Part of the University of Greater Manchester Group
WORK READY • WORLD READY • FUTURE READY B O LTO N CO L L EG E POSITIVE ENGAGEMENT HANDBOOK Name:
Department:
Contents Positive Engagement Positive Engagement
Pg 3-5
Roles and Responsibilities
Pg 6-9
College Attendance Thresholds
Pg 10-11
Disciplinary Process
Pg 12-13
Appendix 1 - Suspensions and Very Serious Incidents Appendix 2 - Right to Appeal
Pg 14-15
Positive Start
2.
Pg 3
Pg 16
Positive Start - Teacher Checklist
Pg 17
Week 1: Induction, Assessment and Immediate Engagement
Pg 18
Week 2: Habits, Barrier Identification and Early Escalation
Pg 19
Week 3: First Checkpoint and Targeted Re-Engagement
Pg 20
Week 4: Positive Start Review (Decision Point within Progress Monitoring)
Pg 21
Week 5: Commitment and Retention Panel
Pg 22
Week 6: Movement, Withdrawal and Onward Progression
Pg 23
Positive Engagement
Together Across the Year Every Learner Known. Every Learner Supported. No Learner Left Behind. Positive Start is not an event; it is the beginning of a year-long commitment. The relationships we build, the expectations we set and the support we provide during Positive Start must continue throughout the learner journey. Supporting attendance, engagement, progress and achievement is everyone’s responsibility. No single individual, team or service can do this alone. By working together across curriculum, support services, apprenticeships, adult learning and learner services, we can identify concerns early, remove barriers, celebrate success and ensure every learner has the opportunity to thrive.
Shared Responsibility for Every Learner Young People on Study Programmes Young people are supported through weekly Progress Monitoring sessions led by a dedicated Progress Monitoring Teacher. Attendance is discussed first each week across vocational, English and maths, alongside engagement, wellbeing and progress.
Progress Monitoring Teachers, curriculum teams, support services and parents/carers (where appropriate) work together to: •
Monitor attendance, engagement and progress.
•
Identify barriers and concerns early.
•
Agree actions and review their impact.
•
Ensure learners receive and act on feedback.
•
Promote participation in enrichment, work experience and CEIAG.
•
Provide timely interventions and support.
Adult Learners For adult learners on substantive programmes, the same principles of progress monitoring apply, ensuring attendance, engagement, progress and support needs are regularly reviewed. For short courses, the course teacher is responsible for monitoring attendance, engagement and progress, implementing support and interventions where required and escalating concerns appropriately.
3.
Apprentices Work-Based Tutors are responsible for monitoring attendance, engagement, professional behaviours and progress across their caseload. Working in partnership with employers and curriculum teams, they identify concerns early, provide support and intervention and ensure apprentices remain on track to achieve their apprenticeship. For a detailed breakdown on roles and responsibilities - see pgs 6-9
Bolton College Trauma-Informed Commitment Every Interaction Matters Every interaction can have a positive impact on a learner’s experience, confidence and success. Before responding, pause and ask: ‘What might this learner need right now?’
Connection Before Correction Instead of...
Try...
‘What’s wrong with you?’
‘How can I help?’ ‘What’s happened?’
‘Calm down.’
‘I’m here to help. Let’s work through this together.’
‘You need to behave.’
‘Let’s think about what will help you be successful right now.’
‘You’re being disruptive.’
‘I can see something isn’t working. Let’s find a better way.’
Our Principles • • • •
Be Curious, Not Furious Be Calm, Not Confrontational Be Consistent, Not Controlling Be Supportive, Not Punitive
Remember: Behaviour is communication. Look beyond the behaviour and seek to understand the need.
4.
Positive Engagement
Our Aim
The College promotes a culture where positive engagement is recognised, celebrated and rewarded.
To create learning environments where every learner feels:
Team members should actively identify and celebrate positive behaviours, including:
4 Seen
• • • • • •
Excellent attendance and punctuality. Positive participation and engagement. Resilience and effort. Professional behaviours. Achievement and progress. Contribution to the college community.
