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PRE-APPRENTICESHIP Improving Lives Through Learning

PRE-APPRENTICESHIP

Gwella Bywydau Trwy Ddysgu

Pre-Apprenticeship Routeway Operating Manual PRE-APPRENTICESHIP

Version One

www.tbglearning.com

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Operating Manual


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PRE-APPRENTICESHIP ROUTEWAY OPERATING MANUAL Version One PRE-APPRENTICESHIP

Contents

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Section One

Introduction to this Manual

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Section Two

Introduction to the Pre-Apprenticeship Routeway

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Section Three How the Programme Works

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Section Four

Learner Referral and Welcome

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Section Five

Learner Initial Assessment and Action Planning

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Section Six

The Foundation Stage of Delivery

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Section Seven Learner Progression

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Annex One

Pre-Apprenticeship Funding

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Annex Two

Qualifications

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Annex Three

Marketing the Pre-Apprenticeship Routeway

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Annex Four

Programme Administration and Reporting

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Annex Five

Partnership and Supply Chain Delivery

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Annex Six

The Bursary Fund

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Annex Seven Documentation

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Section One

Introduction to the Pre-Apprenticeship Routeway Operating Manual

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The objective of this manual is to standardise the way in which TBG Learning Centres approach and operate the Pre Apprenticeship Routeway. Having said this the whole basis of this programme is to provide a highly flexible and creative programme meeting the personal, social and learning development needs of the learner. For that reason, whilst this manual presents a rigid framework from which all Centres should operate, it is certainly not designed to opress the creativity required of those engaged in planning and delivery. As with all manuals and guidance, the idea is that the approach to the Pre-Apprenticeship Routeway as it is presented here, will evolve and change as all of the people who work at TBG Learning, with their wide range of skills, qualifications and experience, begin to have input. The input of those involved is critical – without it, standardising an approach is only half effective because it isn’t necessarily sharing best practice. If you don’t like something in the manual: • Ask yourself – what have you done about it? • We are all in this together – if you are involved in the Pre-Apprenticeship Routeway you share in our responsibility to our learners to make it work • Do something – follow the correct routes as the manual suggests to propose new ideas

The result = we communicate and we learn together

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Section Two

Introduction to the Pre-Apprenticeship Routeway The Pre-Apprenticeship Routeway is TBG Learning’s brand name for what is nationally known as Foundation Learning. It is aimed at persons aged between 14 and 18 years of age on the 31st August of the current year and who have learning needs at entry level or level one. The Programme can apply to those in the 19-24 age group under certain circumstances (see Annex One for detailed funding guidance). Learning can be a serious business and certainly the level to which an individual does learn and achieve can have a profound effect on the rest of their lives. However, learning should also be a fun and enjoyable experience. The Pre-Apprenticeship Routeway is designed to cater for all of the widely varied individual needs of this very diverse target age group. What do learners on the Pre-Apprenticeship Routeway actually do?

Personal and Social Development PreApprenticeship Routeway Vocational or Subject Learning

Functional Skills

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There are essentially three main elements to the Pre-Apprenticeship Routeway. The degree to which each learner focuses upon the three elements will depend on the needs of the learner in question. Every learner has an Action Plan which will consist of objectives falling under the banner of these three PRE-APPRENTICESHIP elements, but the Action Plan will be tailored to detailed individual needs which are established during the Initial Assessment process. What is the objective of the programme from the point of view of the learner? Ideally, every learner will gain the personal, social, vocational and functional skills necessary for them to progress to learning at Level 2. Ideally, each learner will progress on to an Apprenticeship. There are some key objectives related to learner success. These are:

• 80% of learners starting Functional Skills will achieve them • 80% of learners starting Vocational Qualifications will achieve them • 70% of learners starting identified Personal and Social objectives will achieve them What is the reality? If I’m involved in delivery what do we need to achieve? The key objectives for delivery of this programme are: • To successfully engage learners and achieve the key objectives for learner success • To see as many learners successfully progress to Employment or Level 2 Learning as possible • To deliver the programme as creatively and as closely to individual learner needs as possible – but within the boundaries of contractual funding requirements • To comply with all funding requirements

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Delivery Model

Stage One Referral and Welcome

Stage Two Initial Assessment & Action Planning

Stage Three Foundation Stage (The Routeways)

Stage Four Progression

Learner Referred

Information, Advice and Guidance Session

Route One 10 Week Duration Intensive Pre-Employment Training

Progression

Information Session

Weekly Funding Learning Aim Two week Initial Assessment and Induction Process

Employment Route Two 12 Week Duration

Eligibility Checks

Intermediate Apprenticeship

Self-Employment Further Education

Route Three 20 Week Duration Route Four 24 Week Duration

Learner Advised and Signposted

Learning Route Identified

Route Five 8 Week Duration

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Section Three

How the programme works

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There are four stages to the Pre-Apprenticeship Routeway. They are: • Referral and Welcome • Initial Assessment and Action Planning • Foundation Stage (The Routeways) • Progression The first and last stage are both common to any centre based learning. However, the middle “delivery” stages of this programme are quite different in the level of flexibility that they offer. Remember – the idea is to try to move the learner through a programme which works for them at the same time as including them in a group of fellow learners and allowing them to develop their personal and social skills. Here is a brief overview of each of the stages… REFERRAL AND WELCOME • The Learner Arrives – either of their own accord or having been referred to us • Information Session – as with all learning programmes we offer an information session to tell the learner what the programme is all about • Eligibility Checks – we check the age, residency status and prior attainment of each learner to make sure they are eligible for the programme

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We now know that this programme can work for the young person who has come to us. We know that they are eligible for the programme. INITIAL ASSESSMENT AND INDUCTION • IAG – The learner is given an information, advice and guidance session • The learner is enrolled on the Weekly Funding Learning Aim with a duration of TWO WEEKS. They will undertake:

- BKSB Functional Skills Initial Assessments and Diagnostics - The start of the Skillmap Process - Two day “Explore your Potential” motivational workshops – 12 hours - One day unaccredited Health & Safety course - One unaccredited unit – 12 hours - from: - Healthy Living - Manage Social Relationships - Dealing with Problems in Daily Life - Making the Most of Leisure Time

Now we understand this young person’s learning and development needs to a much greater extent. They are already engaged on the programme and enjoying working with their tutor and fellow learners. They have started to benefit from the learning experience. We can now select the Routeway from which this learner will gain the maximum return. ROUTE ONE 10 Week Intensive Pre-Employment Training • • • • •

C&G/EDI Level 1 Certificate in Employability Skills EDI Award in Personal Safety NOCN Entry 3 Award Work Experience Placement (6 Weeks) C&G Functional Skill (if required) – Maths or English EDI Level 2 Technical Certificate (if required)

ROUTE TWO 12 Weeks • • • •

NOCN Entry 3 Award Introduction to your Training Course EDI Award in Personal Safety Safe Road User Award Level 1 Vocational Element - one of:

- EDI Level 1 Award in Retain Skills - OCR IT - BCS Entry 3 Digital Skills - Work Preparation

• Functional Skill (if required) – Maths or English • NOCN Entry 3 Award Work Experience Placement (Mandatory 1 Week) 9


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ROUTE THREE 20 Weeks • EITHER EDI Award in Personal Safety OR NOCN Entry 3 Award Intro to your Training Course • 2 X C&G Functional Skills (Maths and English) • Vocational Element - One of:

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- BTEC Level 1 Award or Certificate in Business Administration - OCR Level 1 Award or Certificate in ICT - EDI Level 1 Award or Certificate in Retail • NOCN Entry 3 Award Work Experience Placement (Mandatory 1 Week) ROUTE FOUR 24 Weeks • • • • • •

EDI Award in Personal Safety NOCN Entry 3 Award Intro to your Training Course 2 X C&G Functional Skills (Maths and English) C&G ICT Function Skill (Optional) NOCN L1 Award in Progression Vocational Element – One of:

- C&G Level 1 Certificate in Hair and Beauty - Edexcel Level 1 Certificate in Childcare - C&G Level 1 Certificate in Hospitality & Catering - OCR Level 1 Certificate in ICT - An externally provided vocational element

• NOCN Entry 3 Award Work Experience Placement (Mandatory 1 Week) ROUTE FIVE 8 Week Intensive Employability Training • Weekly Funding Learning Aim • 1 Week – Personal Safety Training For the most immediately employable individual this route focuses entirely on moving the learner into employment. Once the learner has completed their training the next stage is to progress them on. In summary, the objective here is to avoid the learner remaining in the NEET group (Not in Education, Employment or Training). We will try to progress them into either: • Further Education • Apprenticeships • Employment or Self Employment

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Who is involved? In the process of delivery of the Pre Apprenticeship Routeway, there are several people who need to be involved – and informed – with each learner. These people fall into two broad headings: • Tutors • Administrators There will often be several tutors involved in the stay of each learner, simply because of the different elements which make up the learner’s chosen route. Whatever activity is taking place and whoever is delivering or co-ordinating that activity, Administration also need to know. There are several communication mechanisms in use to inform Administration.

Remember… If Administration don’t know… The Funding Body doesn’t know… TBG Learning lose funding! The following sections of this manual give more detail as to how each stage of the Pre-Apprenticeship works, is planned, delivered, documented and reported.

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Section Four

Learner Referral and Welcome

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Key Points • From this stage forwards all activity must be planned on the Pre-Apprenticeship Routeway Programme Document. • What happens at this stage lays the foundation for the learning and progression of the learner. • There are strict rules governing eligibility for funding which are imposed by the YPLA (Young Persons Learning Agency). Do not allow the learner to become too aware of – and put off by – these rules. However, staff should pay their utmost attention to them.

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Receive

• Learners will be referred from a variety of sources

Inform

• Learners need to be able to understand what this programme is and how it will help them

Judge

• You must determine whether or not the learner is eligible

Move On

• Eligible learners move on to Stage 2

• Non-eligible learners are signposted to other organisations - they are not abandoned


Referral Sources Referring agencies should provide some kind of written information about the learner which can be used to help TBG Learning staff in determining what the learner is hoping to do. This will not always be the case. Some learners are self-referred (that is to say that they come to TBG Learning of their own accord). Whichever route the learner has taken to get here doesn’t matter – they are all treated the same. The referral source is recorded on the Programme Document. A note on the Programme Document To help matters considerably, the Programme Document – which is the most important document of all – is divided up into sections. These sections match the first three stages of the Pre-Apprenticeship Routeway. The first two pages of the Programme Document relate to this section and, provided that they are fully completed, you will gain all of the information which you need in order to establish learner eligibility. Information Session Accepting that you do not yet know whether or not the learner is eligible, they must receive an Information Session. Usually there will be a set timetable for information sessions. These sessions can be highly varied in their content but are there to satisfy the following basic objectives: 1. Sell the Pre-Apprenticeship Routeway to the learners as an enjoyable way to learn and become better positioned to move on to what they aspire to do. 2. Inform the learner of how the Pre-Apprenticeship Routeway and, by example, the kind of things that they will be doing. Eligibility If you are reading this manual for the first time, have a look at the Programme Document (see Annex Four). The programme document contains all of the information which you will need to capture at this stage.

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On most occasions eligibility is easy:

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Has the learner been settled in the UK and ordinarily resident for the past 3 years?

NO

Okay, eligibility becomes a little more complicated. Refer to Annex Four for more guidance.

YES Is the learner unemployed and not currently on other SFA or YPLA funded provision?

NO

Learner is NOT eligible Advised and Signposted On

YES Is the learner aged 16, 17 or 18 on the 31st August of the funding year? YES Is the learner able to attend for: More than 12 hours per week if 16-18 and not on benefits? Less than 16 hours per week if 18 and on benefits?

NO

The learner will still be eligible if they are 19-24 and have a Learning Difficulty Assessment which details Additional Learning Support which the YPLA has agreed to fund. Otherwise they are NOT eligible

YES NO PROBLEM! The learner is eligible

National Insurance Numbers There can sometimes be difficulties in learners either not having or not being able to remember National Insurance Numbers. This number is critical and TBG Learning cannot receive funding for a learner without one. In the event of difficulty with an NI number refer to Annex Four for detailed guidance.

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Coming to England was very daunting but TBG Learning have really helped me a lot CAM, 19

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Section Five

Learner Initial Assessment & Action Planning

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We now have a learner who is interested in the Pre-Apprenticeship Routeway and who is definitely eligible for the programme. We can move on to Stage Two – Initial Assessment and Action Planning. Key Points • The same rule applies to this Stage 2 as it did for Stage 1 – if you get this stage right, you can make the job of the tutor/s in Stage 3 much easier. • Your main objectives are to: - Get the learner on programme – officially – and in receipt of YPLA funding - Establish, in detail, the learning needs of the learner - Plan the rest of the Pre-Apprenticeship Routeway • It is at this stage when the learner becomes a funded learner. Therefore records relating to the learner become auditable from this point onwards. Records must be accurate and comprehensive. There is an old rule which is still applied by inspectors and auditors throughout all of the education sectors…

IF YOU DON’T CARE ABOUT A LEARNER’S RECORDS AND PAPERWORK YOU WILL PROBABLY DISADVANTAGE THEM AT SOME POINT IN THE FUTURE THEREFORE YOU PROBABLY DON’T CARE ABOUT THEM VERY MUCH THEREFORE YOU PROBABLY SHOULDN’T BE WORKING IN THIS SECTOR! Make sure you don’t fall into this category… complete all paperwork with care and attention.

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Stage 2 in Summary

Carry out an IAG and Induction Session for the Learner

Pages 1 to 4 of the Programme Document Complete and submitted to Administration

Complete and Submit: - Parental Consent/Statement of Health Form - Photo Approval Form - Induction Agreement Form - DSE Workplace Assessment - Bursary Fund Application

Your learner will now appear on the Registers Portal on e-Tutor and their attendance must be recorded and reported online – just as with any learner on any Foundation Learning or Further Education learning aim.

