Welcome to the start of your apprenticeship training program with The Colleges’ Partnership.
Firstly, congratulations on starting your apprenticeship. You are taking the fi rst steps towards achieving a highly regarded program of technical training that will stand you in great stead for your current and future career.
Apprenticeships are at the heart of the UK Government drive to upskill the workforce, enabling businesses to grow and compete globally. Your employer has invested in your training – both on and off the job – to support your personal development and contribute to the business objectives. I am sure that you will make the most of this opportunity, and I very much hope that you enjoy the experience.
The Colleges’ Partnership delivery team will work closely with you and your employer as you embark on this journey. We are here to support you, so please don’t hesitate to ask if you need anything.
Best of luck and I look forward to hearing about your future success.
Tony Basham Chief Executive Officer The Colleges’ Partnership
The modern apprenticeship training programme is suitable for an individual at any point in their career, from entry level all the way up to senior management.
An apprenticeship is a genuine job and under all circumstances you should be employed from day one. As an apprentice, you will:
• Work alongside more experienced staff
• Gain job-specific skills
• Earn a wage and get holiday pay
• Be given time for study related to your role (at least 20% of your contracted hours)
If you would like to see the detail of your Apprenticeship Training Programme, please speak to your Assessor (they will go through this on your induction) or simply look it up here: https://www.instituteforapprenticeships.org/apprenticeship-standards/
Apprenticeship Standards look more at the occupational profile linked to the Knowledge, Skills and Behaviors (KSBs) that bring full competence in a particular occupation. They describe how an apprentice can demonstrate mastery of this occupation by the end of the apprenticeship. The standards are proposed, designed, and delivered by employers to equip apprentices with the (KSB) they need to succeed in their occupation.
At the end of the apprenticeship standard delivery, you will need to complete an End Point Assessment which is assessed by an independent End Point Assessment Organisation. Please note that some standards also include qualifications and these must of course be completed and achieved before End Point Assessment. Level 2 Functional Skills in English and Maths to achieve the full apprenticeship.
English and Maths are essential to support longer term career prospects. Therefore, all apprentices will be supported to gain these essential skills and secure qualifications.
• If you have achieved English andMathsat GCSE grade C or above (or equivalent 4-9) and can provide the appropriate evidence of the qualification then you are exempt from having to take any formal exams.
• If you have not achieved English and Maths, we will embed and deliver English and Maths training to you to help you achieve Functional Skills Level 2 certification. This means you will need to sit exams but please don’t worry, the exams are paper/ computer based, and we will make sure you are fully prepared.
• If you are on a Level 2 Apprenticeship Programme, you will need to pass your Level 1 Functional Skills in English and Maths to achieve the full apprenticeship and work towards and attempt a Level 2 Exam after a period of training if time allows.
• If you are on a Level 3 Apprenticeship Programme, depending on the standard, you will need to pass up to Level 2 Functional Skills in English and Maths to achieve the full apprenticeship.
The delivery plan is designed to stretch and challenge apprentices and is developed and delivered with active involvement of your employer(s), which uses a range of effective on and off the job training methods around your work.
Prior to being inducted onto an apprenticeship you will undergo a series of assessments to identify; your current English and maths levels; review your previous education; review relevant skills and to identify any learning needs you may have.
At induction you will meet your coach/assessor who will guide you through the apprenticeship programme. They will be qualified and competent in the skills you are learning. You will agree deadlines and be and be introduced to the systems and policies in place to support your learning. They will also train and monitor your progression with the Knowledge, Skills and Behaviours (KSBs) needed for End Point Assessment The induction will outline the overall requirements of the apprenticeship and how the units will be achieved.
2. Inductioncontinued
At this point specific opportunities for assessment will be identified and agreed with your coach/assessor. You will be issued an online workbook and there will be paperwork to complete. You will then be given your initial tasks to complete either online or or in a workbook before meeting for your next review in 8 - 12 weeks. You will be booked on a maths or English course if required.