4 Safe 4 Heard 4 Valued 4 Ready to Learn Together Across the Year: Every Learner Known. Every Learner Supported. No Learner Left Behind.
Recognition may include: • • • • • •
Verbal praise and positive conversations. Positive recording on ProPortal or Aptem. Postcards, badges and certificates. Celebration events and awards. Employer opportunities and references. Local, regional and national award nominations.
Our Collective Commitment Together we will: • • • • • • • • •
Know our learners. Maintain high expectations. Monitor attendance, engagement and progress consistently. Intervene early when concerns arise. Work collaboratively across teams and services. Build positive relationships based on trust, respect and belonging. Celebrate success and recognise achievement. Remove barriers to learning wherever possible. Ensure no learner is left behind.
5.
Roles & Responsibilities Progress Monitoring Teacher (PMT) (85% - 100% attendance) Progress Monitoring Teachers are ultimately responsible for their assigned group/s and working with all roles listed to ensure the wraparound support and care is provided to retain learners – no learner is lost or forgotten. PMTs monitor weekly attendance, including English and maths and identify trends, ensuring learners meet the college expectation of at least 90%. Early intervention is required when attendance falls to 93%, with clear, recorded Positive Engagement Interventions and Targets (PEITs) to prevent further decline, keeping parents/carers informed. Where attendance drops immediate action must be taken. Progress Monitoring Teachers should work with the Positive Engagement Officer to identify the root causes of absence and implement targeted Positive Engagement Interventions and Targets (PEITs).
Positive Engagement Officer (PEO) (70–84.9% attendance) PEOs will monitor the absence line, managing the day-to-day absence reporting and monitoring. They will work with Progress Monitoring Teachers to support learners within the 70-84.9% attendance range. They work closely together to liaise with parents/carers and college team members to address barriers to attendance and engagement.
6.
Pastoral and Wellbeing Officers Pastoral and Wellbeing Officers provide timely support to address barriers affecting attendance. They work collaboratively with Progress Monitoring Teachers to ensure appropriate adjustments and engagement strategies are in place.
Transition and Progression Advisor (TPAs) Transition and Progression Advisors identify and communicate additional learner needs. Advisors support Progress Monitoring Teachers and Course Teachers in implementing suitable strategies, review their effectiveness, and maintain accurate records of interventions and outcomes.
Head of Department (69% attendance and below)
Positive Engagement Interventions and Targets (PEITs)
Heads of Department lead formal interventions for learners with attendance below 69%. They review current support, implement enhanced strategies, and assess whether continuation on programme is appropriate. They are also responsible for managing referrals or withdrawal processes where necessary.
PEITs must be implemented when attendance or behaviour concerns arise. Clear targets and agreed strategies with the learner should be set to support improvement, with involvement from parents/ carers and signposting to additional support where needed. Progress should be reviewed regularly, and strategies or targets adapted where improvement is not evident or where improvement has been made.
Assistant Principal The Assistant Principal oversees complex attendance cases, including reviews and potential withdrawal decisions. They ensure expectations and interventions are clear, appropriate, and consistently applied, and support escalation and external referrals when required.
7.
Roles & Responsibilities (Apprenticeships)
Work Based Tutor (WBT) (85–100% attendance) Work Based Tutors are responsible for monitoring apprentices’ attendance, working with the teacher where relevant, to track and monitor off-the-job training, functional skills sessions, progress reviews, and all scheduled exams and assessments. Early intervention is required where attendance falls to 93%, with clear, recorded actions to prevent further decline. This includes maintaining regular communication with employers and, where appropriate, parents/ carers. Where attendance drops immediate action must be taken. Work Based Tutors should identify the root causes of non-attendance, implement targeted Positive Engagement Interventions and Targets (PEITs), and review progress regularly, adapting strategies as required. They should liaise with relevant support services while retaining overall responsibility for improving attendance and engagement.