Complete Initial Assessments and Diagnostics for English, Maths and ICT

Add details to Pages 5/6 of the Programme Document

Complete Skillsmap Assessment

Add details to Pages 5/6 of the Programme Document

Complete Learning Styles Assessment

Add details to Pages 5/6 of the Programme Document

Deliver short courses: - Explore your potential - Health & Safety - Additional Unit

Add details to Pages 5/6 of the Programme Document

Complete Pages 5 and 6 of the Programme Document and submit to Administration

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The Information, Advice and Guidance Element (IAG) The IAG element of this programme appears on the Pre-Apprenticeship Routeway process map at this stage – however that is a bit misleading since IAG is a process which should start from the Information Session in Stage PRE-APPRENTICESHIP One and never end until the learner progresses from the PAR programme. At this stage and immediately prior to commencement of Initial Assessment the learner should have an advice session just to make sure that: a) They are happy with their decision to join the programme b) They understand what will happen now This is also an opportunity to start to get paperwork ready to submit to Administration. The Programme Document must be completed throughout this Stage but Administration need to have it as soon as pages 1 to 4 have been fully completed. This ensures that the learner becomes funded before the Initial Assessment process begins.

KEY POINT – YOUR LEARNER IS NOT IN FUNDING UNTIL YOU HAVE COMPLETED PAGES 1 TO 4 OF THE PROGRAMME DOCUMENT AND SUBMITTED IT TO ADMINISTRATION The IAG process also includes a formal induction which should happen on day one. The elements of the induction are listed on the Programme Document and are: • Health and Safety • Equality and Diversity • The Pre-Apprenticeship Routeway and what I will be doing next • Terms and conditions of learning • What I need to do if I am not happy about something (Grievance & Safeguarding) The learner will need to confirm on the Programme document that they have understood all areas of their induction. There are several other documents which must be completed and submitted to Administration in order to fully inform the Learners Records. These are: • Parental Consent/Statement of Health Form • Photo Approval Form • Induction Agreement Form • DSE Workplace Assessment These documents are not specifically related to funding but are ABSOLUTE REQUIREMENTS OF LAW. See Annex Four for further details on their use and why they are required.

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The Bursary Fund It is at the Induction Stage that the Bursary Fund should be discussed with the learner. Even those who state that they do not require financial assistance are required to complete a section of the Bursary Fund Application Form just to acknowledge this. Some will want to claim the Bursary Fund and will need to complete documents as described in detail in Annex Six in order to do so. The Weekly Funded Learning Aim Following IAG the learner now joins the Weekly Funded Learning Aim. For the purposes of funding this is just like any other course or qualification for which funding can apply. This one is a two week course as listed in Section Three of this manual. The learner will undertake a few short courses designed to ease them back into learning and get them ready for the appropriate routeway for them. However in addition to this the learner will also undertake several important assessments. The objectives of Initial Assessment are listed overleaf: English

• In English - at what level is the learner currently working?

• Which are the stronger and which are the more challenging elements of English skills for the learner?

Maths

• In Maths - at what level is the learner currently working?

• Which are the stronger and which are more challenging elements of Mathematical skills for the learner?

ICT

• In ICT - at what level is the learner currently working?

• Which are the stronger and which are the more challenging elements of ICT sklls for the learner?

PSD

• What are the personal and social development needs for the individual learner?

Learning Styles

• Which are the learner’s preferred learning styles?

There are several assessment tools used: • Skillsmap – a tool used to determine and map the Personal and Social Development needs of the learner • BKSB – this is an online assessment tool designed to: - In the first instance offer an Initial Assessment for English, Maths and ICT which will determine the level at which the learner is working at present - Later, offer a more detailed diagnostic assessment in order to determine the areas or elements of each of the above three “functional skills” which are the more challenging to the individual. 19


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Functional Skills Functional skills fall into the three categories of English, Maths and ICT. In each of these three the learner could be working at any of the following levels which have equivalence on the National Curriculum: PRE-APPRENTICESHIP • Level 2

Equivalent to a “good” GCSE pass (e.g. Grades A* to C)

• Level 1

Equivalent to a “foundation” GCSE pass (e.g. Grades E and D)

• Entry Level 3

Key Stage 3

• Entry Level 2

Key Stage 2

• Entry Level 1

Key Stage 1

• Pre Entry Level Equivalent to pre-school Functional Skills qualifications (which appear in the Routeways in Stage 3 of the Pre-Apprenticeship Routeway) are offered from Entry Level 3 to Level 2. Clearly it is the Initial Assessment which determines the level at which the learner should be working: For Example: The learner is currently working at Entry Level 3…………they should be undertaking Functional Skills at Level 1. Diagnostic Tools offered by BKSB give a greater level of detail (sometimes called a “spiky profile”) of the learner’s particular strong and more challenging areas. For example: A learner could be working at Level 2 in their Speaking and Listening (English). However, when it comes to reading written English they could be at Level 1 and when actually trying to write they could find their punctuation, spelling and grammar particularly challenging and be working at Entry Level 3.

Further “less scientific” methods of Initial Assessment The short courses offered during the Weekly Funded Learning Aim present a tutor with lots of opportunity to get to know the learner and have discussions with them, both as part of a group and on a one-to-one basis. Information gathered during these sessions, particularly with regards the learner’s individual needs are no less important than BKSB scores and Learning Styles. Any appropriate information should be recorded. To whom does the learner belong? As Stage Three of the Pre-Apprenticeship Routeway commences it can begin to become confusing as to who is responsible for each learner – since there can be several tutors involved.

ONE learner must remain the MAIN tutor responsible for each learner. This tutor shall be called the MAIN TUTOR and it is to this person that the learner should go if they have any general concerns, difficulties or queries.

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The Programme Document Once this two week initial programme has been completed it should become possible to fully complete pages 5 and 6 of the Programme Document. This must be submitted to Administration along with a first review. Pages 5 and 6 of the Programme Document map out what the learner will be doing for the rest of their stay on the Pre-Apprenticeship Routeway. This is where things become a little less, “rigid”!! What is “E-Tutor” and where can I find my Registers? If you are not familiar with the online registers used by TBG Learning speak to your Administration Team for guidance on their access and use. If this is unsuccessful please contact Matthew Harold at TBG Learning Head Office on 0121 200 1140.

