working must inform their line manager, who will assess and complete a risk assessment with control measures in place, to manage the risk.



If staff have any concerns regarding an activity or event please inform the Operational manager to ensure the risk assessment is appropriate for the event.



Staff must not complete home visits unless agreed in advance and two staff members are in attendance.’

Time Off in Lieu (TOIL) - hours should be approved in advance by your line manager. It is preferable that any TOIL is taken during the same week in which the extra hours were worked. However, this is not always possible at certain times of the year when the workload is heavy, and so it is possible to carry over up to ten hours of TOIL. These must be used before the end of the next month or they are lost.

Sickness/Absence Reporting You should telephone your line manager as soon as possible if you are unable to work. If you are unable to speak to your line manager please call 0345 842 0012 to ensure the message is taken by a member of staff and the appropriate actions can be taken.

 Never leave a message or voicemail without speaking to a staff member. Return to work: If you have been absent due to sickness you will need to complete a self-certification form and have an interview with your line manager as soon as possible. If the absence is longer than 7 days, a GP certificate must be provided.

Page 39 of 45

Expenses You may not claim travel expenses incurred travelling from home to your usual/regular place of work. If you are required to travel between venues through the course of your duties you may claim the mileage/travel costs incurred. To claim expenses – complete the form and attach receipts/tickets. We’re unable to process claims without receipts/tickets. Teaching resources must be requested through your line manager and ordered. If you make any purchases yourself, we are not able to reimburse you.

Mileage claiming – Grey fleet checks: The ‘Driving at work-managing work related road safety’ guidelines, published by the Health & Safety Executive (HSE) in 2014, makes it clear that the Council has the same Duty of Care towards all its employees making work-related journeys regardless of vehicle ownership, so the “grey fleet” needs to be managed in exactly the same way as the Council’s owned or leased fleet. You are reminded that it is an offence for the Council to allow staff to drive their own vehicle on Council business without the appropriate entitlement.

 Staff are required to undertake this check on an annual basis. Driving Licence / Roadworthiness Validity Checks The validity check is made up of three checks: These checks are required regardless if a copy of driving licence, MOT and insurance documents has previously been provided or not. 1) Driving licence check You will need an 8-digit code and the last 8 letters of the driving licence from your staff. Staff will need to generate an 8-digit code themselves. Please provide the 5-step instructions: MOT check Where to find You will need the vehicle registration numberthese and vehicle make for this check. To undertake the check, visit https://www.gov.uk/check-mot-status. procedures? An MOT is not required if the vehicle is less than 3 years old. However, an MOT test must take place by the third anniversary of its registration. The Policies

and Procedures  Complete Section B of the Driving Licence / Roadworthiness Validity Check Proforma.

documents are stored Vehicle insurance check electronically on the New Employee must provide you with the original ofDirections the insurance certificate/documents. You will need to check if the insurance covers for work-relatedintranet journeys, sitei.e. – business use. Moodle.

Please make a scanned copy of the insurance certificate/documents and submit it with the completed A hard copy Check Result Proforma. is held at all New  Complete Section C of the Driving Licence Directions / Roadworthiness Validity Check Proforma. centres.

Page 40 of 45

Professional Standards As a professional teacher or trainer you should demonstrate commitment to the following in your professional practice. Professional values and attributes Develop your own judgement of what works and does not work in your teaching and training 1. 2. 3. 4. 5. 6.

Reflect on what works best in your teaching and learning to meet the diverse needs of learners Evaluate and challenge your practice, values and beliefs Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge Be creative and innovative in selecting and adapting strategies to help learners to learn Value and promote social and cultural diversity, equality of opportunity and inclusion Build positive and collaborative relationships with colleagues and learners

Professional knowledge and understanding Develop deep and critically informed knowledge and understanding in theory and practice 7. Maintain and update knowledge of your subject and/or vocational area 8. Maintain and update your knowledge of educational research to develop evidence-based practice 9. Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence 10. Evaluate your practice with others and assess its impact on learning Manage and promote positive learner behaviour 11. Understand the teaching and professional role and your responsibilities Professional skills Develop your expertise and skills to ensure the best outcomes for learners 12. Motivate and inspire learners to promote achievement and develop their skills to enable progression 13. Plan and deliver effective learning programmes for diverse groups or individuals in a safe and inclusive environment 14. Promote the benefits of technology and support learners in its use 15. Address the mathematics and English needs of learners and work creatively to overcome individual barriers to learning 16. Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge 17. Apply appropriate and fair methods of assessment and provide constructive and timely feedback to support progression and achievement 18. Maintain and update your teaching and training expertise and vocational skills through collaboration with employers 19. Contribute to organisational development and quality improvement through collaboration ď &#x2020; See Education and Training Foundation (ETF) www.et-foundation.co.uk for more detail

Page 41 of 45

Record of staff CPD and meetings Date of course/ meeting

Course title/meeting

Duration (hrs)

Reflective log

Signature CM: ________________________________ Date: _______

Page 42 of 45

Support Staff Roles and Responsibilities Title Principal

Name

Contact details

Responsibilities

Barry Wren

Barry.wren@reading.gov.uk

Strategic lead for the service

Carmen Balanza-Davis

Carmen.balanza-davis@reading.gov.uk

Curriculum and Quality (Ofsted Nominee)

Jill Dray

Jill.dray@reading.gov.uk

Non-Direct delivery

English & Maths Aliea Rashid

aliea.rashid@reading.gov.uk

ESOL Sandra Vincent

Sandra.vincent@reading.gov.uk

Learning for Work Fiona Hale Kay Charlett

Fiona.hale@reading.gov.uk Kay.charlett@reading.gov.uk

Community Learning Zeba Rao Carly Abigail

Zeba.rao@reading.gov.uk

Cheryl Ives Shela Minhas Angela Watson

Cheryl.ives@reading.gov.uk Shela.minhas@reading.gov.uk Angela.watson@reading.gov.uk

Sandie Mammone

Alessandra.mammone@reading.gov.uk

To ensure learners’ additional support needs are met. Information Advice and Guidance officer RBC Work placements

Jon Paddick

Jon.paddick@reading.gov.uk

Exams and Awarding Bodies

Curriculum Support Officer MIS Manager

Lorraine Jorge

Lorraine.jorge@reading.gov.uk

All aspects of HR

Mandy Anderson

Mandy.anderson@reading.gov.uk

Learner Achievement Customer Relations /Management Information System Officers (CRO/MIS) Learner Finance/MIS Operational Manager Frontline team

Sarah McSwan

Sarah.mcswan@reading.gov.uk

Howard Annetts

Howard.annetts@reading.gov.uk

David Warrick

David.warrick@reading.gov.uk

Steve Hunter

Steve.hunter@reading.gov.uk

Vanessa Hart

Vanessa.hart@reading.gov.uk

Assistant Principals

Curriculum Mangers

Learner Support manager Learner Support Officers Employment Advisor (IAG) Work Placements Officer Exams Officer

ND North:  Shirley Goddard  Julia Gould ND South:  Suad El-Amin  Colin Oatway

General New Directions Telephone Number

Operational managers for subject areas

Carly.abigail@reading.gov.uk

Newdirectionadmin&reception@reading.gov.uk

Learner outcomes officer

Enrolments & data validation.

Planning, monitoring & forecasting Managing all front line staff

Admin and reception based at North and South Reading

0345 842 0012 (Local rate)

Reading Borough Council Switchboard – 0118 937 3737. (They can transfer you to Mobex extensions to avoid call charges to mobiles.)

Page 43 of 45

NOTES:

Page 44 of 45

www.newdirectionsreading.ac.uk

Page 45 of 45