Positive Engagement Officer (PEO) (70–84.9% attendance) Positive Engagement Officers, in partnership with WBTs, support apprentices whose attendance at off-the-job training, functional skills sessions, reviews, or assessments has fallen within the 7084.9% range. They work with employers, parents/ carers (where applicable), and team members to address barriers impacting participation. They deliver and review targeted interventions to improve engagement and attendance and make referrals to additional support services where appropriate. 8.
Pastoral and Wellbeing Officers Pastoral and Wellbeing Officers provide timely support to apprentices facing personal or wellbeing barriers that affect attendance and engagement. They work collaboratively with Work Based Tutors to ensure appropriate adaptations and engagement strategies.
Learner Support Team Transition and Progression Advisors identify and communicate any additional learning or support needs that may impact an apprentice’s attendance or progress. They support team members in implementing effective strategies, review their impact, and ensure accurate records are maintained within Aptem.
Head of Department (69% attendance and below) Heads of Department lead formal intervention with apprentices and employers where apprentices’ attendance across training, functional skills, reviews, or assessments falls below 69%/are overdue. They are responsible for implementing enhanced strategies, assessing the suitability of continuation on programme, and managing referrals or withdrawal processes where necessary, in consultation with employers.
Assistant Principal The Assistant Principal oversees complex and persistent attendance concerns, including cases where there is poor engagement with off-the-job training, progress reviews, or required assessments. They ensure expectations and interventions are clear, appropriate, and consistently applied, and support escalation processes and external referrals where required, in consultation with employers.
Involvement of Parent/Carer and Employers Parents/carers should be engaged early for apprentices aged 16-18 and those with EHCPs. Employers must also be actively involved, given their key role in supporting attendance at off-the-job training, reviews, and assessments. A partnership approach should be maintained to promote accountability, attendance, and positive engagement.
Positive Engagement Interventions and Targets (PEITs) PEITs must be implemented where concerns arise in attendance at off-the-job training, functional skills sessions, progress reviews, or assessments. Clear targets and agreed strategies should be set to support improvement. Employers and, where appropriate, parents/carers should be involved, and apprentices should be signposted to additional support services. Progress must be reviewed regularly, and targets or strategies adapted where sufficient improvement is not achieved.
9.
10.
11.
Disciplinary Process This is a formal process for serious or repeated misconduct (eg. where PEITs do not lead to improvement).
Stage 1 - Head of Department or Learner Experience Managers The main purpose of stage 1 is to make sure learners understand the consequences of continuing with poor discipline. Managers will meet with learners (and parents/carers and employers if relevant) to discuss the improvements expected. There may be one or more disciplinary meetings.
Outcomes of Stage 1 The outcome of these is usually a written warning and the possibility of sanctions. Further interventions and targets (PEITs) will be monitored by the issuing manager. The warning(s) will be kept on ProPortal or Aptem until the end of the course and then reviewed if learners are progressing.
12.
Outcomes of Stage 2 Final Written Warning A copy is kept on the learner’s file and college records until the end of the course. Parents/carers and employers, if relevant, can access these via ProPortal or Aptem.
Stage 2 - Assistant Principal For very serious offences: •
Requires a formal disciplinary meeting within six working days.
•
The meeting is chaired by an Assistant Principal.
•
Where practicable, the team member who has experienced the learner’s misconduct will also be there.
•
Learners can be accompanied by a parent/ carer or friend.
•
Learner’s misconduct and the impact on others will be fully discussed.
•
Commitment to learning and any previous record will be taken into account.
•
The meeting could lead to a ‘Final Written Warning’ or a recommendation for exclusion.
•
Learners are normally informed of the outcome in writing within six working days.
A further PEIT is set up as well as a restorative, re-integration meeting. There may also be sanctions as appropriate to the misconduct.
Re-integration meeting The re-integration meeting is a short meeting which gives learners, and the person most impacted by the learner’s behaviour, an opportunity to talk to each other.
Exclusion A final decision will be made by the Chief Officer: Quality, Learners & Skills. The decision will be communicated to learners in writing within 20 working days and will include the details of the exclusion e.g. how long learners are excluded for. The letter will also give learners details of the right to appeal and how to get support through the process.