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Section Six

The Foundation Stage of Delivery

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Key Points • This Stage of the Pre-Apprenticeship Routeway is where we pay particular attention to the name of this programme. It is designed to prepare the young person to go out into the workplace as an Apprentice. It must be flexible to the learner’s needs. • Stage 3 – the “Routeways” – is the most flexible stage of the Pre-Apprenticeship Routeway. Whichever of the five available routes a learner travels, they will be completing several different learning aims and objectives. There will usually by more than one person involved in their learning, often more than one different awarding body and quite often some time out in work placement too. • There is no singular ILP (Individual Learning Plan) used to record the entirety of the learner journey on the Pre-Apprenticeship Routeway. There is one single document which heads up the overall planned journey for the learner – this is the Programme Document. Behind this, every tutor involved is expected to produce Activity Plans and Reviews which will form a part of the learner’s overall record and ultimately come together to form a detailed record of the journey for each individual. • The Routeways are not entirely rigid – they do provide options where listed, depending on the Learning Aims which best suit the learner. • The Routeways CANNOT be fundamentally changed. There is a clear process to follow if you or anybody wishes to change a routeway or create a new one.

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The Guiding Principle of Communication Potentially several different tutors will need to co-ordinate their plans and activities for this programme to work. Furthermore, every session with a learner must be planned, have a register and have the learner’s attendance recorded upon it. This requires good and clear communication with the administration function in the centre, using the Registers Portal on e-Tutor.

If you COMMUNICATE well, ASK when you have a question, SPEAK UP when you have a concern and LISTEN when others are trying to tell you something – this will work!

Learning Aims The Routeway for each learner basically comprises of several different courses – learning aims – rolled into one package. For each Learning Aim: Communicate

• Use the E-Tutor portal to communicate changes • Don’t forget to talk to each other too!!

Register

• Ensure that the learner is properly registered with the Awarding Body for the qualification (see Annex Two for requirements)

Deliver

• Ensure that Activity is Planned • C arry out effective course delivery ensuring that attendance is recorded on a register using the Register Portal

Review

• Ensure that the learner’s progress for the Learning Aim has been captured on a review - at least once during the Learning Aim being completed

Assess and Certificate

• Ensure that Assessment and Certification for qualifications is in accordance with Awarding Body requirements (see Annex Two)

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Activity Plans Activity Plans should be drawn up and agreed with learners for every week that they are on the programme. It is, however, accepted that for the three different elements of Pre-Apprenticeship Routeway, there are going to be PRE-APPRENTICESHIP different documents required – this may also be dictated by awarding bodies involved. There is a standard Activity Plan for use for: • Functional Skills Delivery Controlled by Magdelene Howard • Vocational Delivery and PSD Controlled by Helen Manning The current Activity Plan templates which are available can be found in Annex Seven of this Manual. Timetabling & Differentiation One of the greatest challenges to Centres delivering the Pre-Apprenticeship Routeway is that of timetabling – trying to organise your tutors in order to cater for the very wide range of learner needs which you will identify. It is entirely expected that the tutor delivering vocational learning aims will not always be the same tutor delivering functional skills. However, in respect to the vocational learning aims it should be noted that this is Level 1 delivery – therefore extensive occupational competence is NOT required and at this level tutors can be quite multi-disciplined. In fact, this is vital to the successful operation of this programme. So too is the ability to differentiate between the learners, their varied learning styles and needs AND different learning aims – all of which could be in the tutorial room at the same time. However, provided that the tutor is trained and able to differentiate, even learners undertaking completely different learning aims to each other can benefit hugely from learning together in an open environment. Differentiation is of particular importance when dealing with learners who are of different levels in their English skills. The English initial assessment should inform a tutor sufficiently in order for them to be mindful of the level of vocabulary which they should be using when addressing the whole group, the more highly skilled and the more challenging learners who are in the room at any one time. Familiarity with the learner is absolutely vital to the success of this programme and therefore: • No one tutor should be the MAIN tutor for too many learners. MAIN tutors should have controlled caseloads – similar to work based learning assessors. Attendance Requirements and Early Leavers A learner is deemed to have withdrawn from the programme if they do not attend or are not active on the programme for a period of four weeks or longer.

NOT SEEN A LEARNER FOR FOUR WEEKS OR MORE? THEY MUST BE WITHDRAWN FROM THE PROGRAMME!!

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Changing a Routeway If you wish to change a Routeway or introduce something different you MUST follow this procedure:

Are you doing this because there is no existing routeway which will meet the needs of your learner/s?

NO

You should not be changing the Routeways

YES Complete a PAR Additional Qualification Request Form and submit to Abi Osho and your Senior Operations Manager (Mike Burger or Rob Fitt). Ensure that ALL set up costs for the new addition or new routeway are properly calculated and current.

New Addition or Routeway Approved?

NO

Document returned – Routeways remain unchanged

YES Document submitted to Linda Williamson for action re: Awarding Body Accreditation and/or Approval

Routeway may change subject to Awarding Body Approvals

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Work Placement Some of the routeways require a learner to be sent to work for an employer on a work placement for a short period of time. This is a superb way of preparing a learner for an Apprenticeship, especially if they have no PRE-APPRENTICESHIP previous work experience and therefore no idea of what to expect. Work placements should naturally be “in keeping” with the learner’s aspirations and any vocational learning aims which they are undertaking as part of their routeway. If a learner goes to another workplace whilst on the Pre-Apprenticeship Routeway, TBG Learning remain responsible for their Health, Safety and Welfare. Before a learner is sent into a work placement it must be ensure that: 1. The Employer has entered into a Pre-Apprenticeship Routeway Work Placement Agreement Form and agreed terms 2. A Competent Person has carried out a Health & Safety Assessment of the Work Placement (see Annex Four for further details) These two requirements are fundamental responsibilities and legal requirements. To fail to ensure the above could result in a young person going into a very dangerous situation. There is no excuse for such action and failure to comply with these requirements is highly likely to result in disciplinary action.

Learner going out of Work Placement? EXCELLENT!!! Now make sure that the Work Placement has a: • Pre-Apprenticeship Routeway Work Placement Agreement • Up to date Health & Safety Assessment Something missing? Request it to be put in place BEFORE the placement starts.

Further Guidance • For more guidance on the use of Registers check Annex Four. • For links to guidance from awarding bodies please check Annex Two.

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Section Seven

Learner Progression Key Points • Once again Communication is the guiding principle here. • Whatever a learner is moving on to do, after the Pre-Apprenticeship Routeway this must be properly recorded and communicated to all concerned. • Learner exit from the programme – whether progressing successfully or not – must be reported to Administration who in turn report this to the funding bodies. When is a learner deemed to have left the Pre-Apprenticeship Routeway? A learner is deemed to have left when: • They have made their own decision and asked to leave the programme • They have been removed from the programme as a disciplinary or safety measure • They have not attended for a period in excess of four weeks • They have completed their routeway and are progressing on to something else • They are progressing prior to completing their routeway (this can still be a positive and successful progression) Ideally the learner will progress to: • Employment with Learning (e.g. Apprenticeships) This is the ideal scenario – the first recipients of the learner should always be TBG’s own Employer Division, where they are able to cater for the learner’s chosen occupational area. Otherwise a learner will successfully progress if they move on to: • Employment • Self-Employment • Further Education • Some other structured learning

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“Move On” – Exit Advice and Guidance The IAG process does not end until the learner is physically no longer present and no longer anything to do with the Pre-Apprenticeship Routeway. It is PRE-APPRENTICESHIP especially important that individual advice and guidance is given to the learner who has completed their routeway in order to work with them and help them to make the right decisions for their future. This, “Exit Advice and Guidance” is sometimes called EAG or the “Move On” stage of the IAG process and must be recorded on a Pre-Apprenticeship Routeway Move On Record. Reporting a Leaver When a learner is leaving the Pre-Apprenticeship Routeway the details, reason for leaving and destination must be recorded on an Exit Notification Request Form. You must also show the exit date – this is the last date upon which the learner was active on the course. Where the learner is a Positive Leaver – they are progressing successfully – they will also need to complete a Declaration. This will either be an Employment Declaration or an Education Declaration. The purpose of these documents is basically to evidence – prove – the fact that the learner has genuinely entered either employment or other learning.