3. Progress Reviews
Whilst on programme you will be able to contact your coach/assessor at any time. During your reviews you will discuss what progress you have made including how you have applied your new found skills and knowledge (including Functional Skills) to your job. This is your opportunity to give us feedback and seek help and support with any aspect of the programme or evidence collection requirements as necessary. More review information can be found on page 8.
4.
The skills you learn in your trade will directly count towards your apprenticeship and will open up opportunities to learn and develop Knowledge, Skills and Behaviours (KSBs) throughout the training.
The KSBs of the apprenticeship standard are achieved whilst spending time in the workplace doing your job. Your assessor/coach will identify times for carrying out delivery and knowledge, learning and practical skills and developing behaviours. These will all be agreed with you to achieve via SMART targets at review meetings.
5. End-Point Assessment Gateway and Certification
Gateway is a tripartite meeting to confirm that you are ready to transition from on program learning to End Point Assessment, the apprenticeship standard clearly explains what is required including Achievement of the appropriate level of English and Maths, and other specified components of the apprenticeship, signed off by the employer, apprentice and coach/assessor.
End Point Assessment (EPA) the criterion for the EPA is laid down in the apprenticeship standard assessment plan, this will be discussed with you during the on program learning with a culmination of a mock assessment before Gateway to confirm competence.
The EPA is conducted by an End Point Assessment organisation (EPAO) which meets Ofquals requirements for assessment and quality.
Certification on completion of the EPA, the EPAO will claim the certificate and send it to the employer.
The Colleges’ Partnership (TCP) is committed to the provision of an impartial Information, Advice and Guidance (IAG) service to anyone wishing to access any of our training programmes and to those that are already in learning.
OUR PURPOSE
The purpose of the IAG Service is to support enquirers considering study with TCP and to support students in achieving their aspirations, including their study and career goals.
In the delivery of IAG, we support enquirers and learners in making decisions about their study and career planning based on their individual needs, circumstances, interests, prior learning and career goals and aspirations.
We place an emphasis on opportunities for independent self-assessment and decision making by providing information and advice that is easy to access, clear, relevant, and up to date.
TCP’s goal is simply to deliver an outstanding learning experience.
TCP AIM
The service aims to deliver IAG to enquirers and learners who are registered on, or considering registering for, an apprenticeship with TCP.
TCP OBJECTIVES
Empower enquirers and learners to achieve their study and career goals and to develop independence in their decision making.
Ensure that the delivery of IAG within TCP is responsive to changes and developments both internally and externally, including changes to our client and learner markets.
Support the improvement of learner completion and progression rates.
Work proactively and collaboratively internally to enhance the effective delivery of IAG.
Every 70 days your coach/assessor will conduct a progress review with yourself and your line manager.
The aim of this meeting is to ensure that you are progressing with your qualification, undertaking development activities and achieving the agreed objectives. The date and timings of the review will be agreed in advance by your assessor/coach and it is important that all parties attend.
Prior to a review you will need to ensure that you have completed your Learner SelfAssessment Review record where you will reflect on developments that you have completed, targets you wish to meet in the future, your awareness regarding core areas of learning such as Health and Safety, Equality & Diversity and Safeguarding.
At each review meeting, you will:
• Review progress against KSB of the standard each or against each milestone or target set.
• Review learning activities that have been undertaken since the last review.
• Plan support measures or further learning activities that can be undertaken to gain additional knowledge or skills.
• Discuss and agree SMART (specific, measurable, agreeable, realistic and timebound) objectives for the following 8-10 weeks. Review and update your ILP
• Discuss any areas of concern or barriers to success and how these can be overcome.
• Discuss core learning areas of Equality & Diversity, Safeguarding and Health & Safety.
As an “apprentice” you can benefit from the following:
NUS CARD
Discounts for apprentices.