Suspension - Head of Department, Learner Experience Managers or senior member of staff For serious misconduct, where a ‘cooling off’ period is required or a learner is unfit to study, learners may be temporarily suspended from the college. Suspensions will be kept as short as possible. Learners will be told how long the suspension is for and this will be confirmed in writing if the suspension is for longer than a day. Support during suspension will be arranged through your Head of Department. If learners have any safeguarding concerns please email: safeguarding@boltoncc.ac.uk All information is correct at time of print. If you need this guide in any other format, please get in touch. 13.
Appendix 1
•
Suspensions and very serious incidents
•
Only Heads of Department, Learner Experience managers or senior managers may authorise suspensions.
•
A learner may be immediately excluded if they refuse to adhere and fail to comply with health and safety demands, safeguarding requirements and refusal to wear a College ID badge. A learner may be suspended and receive an automatic Stage 2 Warning if they commit a serious breach of the College’s ‘Ready, Respectful, Safe’ expectations. Examples of such incidents may include: •
• • • •
• • •
•
• • •
•
14.
Cases of bullying or harassment including cyber-bullying or inappropriate use of social media Fighting Verbal abuse towards another learner or member of staff Conduct which could threaten the health and safety of others Violent, dangerous or intimidating conduct - including possession of a weapon or imitation weapon Conduct which could threaten the health and safety of others Sexual, racial or other harassment of another learner or member of staff Abusive behaviour towards another learner or team member (including making or sharing malicious comments about another learner) Theft or unauthorised possession of any property or facilities belonging to a learner, the college, or any employee of the college Damage deliberately carried out on college property Allowing a non-member of the college on campus using their own membership card Possession of, consumption of, dealing in or incapability due to illegal drugs, alcohol or legal highs Commission of a criminal offence, whilst a learner, which may adversely affect the college’s reputation
failure to respond to the targets set in a Stage 2 Warning an extended period of poor attendance, where absence is not notified or reasonably explained failure to complete essential work that would result in a learner failing their course or programme of study, without reasonable explanation
Appendix 2 Right to Appeal Learners have 10 working days to appeal disciplinary decisions: Stage 1 Warning -
Appeal to Assistant Principal
Stage 2 Warning -
Appeal to Chief Officer: Quality Learners & Skills
Exclusion Decision -
Appeal to the Principal
Appeals must be made in writing to Principal@boltoncc.ac.uk - If you need support with this, please contact the Learner Experience Zone at the Deane Road campus. Appeals should be made against at least one of the following criteria: -
procedural fairness new evidence disproportionate sanction (decision)
Summary: What We Stand For At Bolton College, we believe: • People grow in connection, not isolation • Respect, kindness, and consistency are more powerful than control • Every learner has the potential to reflect, recover, and succeed
15.
Positive Start
The Positive Start Strategy is the College’s approach to ensuring that every learner and apprentice experiences a welcoming, structured, supportive and aspirational start to their programme. It sits within the wider Positive Engagement Strategy and recognises a fundamental truth: the habits, relationships and expectations established during the first six weeks of learning have a profound impact on attendance, retention, achievement and progression. The Positive Start Strategy is therefore not simply an induction process. It is a whole-college commitment to creating the conditions for learners to thrive from their first interaction with the College. The following information provides week by week expectations to implement the Positive Start Strategy.
Core Non-Negotiables (Apply from Day 1)
16.
•
All initial and diagnostic assessments (including English & maths) completed in Week 1.
•
Teaching across vocational, English & maths informed by starting points from Week 2.
•
100% expected attendance for English and maths, ≥90% in all other subjects.
•
Every absence followed up the same day (including English & maths lessons).
•
Parents/carers engaged from Week 1 (welcome communication to all learners).
•
Attendance concerns escalated in Week 2 via Positive Engagement Strategy - no delay.
•
Weekly Progress Monitoring Sessions monitoring the full study programme (vocational + English & maths).
•
Support (ALS, pastoral, wellbeing) reviewed and actioned within each Progress Monitoring Session.
•
Seating plans used to ensure inclusion, participation and belonging.