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Annex One

Pre Apprenticeship Funding This Annex should be read by those who need to understand how the funding for the Pre-Apprenticeship Routeway actually works. The Pre-Apprenticeship Routeway is funded by the YPLA. The funding type is called Foundation Learning and is referred to on LARA as 16-18 Learner Responsive Funding. The YPLA are the Young Persons Learning Agency. LARA is a tool controlled by the Skills Funding Agency which stands for Learning Aim Reference Application. It is basically a database of all Learning Aims recognised in the United Kingdom as being eligible for funding. In order to attract funding from the YPLA TBG Learning uses an electronic information system called PICS. All learner data is input into PICS and then uploaded to the Skills Funding Agency – referring to LARA in order to attach funding to each learning aim. The TBG Learning Pre-Apprenticeship Routeway consists of lots of funded Learning Aims and each one of these learning aims attracts a rate of funding dictated by the LARA system. When a learner is enrolled onto any Learning Aim the Centre Administration function has to complete what is called an ILR (Individual Learner Record) which confirms who the learner is, their eligibility and the learning aim which they will be doing. It is the entry of the ILR data onto PICS and its upload which triggers the release of funding. The way in which the funding value of each Learning Aim is calculated is in accordance with the following formula: Funding = SLN X National Rate X Programme Weighting Disadvantage Uplift Area Uplift Short Course Modifier Success Factor + ALS

SLN is a factor called Standard Learner Number – it is an indicator of the volume and complexity of the course and therefore ultimately how much funding should be applied to it. Some learning aims are, “listed”, which means that they have a set SLN value applied to them. Others are “unlisted” which means that their SLN will be variable depending on the GLH applied to them. GLH stands for Guided Learning Hours – in other words the number of hours for which the learner was engaged in learning activities which were guided by their tutor or learning materials. ALS is Additional Learning Support – it is additional funding for learners who have additional learning or additional social needs – beyond the norm. The nature of FL funding (Foundation Learning) is such that the full value of a learning aim will be drawn down on the Pre-Apprenticeship Routeway provided that the learner enrols and remains active on programme for the start qualification period. If they leave in the very early stages of the programme they will generate no funding. 29


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If you need to calculate funding values for any reason or you require further detailed guidance on YPLA funding here are some useful links: PRE-APPRENTICESHIP

Hyperlink to the YPLA Funding Guidance

Hyperlink to LARA

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Annex Two

Qualifications Awarding Body

EDEXCEL

EDI

City & Guilds

Qualifications

BTEC L1 Award & Certificate in Caring for Children

L1 Award in Personal Safety

L1 Award & Certificate E3 Award in Employability & progression – Your Personal Development Course Induction & Work Experience L1 Award & Certificate Placement in Introduction to the Hospitality Industry L1 Award in Progression – Personal L1 Award & Certificate Development in an Introduction to the Hair & Beauty sector L1 Certificate in Step Up - Vocational

L1 Certificate in BTEC L1 Award & Retail Knowledge Certificate in Business Administration Functional Skills Maths, English & BTEC L1 Award ICT E1 – L1 & Certificate in WorkSkills Approval process – Internal

Each awarding organisation has its own approval procedure. Approvals are gained via the Head of Quality & Compliance. With all approvals copies of up to date CV’s and copies of relevant certificates will be requested.

Each awarding organisation has its own approval procedure. Approvals are gained via the Head of Quality & Compliance. With all approvals copies of up to date CV’s and copies of relevant certificates will be requested.

Approval process – External

http://www.edexcel. http://www. com/quals/flt/ ediplc.com/infoPages/app.aspx training-providers. asp

NOCN

Each awarding organisation has its own approval procedure. Approvals are gained via the Head of Quality & Compliance. With all approvals copies of up to date CV’s and copies of relevant certificates will be requested.

Each awarding organisation has its own approval procedure. Approvals are gained via the Head of Quality & Compliance. With all approvals copies of up to date CV’s and copies of relevant certificates will be requested.

http://www. cityandguilds. com/10059.html

http://www.nocn. org.uk/learningproviders/how-tobecome-a-recognisedcentre

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Awarding Body

EDEXCEL

Verification Each centre IV will process - Internal have their own PRE-APPRENTICESHIP sampling strategy depending on the competence of the tutor/assessor and the outcome of the previous verification reports. When a tutor undertakes a new qualification, the IV will need to do 100% sampling of the first batch of completed portfolios. As the IV becomes more confident with the quality of the portfolios sampled the IV may reduce the amount with the agreement of the Group Lead IV.

EDI All online multiple choice tests must adhere to the Invigilation procedure below

Each centre IV will have their own sampling strategy depending on the competence of the tutor/assessor and http://www.ediplc. the outcome of the com/Documents/ previous verification reports. When a tutor undertakes a new qualification, the IV will need to do 100% sampling of the first batch of completed portfolios. As the IV becomes more confident with the quality of the portfolios sampled the IV may reduce the amount with the agreement of the Group Lead IV.

Verification http://www.edexcel. http://www. process - External com/quals/BTEC/ ediplc.com/CAquality/Pages/ guidance.asp Interrnal-Verification. aspx

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City & Guilds

http://www. cityandguilds. com/13341.html

NOCN Each centre IV will have their own sampling strategy depending on the competence of the tutor/assessor and the outcome of the previous verification reports. When a tutor undertakes a new qualification, the IV will need to do 100% sampling of the first batch of completed portfolios. As the IV becomes more confident with the quality of the portfolios sampled the IV may reduce the amount with the agreement of the Group Lead IV. http://www. nocn.org.uk/ learning-providers/ nocn-centre-handbook


Awarding Body

SQA

OCR

BCS

Qualifications

L1 Safe Road User Award

L1 Award & Certificate in IT User Skills

Entry 3 Certificate in Digital Skills

L1 Internet Safety Approval process - Internal

Each awarding organisation has its own approval procedure. Approvals are gained via the Head of Quality & Compliance. With all approvals copies of up to date CV’s and copies of relevant certificates will be requested.