NUS APPRENTICE EXTRA
The discount card for UK Apprentices with loads of discounts in-store and online, helping your hard-earned cash stretch a little further!
You can sign up here: https://www.apprenticeextra.co.uk
APPRENTICE OYSTER CARD (LONDON ONLY)
Get 30% off adult-rate Travelcards and Bus & Tram Pass season tickets.
OYSTER PHOTOCARD
If you’re 18 or over, live in a London borough and in your first year of an apprenticeship, you can get discounted travel. You can sign up here:
https://tfl.gov.uk/fares/free-and-discounted-travel/apprentice-oyster- photocard
We are committed to achieving equality of opportunity at each stage of the assessment process.
We aim to ensure that the assessment requirements and methods used within our delivery plans are sufficiently flexible to enable the widest range of learners to demonstrate competence fairly and reliably.
We do however need to ensure that the assessment arrangements we allow are fair, reliable and do not give learners an unfair advantage either real or perceived.
Learners may have assessment requirements for several reasons, including:
• being unable to complete standard practical and written tasks through temporary or permanent disability.
• being unable to complete standard written tasks through temporary or permanent disability learning needs.
• being unavailable through illness or injury to attend scheduled practical assessments.
• being unable to effectively demonstrate practical assessments through illness or injury.
Apprenticeship qualifications normally require both demonstration of practical skills and some written work. Some courses require learners to complete multiple-choice tests or written exam papers. If learners believe that there are reasons why they might find it difficult to show competence through the methods proposed, they should discuss what alternatives might be available with their Tutor.
Reasonable adjustments to accommodate assessment requirements must be approved prior to the assessment taking place. Further information is available in TCP’s Reasonable Adjustment Policy. Apprentices have the right to appeal in accordance with TCP Appeal policy, appeals should be submitted within ten working days of the notification of no adjustments being approved.
If you are unhappy with an assessment decision, you have the right to appeal.
The appeals procedure has three stages To make an appeal you must start with the first stage and only progress through the other stages if you are not satisfied with the out-come of each one in turn.
The three stages are as follows:
STAGE 1
Discuss your concern with your Tutor who will provide you with an explanation of their assessment decision. This should take place within 14 days of the assessment decision.
STAGE 2
The IQA is told within 48 hours of the appeal. The IQA reviews the situation and looks at all the evidence. The IQA will communicate the outcome of the review to both the apprentice and the tutor within 14 days of receipt of the appeal. If the apprentice or Tutor are still dissatisfied the appeal moves to stage 3.
STAGE 3
The Director of Quality Assurance and Compliance for TCP must be informed of an appeal within 48 hours of stage 2 outcome. Appeal is considered by the Director of Quality Assurance and Compliance or another senior manager. The Director of Quality Assurance and Compliance will confirm their decision to apprentice, Tutor and IQA within 14 days of receiving the appeal. If the issue is still unresolved the appeal moves into the awarding organisation appeals procedure.
Should you address your appeal to the Awarding Body and remain unhappy with the outcome you may then raise your appeal to the relevant qualification regulator. Either a representative of TCP or the awarding body will be able to offer you guidance on the appropriate qualification regulator in each instance and provide contact details.
Safeguarding is a term used to describe the duties and responsibilities that those providing education and training must carry out to protect individuals from harm.
The objectives of TCP safeguarding arrangements are to:
1. Provide a safe environment in which to learn and work.
2. Take appropriate action to ensure that learners are kept safe at home and in training.
3. Identify and support any young or vulnerable learners suffering, or likely to suffer any of the following:
• Significant harm
• Abuse which can take a number of forms such as physical, emotional, psychological, financial or sexual
• Discrimination
• Neglect
Given that TCP have so many learners based across the country, we take a very diligent and thorough approach to safeguarding policies and procedures and as such adhere to the following government issued documents:
- The Children Act 1989 and 2004
- The Education Act 2002
- The Care Act 2004
- The Safeguarding Vulnerable Groups Act 2006
- Working Together to Safeguard Children 2018
- Keeping Children Safe in Education 2021
- The Prevent Duty 2015
TCP is committed to providing a safe learning environment for all our learners. If you should have a safeguarding issue, please speak to your tutor. If you feel you can’t speak to your tutor, you can speak to our Designated Safeguarding Officer, Carl Orme who can be reached by telephone on 07572240699 or email: carl.orme@tcpartnership. ac.uk
If you cannot get hold of Carl, please contact the Designated Safeguarding Lead, John Stirling by telephone on 07809306212 or email: john.stirling@tcpartnership.ac.uk
The Prevent Duty is the duty in the Counter-Terrorism and Security Act 2015 on specified authorities, in the exercise of their functions, to have due regard to the need to prevent people from being drawn into terrorism.
The government’s official definition of Prevent Duty is the legal obligation of schools to provide “due regard to the need to prevent people from being drawn into terrorism”. Prevent has a helpline which allows members of the public to express concern about people who have been subject to and embracing of extremist opinions.
If a member of TCP staff has a concern about a particular learner they will follow TCP safeguarding procedures, including discussing with the Designated Safeguarding Lead, and where deemed necessary, with children’s social care. In Prevent priority areas, the local authority will have a Prevent lead who can also provide support. You can also contact your local police force or dial 101 (the non-emergency number). They can talk to you in confidence about your concerns and help you gain access to support and advice.
The Department for Education has dedicated a telephone helpline (020 7340 7264) to enable staff and governors to raise concerns relating to extremism directly. Concerns can also be raised by email to counter.extremism@education.gsi.gov.uk Please note that the helpline is not intended for use in emergency situations, such as a child being at immediate risk of harm or a security incident, in which case the normal emergency procedures should be followed.
In addition to TCP staff completing safeguarding training, Prevent training is meant to alert tutors to the possibilities of “non-violent extremism”. Warning signs such as withdrawal from social circles, abnormal behaviour or changes in vocabulary are common amongst young people. Many teachers are aware of these indicators already and are always on the lookout for signs of stress in their pupils.
Current guidelines dictate that training providers must “actively promote” fundamental British values of democracy, individual liberty, and mutual respect and tolerance towards those with different beliefs. Prevent doesn’t work to create extra safeguarding measures for teachers. It is more about identifying that there are newer dangers that young people face and encouraging them to learn that these dangers must be combatted.
If you have any questions, please feel free to contact TCP Designated Safeguarding Lead, John Stirling by telephone on 07809306212 or email: john.stirling@ tcpartnership.ac.uk
At a time when most of us use the internet daily, it has become essential that we understand the consequences of the way we behave, the people we interact with and the type of content we post online.
It is important that you learn and understand about inappropriate and illegal online activity and the potential consequences of terror-related grooming, downloading, and sharing illegal material. You will explore a range of online risks, including stalking and identify theft, and will examine why acceptable use policies are created and how they are used. You will also examine behavioural changes that result from inappropriate and illegal online activity.
Sources of advice regarding online safety:
UK SAFER INTERNET CENTRE
E-safety tips, advice and resources to help children and young people stay safe on the internet. Helpline: for those working with young people: 0344 381 4772 (lines open Monday to Friday 10am till 4pm) www.saferinternet.org.uk
THINK U KNOW
Provides children and adults with information about staying safe online. www.thinkuknow.co.uk
GET SAFE ONLINE
Provides advice to adults, children and parents about protecting computers, phones and tablets in addition to the privacy protection on social networking sites.
www.getsafeonline.org
CHILDNET
Provides online information to children and young people about smart surfing and keeping a private identity.
www.childnet.com
TCP is committed to serving its community. It recognises the multi-cultural, multi- faith and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the organisation are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.
It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. TCP is dedicated to preparing learners for their futures and ensuring that it promotes and reinforces British values to all its learners.