•
College Leadership Team will engage in learning walks to gather first-hand evidence of how effectively teaching, learning and assessment implement the curriculum, including learner engagement and the extent to which inclusive practice reduces barriers to learning.
16.
Positive Start - Teacher Checklist Before Day 1
Weeks 3-4
Attend Positive Start training
Provide formative assessment feedback
Prepare seating plans and assessments Review learner/support information Know attendance, safeguarding and escalation procedures
Monitor progress and learner engagement Support at-risk learners Complete Positive Start Review
Prepare a safe, welcoming learning environment
Implement retention interventions where needed
Week 1
Weeks 5-6
Complete initial assessments
Confirm learner progress
Deliver college expectations and routines
Review attendance, engagement and retention risks
Establish high expectations for attendance, punctuality and behaviour
Support retention decisions
Begin progress monitoring Report absences and concerns promptly Build positive learner relationships
Clarify next steps and targets Celebrate progress and achievement
Every Day
Week 2
Create a safe, inclusive and welcoming environment
Review attendance and engagement
Model professionalism and respect
Escalate concerns immediately
Maintain high expectations consistently
Make support referrals where required Reinforce Positive Start expectations Recognise and celebrate positive behaviours
Address concerns early and appropriately Promote learner wellbeing, belonging and success 17.
Positive Start Strategy High Expectations | Attendance First | Whole Programme Monitoring | Early Escalation The following information provides week by week expectations to complement the Positive Start Strategy.
Week 1: Induction, Assessment and Immediate Engagement Focus Area
Key Actions
Responsibility
Why this matters
Induction & Principal Assembly
Principal-led welcome assembly for all learners. Reinforce college values and set expectations for attendance (≥90% across the programme, including English & maths), behaviour, participation and ambition.
Principal
Builds belonging and purpose from day one, strengthening early commitment, motivation and retention.
Parent/Carer Welcome Communication (All Learners)
Structured welcome communication to all parents/carers: expectations for attendance (including English & maths), how to report absence, how the college will contact home, and where to access support (ALS, wellbeing, pastoral).
Director of Learner Journey & Growth
Sets shared accountability early and creates a partnership approach that prevents non-attendance becoming normalised.
Complete English, maths and vocational assessments within Week 1. Initial & Diagnostic Teachers, including Teachers review outcomes immediately Assessments English & Maths Teachers to establish starting points and plan teaching from Week 2.
Seating Plans (Inclusion & Participation)
Implement planned seating from Day 1 to prevent isolation, widen peer relationships, and promote active participation (not passive learning). Adjust based on early observation. Access Seating Plan Guide
Progress Monitoring Session (Week 1)
1:1 conversation covering goals, motivation, attendance expectations, barriers to engagement, and initial support needs. Record actions and any required referrals (ALS/pastoral/ wellbeing).
Same-Day Attendance Follow-Up
Follow up every absence the same day from Day 1 (calls/texts). Identify reasons, prevent patterns, and trigger early support where needed.
Communications
18.
Weekly texts to be sent to parents/ carers along with Postcards sharing expectations, ProPortal and log in details and check on correct contact information.
Teachers
Progress Monitoring Teacher
Ensures learners are taught from their starting point, experience early success and feel capable - reducing frustration and disengagement. Helps learners settle, feel included and build peer support - improving engagement and attendance. Learners stay when they feel known and supported; early barrier identification prevents withdrawal and builds enjoyment of the course.
Positive Engagement Officer
Stops absence patterns forming and shows learners that attendance is noticed, expected and supported.
Director of Learner Journey & Growth
Engage parents/carers from the start keeping them informed and aware of both what they can expect from the college and what we expect from them. It is also important to ensure we have the correct contact details for parents/carers.
18.
Week 2: Habits, Barrier Identification and Early Escalation Focus Area Focus Area
Key Actions
Responsibility
Why this matters
Progress Monitoring Session (Week 2)
Review attendance across the full programme (including English & maths). Explore the ‘why’ behind any absence or low engagement. Review support in place (ALS/ pastoral/wellbeing) and action next steps.