Each awarding organisation has its own approval procedure. Approvals are gained via the Head of Quality & Compliance. With all approvals copies of up to date CV’s and copies of relevant certificates will be requested.

Each awarding organisation has its own approval procedure. Approvals are gained via the Head of Quality & Compliance. With all approvals copies of up to date CV’s and copies of relevant certificates will be requested.

Approval process – External

http://www.sqa.org.uk/ sqa//38979.html

http://www.ocr.org.uk/ administration/centre_app/ vocational.html

http://www.bcs.org/ content/conWebDoc/37353

Verification process Each centre IV will have - Internal their own sampling strategy depending on the competence of the tutor/assessor and the outcome of the previous verification reports. When a tutor undertakes a new qualification, the IV will need to do 100% sampling of the first batch of completed portfolios. As the IV becomes more confident with the quality of the portfolios sampled the IV may reduce the amount with the agreement of the Group Lead IV.

L1 Award to be marked in-house before sending for certification online.

All online multiple choice tests must adhere to the Invigilation procedure. See ‘Invigilation observation L1 Certificate all marked procedure’ in the Operations in-house as the test is paper manual available from the based. All marked tests must accredited Test Centre Forum. then be sent to OCR by post.

Verification process http://www.sqa.org.uk/ - External sqa/4429.html

http://www.ocr.org.uk/ download/kd/ocr_33727_ kd_qcf_sc_centre.pdf

http://www.ocr.org.uk/ eassessment/cba/itq_l1/

See ‘External verification procedure’ in the Operations manual available from the accredited Test Centre Forum.

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Annex Three

Marketing the Pre-Apprenticeship Routeway

PRE-APPRENTICESHIP

TBG Learning Ltd have developed a clear brand and image for the Pre-Apprenticeship Routeway and it is vital that all Marketing and Sales Materials should follow this theme. Whilst the objective of this annex is clearly NOT to stifle creativity, it is absolutely NOT acceptable for Centres to create their own Marketing and Sales Materials for the Pre-Apprenticeship Routeway and immediately commence their use without first consulting with the Group Marketing Team. Where any Centre wishes to use its own materials, or wishes the Marketing Team to produce something specific to that Centre, they should in the first instance contact Claudine Whyte on cwhyte@tbglearning.com detailing what is needed, why and preferably attaching ideas or imagery which could be used. The Group Marketing Team will respond to requests either by forwarding materials suited to the purpose requested or by putting in place a timescale when approved materials can be produced. Why is there a need for control? The reason for this overall control takes us back to the first few pages of this Manual. TBG Learning is a group and the success of each Centre within it relies not only on the activity of that centre but also on the activities of other Centres offering similar or identical services. Just as TBG Learning itself has a corporate identity, so to do its services. Therefore it is vital that when such services are referred to, there is a common image. Imagine what would happen if every centre had its own version of the TBG Learning logo! This would be unthinkable. Furthermore, if a Centre produces a really good idea which would market a programme really well, it makes sense for that idea to be shared and transferred to other Centres too. The Group Teams are ideally positioned to share best practice in this way.

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Annex Four

Programme Administration and Reporting This section contains additional definition and guidance on: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

The Programme Document National Insurance Numbers Eligibility for Non-UK Residents Parental Consent/Statement of Health Form Photo Approval Form Induction Agreement Form DSE Workstation Assessment Form ILP’s and Activity Plans Registers Reviews H&S Assessment Use of PICS

1. The Programme Document The Programme Document must have each and every section of it fully completed. Any sections which do not apply to the learner must be marked, “N/A”. Sections of the Programme Document are for the following purposes: • Page One

Basic Biographic Details of the Learner

• Page Two

Eligibility Information of the Learner

• Page Three

nitial Assessment Information

• Page Four

Induction Record and Initial Assessment Information

• Page Five

Initial Assessment and Routeway Action Planning

• Page Six

Routeway Action Planning

All sections of this document should be completed in discussion with the learner.

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2. National Insurance Numbers Some learners will not have NI numbers or may have forgotten them and lost all record of having had them. If the learner is between 16 and 20 years old and has not received an NI number they should contact the PRE-APPRENTICESHIP National Insurance Registrations Helpline on 0845 915 7006 for advice. If the learner has lost or cannot remember their number, they might be able to find it on HMRC paperwork such as: • P60 • A Payslip • Other official correspondence from HMRC or an employer If they still cannot find their number they can ask HMRC (Her Majesty’s Revenue and Customs) to confirm it by: 1. Completing and returning form CA5403 Your National Insurance Number 2. Contacting the National Insurance Registrations Helpline on 0845 915 7006 HMRC cannot confirm the National Insurance number by telephone. They will write to the learner with a reminder instead and this will only be to the learner’s last known address. In the event that the learner has never worked, it is likely that the HMRC will not have a record of their NI number. 3. Non-UK Resident Eligibility If a learner has not been ordinarily resident in the UK for the past three years, the following persons are eligible for funding as described in the YPLA funding guidance: A person on the ‘relevant date’ who is ‘settled’ in the UK, and who has been ordinarily resident in the UK and Islands (that is including the Channel Islands and the Isle of Man) for the three years preceding the ‘relevant date’, and whose main purpose for such residence was not to receive full-time education during any part of the three-year period. ‘Settled’ means having either indefinite leave to enter or remain (ILE/R) or having the right of abode in the UK. British citizens and certain other people have the right of abode in the UK: • those with European Community–United Kingdom of Great Britain and Northern Ireland passports; • British Dependent Territory Citizens (now known as British Overseas Territory Citizens); • those whose passports have been endorsed to show they have right of abode in the UK; • those who have a certificate of naturalisation or registration as a British Citizen. A national of any European Union (EU) country or the spouse, civil partner or child or grandchild or dependant parent or grandparent of an EU national, or of the EU national’s spouse or civil partner, where the learner has been ordinarily resident in the European Economic Area (EEA) for the three years preceding the ‘relevant date’.