The Government emphasises that schools are required to ensure that key ‘British Values’ are taught in all UK schools. The government set out its definition of British values in the 2011 Prevent Strategy. The five British Values are:
1. Democracy
2. The rule of law
3. Individual liberty which means everyone deserves to be free, no matter what their differences of opinions are.
4. Mutual respect and tolerance, which means treating others as you would like to be treated.
5. Tolerance of those of different faiths and beliefs
As part of your training programme British Values are embedded in the delivery plan and it is something that will be a common theme throughout. If you have any questions, please feel free to contact our organisation’s British Values Ambassador, Marcella Goodge on marcella.goodge@tcpartnership.ac.uk
Education belongs to and should be enjoyed by everyone equally. TCP is committed to eliminate discrimination whether by reason of gender, marital status, age, sexual orientation, race, nationality, ethnic origin, colour, religion or ability and to encourage equal opportunities for all.
We will do everything that is reasonably practicable to ensure the health, safety and welfare of learners. One of our qualified Health & Safety Officers will conduct a Health & Safety Site Risk Assessment prior to the start of your apprenticeship which is part of our compliance.
We will work with your employer to ensure that you are aware of all local arrangements relating to your health, safety and welfare, including the reporting of accidents, fire precautions and safety policies.
All learners must have due regard for Health & Safety regulations both for themselves and for other persons who may be affected by their actions.
You should ensure that you are aware of your employer’s Health and Safety Policy Statement and the arrangements that are in place for the organisation and management of health and safety
If you do have an accident at work, we would appreciate your co-operation with following the accident reporting procedure below.
All accidents must be recorded in your employer’s Accident/Incident Report Book and then reported to TCP Health and Safety lead Tony Basham at Tony Basham@ tcpartnership.ac.uk.
TCP takes the processing, storage, protection, and disposal of data very seriously and takes all necessary steps to ensure the correct safeguarding and storage of all data. The Company will comply with its obligations under the Data Protection Act 2018 and General Data Protection Regulation at all times.
The Company has appointed Monique Heron as its Data Protection Officer Her role is to inform and advise the Company on its data protection obligations and to oversee compliance with the Company’s data protection policies, procedures and obligations. She can be contacted at monique.heron@tcpartnerhsip.ac.uk Questions about TCP’s Data Protection Policy or requests for further information, should be directed to the Data Protection Officer
We are committed to providing a high-quality service to all our learners. When something goes wrong, we need you to tell us about it. This will help us to improve our standards.
If you have a complaint, please contact us with the details. You can do this in the following ways:
• Send a letter to Carl Orme, The Colleges’ Partnership, Unit 14b, Sunrise Business Park, Higher Shaftsbury Road , Blandford DT11 8ST.
• E-mail: carl.orme@tcpartnership.ac.uk
We will send you a letter/email acknowledging receipt of your complaint within three days of receiving it, enclosing a copy of this procedure. We will then investigate your complaint. This will normally involve reviewing the nature of your involvement with the company and speaking to the member of staff involved as necessary
TCP will then either: Take the necessary steps internally to resolve the complaint and then write to you with a solution.
Invite you to a meeting to discuss and hopefully resolve your complaint. We will do this within 14 days of sending you the acknowledgement letter.
Within three days of the meeting, we will write to you to confirm what took place and any solutions we have agreed with you.
If you do not want a meeting or it is not possible, we will send you a detailed written reply to your complaint, including our suggestions for resolving the matter, within 21 days of sending you the acknowledgement letter.
At this stage, if you are still not satisfied, you should contact us again and we will arrange for the Executive Director or someone unconnected with the matter at the company to review the complaint. Alternatively, we may (at our discretion) seek mediation to review the decision.
We will write to you within 14 days of receiving your request for a review, confirming our final position on your complaint and explaining our reasons. If we have to change any of the timescales above, we will let you know and explain the reason for the delay