Progress Monitoring Teacher
Early escalation prevents small issues becoming persistent absence and supports progress from starting points across the whole programme.
Attendance Escalation (No Delay)
Escalate repeated absence immediately in Week 2 (including missed English & maths). Agree an improvement plan with clear expectations and review points.
Progress Monitoring Teacher
Week 2 action prevents entrenched patterns and reduces the risk of withdrawal.
Parent/Carer Engagement for Non-Attendance
Where any attendance concern emerges, contact parents/carers immediately to share the concern, the ‘why’ identified, and the agreed actions/support plan.
Progress Monitoring Teacher
Creates a consistent message and strengthens support around the learner improving attendance and engagement.
Support Referrals (ALS / Pastoral / Wellbeing)
Make referrals promptly where barriers are identified and confirm learners know what support they will receive and when. No gaps between need identified and support starting.
Teachers
Removing barriers quickly supports reengagement and helps learners enjoy and succeed on their course.
Communications
Weekly texts to be sent to parents/ carers along with letters sent in the post to those who are risk due to low attendance.
Director of Learner Journey & Growth
Parents/carers to know their young person’s attendance and ‘at risk’ status as soon as possible to then work together to intervene and improve.
19.
Week 3: First Checkpoint and Targeted Re-Engagement
Focus Area
Key Actions
First Assessment & Feedback
First assessed work completed and returned with clear feedback and next steps. Provide structured lesson time for learners to respond to feedback and show they have engaged with it.
At-Risk Assembly (Targeted) + Parent/Carer Invite
Targeted at-risk assembly for identified groups (e.g., low attendance, low engagement, English & maths non-attendance). Reinforce expectations and pathways to support. Invite parents/carers where appropriate.
Progress Monitoring Session (Week 3)
Review attendance trends, progress across vocational + English & maths, learner response to feedback, and Progress Monitoring Teacher whether support is working. Adjust support actions within the session.
Ensures progress is secured from starting point and barriers are actively removed before disengagement becomes withdrawal.
Texts sent home to parents with attendance and/missed lessons.
Keeping parents/carers informed about their young person’s attendance contributes to positive partnership working to prevent further non-attendance.
Communications
20.
Responsibility
Why this matters
Teachers
Feedback + response time shows care, builds trust, and accelerates progress - supporting learner confidence and retention.
Assistant Principals
A visible re-set strengthens belonging, Executive reengages at-risk learners, and brings parents/carers into the solution early.
Director of Learner Journey & Growth
Week 4: Positive Start Review (Decision Point within Progress Monitoring)
Focus Area
Key Actions
Responsibility
Why this matters
Progress Monitoring Session (Week 4 - Key Decision)
Formal Positive Start Review of course suitability: attendance, progress (including English & maths), engagement/enjoyment, and learner voice. Confirm whether the learner is on the right programme and what support is required.
Progress Monitoring Teacher
Ensures learners remain on programmes where they can succeed and enjoy learning - protecting retention and achievement.
Barrier Deep Dive + Support Review (In-Session)
Explore root causes of disengagement (course fit, confidence, wellbeing, learning needs). Review ALS/pastoral/ wellbeing support within the session and update the plan immediately.
Head of Learning Support
Learner-first support planning removes barriers quickly and prevents learners drifting towards withdrawal.
Programme Adjustment (Begin Transfer Where Needed)
Where course change is the right outcome, begin transfer process and provide transition support so learners feel secure and informed.
Assistant Principals
Retains learners in education by placing them where success is most likely.
Parent/Carer Engagement (Course Fit / Support)
Where concerns exist, engage parents/carers in the plan: support arrangements, expectations, and any proposed programme change.
Head of Departments
Strengthens stability and shared understanding, supporting sustained attendance and engagement.
Director of Learner Journey & Growth
Keeping parents/ carers informed about their young person’s attendance contributes to positive partnership working to prevent further non-attendance. Parents are aware of ‘Positive Start Review’ scheme to support their young person on the right course if required.
Communications
Texts sent home to parents with attendance and/missed lessons as well as ‘Positive Start Review’ information.