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An EEA migrant worker or the spouse, civil partner or child or dependant parent or grandparent of an EEA migrant worker, or of the EEA migrant worker’s spouse or civil partner, where the learner has been ordinarily resident in the EEA for the three years preceding the ‘relevant date’. Anyone who is recognised as a refugee by the UK Government (granted refugee status) who has remained ordinarily resident in the UK and Islands since being so recognised, or the spouse or civil partner or child of such a refugee. Anyone refused refugee status but who has been granted leave to stay by the Secretary of State, granted humanitarian protection (HP) or discretionary leave (DL), or was granted exceptional leave to enter or remain (ELE/ELR) by the UK Government, and who has remained ordinarily resident in the UK and Islands since being so recognised, or the spouse, civil partner or child of such a person. Learners studying under reciprocal exchange agreements. Learners who are children of Swiss nationals where the learner has been resident in the EEA for the full threeyear period prior to the commencement of their programme. Learners who are children of Turkish workers where the Turkish worker has been lawfully employed and resident in the UK at any time in the past and where the learner has been resident in the EEA and Turkey for the full three-year period prior to the commencement of their programme. The YPLA will also treat a non-EEA national who is in the UK with work related immigration permission as eligible for funding after completing three years of residence in the UK with any work-related permission, or the spouse, civil partner or child of such a person. The YPLA will also consider people not falling into normal eligibility criteria on a case by case basis. Where a learner is not eligible but their circumstances are unusual the YPLA should be contacted and provided with the full details. Where the YPLA should make any exception to normal rules of eligibility, such an exception must be confirmed in writing prior to the learning being accepted onto the Pre-Apprenticeship Routeway. 4. Parental Consent/Statement of Health Form Where learners are under the age of 18 they are legally classed as children and therefore a parent or guardian must consent to their being enrolled onto the Pre-Apprenticeship Routeway. This is ordinarily an absolute requirement – however, there may be circumstances where a young person does not have living parents, no guardian and might even be a parent themselves. In these instances the parental consent may be waived – but the reason why must be clearly evidenced on the form. In such instances a signature of a social worker or community health worker should be obtained to verify the young person’s position. Where a young person is in social care the signature of a social worker is sufficient as a guardian consent.

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5. Photo Approval Form Where learners are under the age of 18 it can be unlawful to take photographic or video images of them without their consent and the consent of their parent or guardian. This approval MUST be given for all learners under PRE-APPRENTICESHIP the age of 18 and it is generally good practice to have it completed in any case. Again exceptions do apply (see above) where no parent/guardian signature is available. This document forms part of the Welcome Booklet for the Pre-Apprenticeship Routeway and should only be used in the event that the Welcome Booklet is, for some reason, unavailable. 6. Induction Agreement Form The Induction Agreement Form confirms that everything required in the Learner Induction has been completed. It is vital that there is documentary evidence held on file proving that the learner has been inducted properly and understood their induction. This document forms part of the Welcome Booklet for the Pre-Apprenticeship Routeway and should only be used in the event that the Welcome Booklet is, for some reason, unavailable. 7. DSE Workplace Assessment Form Most Pre-Apprenticeship Routeway learners will be using computers as part of their learning. Therefore, particularly as they are young persons, the Display Screen Equipment (Health & Safety) Regulations 1992 apply and they must have a risk assessment. The common accepted method for this is to allow the learner to complete their own self-assessment and the DSE Workplace Assessment Form is there for that purpose. It should be completed by the learner in the first instance that they sit down to use a PC. 8. Individual Learning Plans & Activity Plans For the three main elements of the Pre-Apprenticeship Routeway (PSD, Functional and Vocational) it is to be expected that there will need to be separate Learning Plans and Activity Plans. A variety of documentation could be used and this is acceptable given the wide range of activities which form part of the various routeways. In order to be tied properly to a particular learner, all documentation must contain: • The learner’s name • A unique identifier for the learner (e.g. their 10 digit ULN number)

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9. Registers All learner attendance on the Pre-Apprenticeship Routeway must be recorded on the TBG Learning E-Tutor Registers Portal. Tutors should receive training to use this portal and the registers system. There will be trained staff within your Centre – however, in the event of difficulties, further guidance on the use of the Register Portal can be obtained from mharrold@tbglearning.com. 10. Reviews Learner reviews are required to be completed by tutors for all learning aims on the routeway – at least once per learning aim. This requirement includes the Weekly Funded Learning Aim where there should be one review, preferably on completion of Stage Two of the Pre-Apprenticeship Routeway. All completed reviews should be sent to the MAIN TUTOR for the learner and ultimately filed to form a part of the learner’s central record of learning (their learner file). Reviews should detail the following: • Who the learner is – and a unique identifier • Whether the learner is ahead of target, on target or behind • The subject of the review • Progress against targets • What the learner now needs to do – agreed targets • Learner comments • Tutor comments • Health & Safety Awareness • Equal Opportunities Awareness • Safeguarding Awareness and/or Issues • Date of next planned review Reviews must be signed and dated by all those who are involved with them.

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11. H&S Assessment All Work Placement Providers must be assessed against the Health & Safety Procurement Standards and using the TBG Learning H&S Assessment Record. PRE-APPRENTICESHIP No learner is to be allowed onto a placement unless the H&S Assessment has been completed and the completing officer has agreed that the placement provider is to be accepted. Staff completing the H&S Assessment should be qualified to IOSH Managing Safely as a minimum (this is a Rehab Group Policy) and should have been trained by the TBG Learning H&S Manager to use the document. For more information on the HASPs or H&S Assessment contact the TBG Learning H&S Manager – mjaved@ tbglearning.com. 12. Use of PICS Only Administrators need to use the PICS system. It should not be necessary for course tutors to have to use the system. This manual is not intended to be a user guide for all of the systems employed by TBG Learning in its delivery. TBG Learning is able to arrange for both internal and external training on the use of PICS. If you need to be trained on the use of the system please talk to your Business Manager.

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Annex Five

Partnership and Supply Chain Delivery TBG Learning has engaged a range of partner organisations who are commissioned to deliver Foundation Learning. It is the intention of TBG Learning that all delivery partners will ultimately strive toward an excellent standard approach – that is to say that best practice be shared across the network of providers and that this Operating Manual should evolve in accordance to that identified best practice so that all can adopt a standard approach to it. This is the essence of continuous improvement which is spoken of at the beginning of this manual. Some delivery partners are engaged to deliver elements of the Pre-Apprenticeship Routeway – particular courses or learning aims. Other delivery partners are contracted to deliver the routeway themselves from their own Centres and these are allocated a Provider Manager – a member of staff from TBG Learning responsible for ensuring that their contracted volumes are achieved, success rates are high and quality is high. Sharing Systems All Delivery Partners who are looking after learners on their own premises, attending their own planned sessions, are treated, to all intents and purposes, as TBG Centres, meaning that they are required to hold and treat data with the same degree of care and respect that TBG do. This also means that they have access to the e-Tutor register system and are able to input ILR details directly to and report directly from TBG’s MIS system. Who are the delivery partners?

And these organisations are joined by: Impact Ashford Millennium Academy 41


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Annex Six

The Bursary Fund

PRE-APPRENTICESHIP

The Bursary Fund is a “pot” of money administered by the YPLA which replaces the old Education Maintenance Allowance – the EMA. It is not an inexhaustible pot of money and is limited for all but learners described as, “vulnerable”. It should be noted that the term, “vulnerable” should NOT be used when discussing the Bursary fund with learners. Refer to the following documents and their explanations in order to gain further understanding on how to administer the Bursary Fund. 1. Bursary Fund Application Form - This is the form we give to the Learner at induction to apply for the Bursary. All Learners are to complete one of these. The member of staff who carries out the induction is responsible for ensuring a form is completed for each Learner and is then submitted into the administrator for processing. The Learners will come into one of the following three categories referred to as “Options” on the form. O  ption 1 is for Learners described as vulnerable, however we will not use this term when discussing the Bursary with the Learners. An option 1 Learner comes into one of the four groups described here. Whichever one they tick they will need to submit supporting evidence. If a Learner is either (1) in care or (2) a care leaver they will have to produce written confirmation of their current or previous looked after status from the local authority which looks/looked after them. If they are either on (3) income support or (4) Employment Support Allowance (ESA) and in receipt of Disability Living Allowance they will need to submit a copy of their letter setting out the benefit to which they are in receipt. These Learners are entitled to £40 per week. We will attach the same conditions to receiving this as we do for the EMA Learners to keep a consistency across the programme. O  ption 2 is for what we expect to be the majority of our Learners as it was decided to divide up what was left of the Bursary fund after the Option 1 Learners are catered for. This now replaces the old travel declaration form currently in circulation. There is already a petty cash process in place for paying out travel so very little has changed here for these Learners however there are other choices available as well as travel. A new code is being added to the list of finance codes so the accountants will be able to monitor the Bursary spend on this option. On a quarterly basis accounts will issue figures to the Business Managers to show how much of each centres budget has been used towards Bursary. Therefore for these Learners you will continue to pay out from petty cash using this new code. This could be for travel etc. Option 3 is there for any Learners who state they do not need any financial assistance. We need to offer this as an option to comply with the guidance as we cannot assume all Learners will want to make a claim. It is there to provide the evidence that all Learners were made aware of the Bursary fund. Each application form must be signed by both the Learner and the member of staff responsible for issuing it at induction.

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The bank details are needed in order to pay the Option 1 Learners and also for any bonus payment schemes which may be in place in your centres. Please ensure the bank details are checked to ensure they are correct. Once the learner has signed this form they are confirming this information is correct. This check is very important as we do not want payments going into the wrong bank accounts. 2. Bursary Fund Claim Template – This is the spreadsheet you will use to submit the Option 1 payments to Head Office on a weekly basis. Head Office is responsible for making the BACS payments on the basis of this submission. Full instructions on how to use it are on the first sheet of the workbook. Please direct any questions on this or any other specific accounts questions to either Liam, Julie or Craig in Accounts at head Office. 3. Bursary Attendance Record – This is to be used to provide the evidence needed to support each of the weekly payments for Option 1 Learners only. Please note this is separate to the classroom register so the information recorded on this form will need to be cross referenced with the registers, once installed. All option 1 Learners need to complete one of these on a weekly basis. 4. Bursary Weekly Option 2 Payments Record – This can be used to record all petty cash payments made to Option 2 Learners. It has been designed to capture all petty cash payments available, not just travel and provides evidence that each Learner has received their payments due as they have to sign to confirm receipt. Storage of the Application Forms, Attendance Sheets and Weekly Option 2 Payments Records Each centre is to set up two folders to keep these forms in. These will be used to hold the forms while the Learners are on programme. The first folder is for Option 1 Learners. For each Learner keep the application form and all attendance sheets relating to them together. Once the Learner has left everything relating to that individual can then be moved to the Learner’s file. As we are moving the business more and more towards electronic record keeping the Bursary Fund Claim Template may be stored in this format. It is not necessary to keep a hard copy version of the Bursary Fund Claim Template in the Option 1 folder however you must be able to access and print any/all on request for audit purposes. The 2nd folder is for Option 2 Learners. Keep all the application forms in one section of this folder and all Weekly Payment Records and receipts relating to that week together in another section. As each Learner leaves file the application form in the Learner’s file but keep the weekly payment records in chronological order in the folder. These folders are to be stored and renewed on a contract year basis. Therefore this folder is to be marked up as Bursary Payments 11/12 for Option 2 Learners. Any forms for Option 3 Learners can go straight into the Learners file.

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Annex Seven

Documentation

PRE-APPRENTICESHIP

Programme documents can be found by following the below link: https://partners.tbgextranet.com/sites/Portal/PAR/Manuals/Forms/AllItems.aspx

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Notes

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PRE-APPRENTICESHIP

Head Office Lombard House, 145 Great Charles Street, Birmingham B3 3LP Tel: 0121 200 1140 TBG Learning Alfreton 10 High Street, Alfreton, Derbyshire DE55 7BN Tel: 01773 521 921 alfreton@tbglearning.com TBG Learning Ashford The Bull Yard, Rear of 75 High Street, Ashford, Kent TN24 8SN Tel: 01233 634 476 ashford@tbglearning.com TBG Learning Barking and Dagenham Unit 3, Monteagle Court, Wakering Road, Barking, Essex IG11 8PD Tel: 020 8507 1377 barking@tbglearning.com TBG Learning Birmingham George Nott House (GN), 119 Holloway Head, Birmingham B1 1QP Tel: 0121 200 2646 birmingham@tbglearning.com TBG Learning Chesterfield 2nd Floor
, Hayfield House, 
Devonshire Street, 
Chesterfield
, S41 7ST Tel: 01246 207 500 chesterfield@tbglearning.com TBG Learning Colchester Portal House, 27 Southway, Colchester CO2 7BA Tel: 01206 366 341 colchester@tbglearning.com

TBG Learning Derby St Peter’s House, Gower Street, Derby DE1 1SB Tel: 01332 202 828 derby@tbglearning.com

TBG Learning Havering Unit 3 Ground Floor, Redwing Court, Ashton Road, Harold Hill, Havering, Essex RM3 8UJ Tel: 01708 209 245 havering@tbglearning.com

TBG Learning Dover Old Sorting Office (OSO) Charlton Green, Dover, Kent, CT16 1AA Tel: 01474 566 588

TBG Learning Lambeth Cranmer House, 39 Brixton Road, London SW9 6DZ Tel: 0207 840 9999 lambeth@tbglearning.com

TBG Learning Dudley Kings House, 46 Kings Street, Dudley DY2 8PR Tel: 01384 880 180 dudley@tbglearning.com

TBG Learning Ramsgate Marlowe Innovation Centre, Marlowe Way, Ramsgate, CT12 6FA Tel: 01474 566 588

TBG Learning Gravesend 23–25 King Street, Gravesend, Kent DA12 2DU Tel: 01474 566 588 gravesend@tbglearning.com

TBG Learning Tendring 103–105 Carnarvon Road, Clacton-on-Sea CO15 6QA Tel: 01255 430 053 tendring@tbglearning.com

TBG Learning Greenwich Greenwich West Community and Arts Centre 141 Greenwich High Road, Greenwich, London SE10 8JA Tel: 020 8293 4950 greenwich@tbglearning.com

TBG Learning Tower Hamlets 3rd Floor Truman Building, 91 Brick Lane, London E1 6QL Tel: 020 7247 0036 tower@tbglearning.com TBG Learning West Bromwich 3rd Floor, Landchard House, Victoria Street, West Bromwich B70 8ER Tel: 0121 525 5498 westbromwich@tbglearning.com

TBG Learning Hackney 16D Urban Hive, Theydon Road Upper Clapton, London, E5 9BQ Tel: 0203 005 4978 hackney@tbglearning.com

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