21.
Week 5: Commitment and Retention Panel Focus Area
Key Actions
Responsibility
Why this matters
Second Assessment & Feedback
Second assessment completed across programme. Provide feedback that highlights progress from starting point and next steps. Build in time for learners to respond and improve.
Teachers
Reinforces progress and builds learner confidence supporting motivation and retention.
Progress Monitoring Session (Week 5)
Confirm attendance, progress and commitment across the programme. Review the impact of ALS/ pastoral/wellbeing support and ensure next steps are clear.
Progress Monitoring Teacher
Ensures learners continue with clarity and support, reducing last-minute withdrawals.
Retention Panel (Week 5)
Formal panel to confirm: Continue / Transfer / Planned Withdrawal (with onward route). Quality assure decisions and ensure support plans or transitions are in place.
Chief Officer Quality, Learners & Skills
Timely decisions protect retention and ensure learners do not drift into late withdrawal.
Parent/Carer Engagement (Panel Outcomes)
Communicate outcomes and next steps to parents/carers where appropriate, including support plans or transition arrangements.
Head of Departments
Maintains trust and ensures home and college are aligned in supporting the learner.
Director: Learner Journey & Growth
Keeping parents/carers informed about their young person’s attendance contributes to positive partnership working to prevent further non-attendance or to identify root causes for non-attendance and resolve.
Communications
22.
Texts sent home to parents with attendance and/missed lessons.
Week 6: Movement, Withdrawal and Onward Progression Focus Area
Key Actions
Responsibility
Why this matters
Progress Monitoring Session (Week 6)
Confirm final actions and ensure every learner has a clear next step (continue, transfer, or withdrawal with onward route). Review support and transition arrangements.
Teachers
Ensures no learner is left uncertain; clarity and support reduce drop-out and support positive progression.
Transfers (Internal)
Complete moves to more suitable courses with a managed transition and learner support.
Head of Departments
Keeps learners engaged by placing them on a pathway where they can succeed.
Managed Withdrawal (Learner-First)
Where withdrawal is appropriate, complete a respectful exit process and ensure learners understand their options and next steps.
Head of Departments
Protects learner dignity and maintains positive relationships, supporting re-engagement in education.
Onward Referral (Other Providers)
Refer learners to alternative providers/provision where needed (with IAG support). Confirm handover and next-step plan.
Director of Learner Journey & Growth
Ensures learners remain in learning and have a positive progression route.
Parent/Carer Engagement (Final)
Confirm outcomes and next steps with parents/carers, including referral/transfer arrangements where applicable.
Head of Departments
Supports smooth transition and continued engagement beyond the college.
Communications
Ongoing weekly messages sent to parents/carers as teams continue to carefully monitor attendance and respond to the learner needs to help them engage and retain.
Director of Learner Journey & Growth All
Supporting learners to improve their attendance while in college helps them to become work ready, world ready and future ready by attending voc, Eng, Maths and Progress Monitoring Sessions as well as all other activities/ enrichment taking place around college.
23.
Useful Internal Contacts Pastoral & Wellbeing - Referral via ProMonitor
Ext: 2560
Counselling - Referral via ProMonitor
Ext: 2560
Careers - Referral via ProMonitor
Ext: 2025/2043/2194
Safeguarding - Referral via ProMonitor
Ext: 2180/2762/2199
Student Finance - Visit Reception
Ext: 2192
Work Experience - Work Placement Officer
Ext: 2027/2026/2186
Enrichment - Enrichment Officer
Ext: 2745/2108
Learner Support - Declared Need - TPA
Ext: 2649
Learner Support - No Declared Need - Referral via ProMonitor Ext: 2649 Discrepancies with timetables/registers - Head of Department System Queries (eg ProPortal, Navigate) - MIS Helpdesk
Ext: 6158
IT Queries (Account Issues) - IT Helpdesk
Ext: 2119
Bolton College, Deane Road, Bolton, BL3 5BG • 01204 482 000 • info@boltoncc.ac.uk • www.boltoncollege.ac.uk /bolton-college
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