learner handbook

LEARNER HANDBOOK

LEARNER HANDBOOK

Page of 73 Approved by: Board of Directors Issue No. 1 Author: Brian Quinn and Janet Smart Date Issued 05/08/2011 Owner (Dept.): Quality Improvement

Doc. No Doc. Name Learner Handbook

T:\Company Secretary\QA File\QA Procedures\Recruitment Department\Procedures 11.12\Learner Handbook 05.08.11.docx

LEARNER HANDBOOK




Addresses and Telephone numbers..

Our Head Office address is:

tpm

62-64 Lime Street

Liverpool

L1 1JN

Our Head Office telephone number is:

0151 709 6000

Fax: 0151 709 1457

Contacting Us

We have 8 busy lines on this number, so when you call our centre on 0151 709 6000, please be patient, we do want to process your call quickly. Knowing the name of the person you want to speak to can help speed this up. Our managers and departments are listed below as is a link to our website contacts page: http://www.tpmnow.co.uk/contact/team.htm

1. Tracy Galvin Business Development Manager – Learner Recruitment

2. Lesley Lavin Hairdressing and Barbering Programme Manager

3. Olwen Brown Business and Administration Programme Manager

4. Tammy Vickery Childcare Programme Manager

5. Lisa Riley Assistant Childcare Programme Manager

6. Paula Ebden Learner Support Manager

7. Claire Naughton Claims and Finance Manager

8. James Dunne Health and Safety Officer

9. Brian Quinn Director Responsible for Safeguarding

10. Tammy Vickery Safeguarding Officer

VOICE-MAIL If a staff member is away from the office, then you can leave a personal voice message, stating your name and contact details NIGHT SERVICE You can leave a message out of office hours for reception to action the next morning. E: Mail [email protected] Web Site: www.tpmnow.co.uk

http://www.tpmnow.co.uk/contact/team.htm

mailto:[email protected]

http://www.tpmnow.co.uk/

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MY PROGRAMME DETAILS Learner Name: ............................................................................................................ My Programme Is: ............................................................................................................

Apprenticeship

Advanced Apprenticeship

My programme targets comprise:

Hairdressing NVQ Level 2

Hairdressing NVQ Level 3

Barbering Level 2

Intermediate in Business Administration NVQ Level 2

Diploma in Business Administration NVQ Level 3

Certificate in Children and Young People‟s Workforce NVQ Level 2

Diploma in Children and Young People‟s Workforce NVQ Level 3

Key Skills Level 1

Key Skills Level 2

Technical Certificate

Equality and Diversity Level 2 Unit

Paediatric First Aid Level 2 Unit

My Business Development Consultant is: ……….….......……… My Personal Assessor is: ............................................………… My Internal Verifier is: ...............................................…………... I started my training programme on: .…………........………….… I am employed at:.........................................................................

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CONTENTS PAGE

Company Address & Telephones Numbers 3

My Programme Details 4 Welcome to Training Plus merseyside 7 Who‟s Who at Training Plus merseyside 7-8 About your Training Programme 8

What is Initial Assessment 8 Training and Assessment in your workplace 9 Changing employers during your training 9-10 Phase 2 Induction 10 What is an NVQ 10-11

What is the QCF? 11 What are key skills 11-12 What are Technical Certificates 12-13 How are Learner‟s assessed 13

Learner Appeals Procedure (Assessment) 13

Evidence Portfolio 13-14

e-portfolio 14

Where are NVQ‟s Assessed 14

Working and Training Hours 14

Sickness and Absence 14-15

Medical / Dental Appointment 15

Changes to Personal Details 15

Annual Leave and Working Times 15

Your Individual Learning Plan 15-16

Progress Reviews 16

Equality & Diversity 16-17

Dismissal, Discipline & Grievance Procedures 17

Health and Safety 17-18

What is a Risk Assessment 18

ICT Network, Internet Access & E-Mail Facilities 19-20

Learner Support, At Risk & A Listening Ear 21

Safeguarding Young People in Education 21-22

Complaints Procedure 22-23

Happy with Our Services 23

Appendix 1. Disability Statement 2011-12 25-43

Appendix 2. Learner‟s Appeals Procedure 45

Appendix 3. Learner Grievance Procedure 47-48

Appendix 4. Glossary of Terms 49-51

Appendix 5. Useful Addresses and Contacts 53-54

Appendix 6. Assessment Process 55

Appendix 7. Learner Appeal Procedure (Awarding Body) 57-58

Appendix 8. Learner H&S Policy 59-62

Appendix 9. tpm H&S Policy 63-65

Appendix 10. Learner Charter 67-69

Appendix 11. Customer Complaint Document 71-72

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LEARNER HANDBOOK




Welcome to Training Plus merseyside (tpm).. You have joined an Apprenticeship programme with tpm – you are amongst many other people joining one of the largest work-based training providers on Merseyside!

tpm is a training organisation approved to deliver Apprenticeships and skills courses. We work in conjunction with local and national Government funding agencies and are an approved training centre with EDI, and City & Guilds. Please read through this handbook carefully and keep it somewhere that you can access it regularly – it contains many aspects of information, advice and guidance that you will want to use regularly throughout your training programme.

Learner charter.. This handbook explains your training agreement with tpm (your training provider) it also details what you can expect from us and the level of commitment that is expected from you; we call this the learner charter. A copy of this is included in Appendix 10 of this handbook.

The charter is summarised in „our mission‟:

To make a measurable contribution to the regions skills and qualifications by providing Merseyside people, schools and employers with high quality, flexible training and support.

and in „our 6 promises‟: 1. To provide effective and relevant quality training for learners and

employers 2. To respect and support our learners as individuals and ensure their safety 3. To operate a zero-tolerance approach to any form of discrimination 4. To respond quickly to the needs of our clients 5. To continually strive for excellence in all we do 6. To continue providing the best employment opportunities for learners

Choosing the right Programme for you.. Choosing the right programme can be difficult but through interview and initial assessment processes our Business Development Consultants will have provided information, advice and guidance to ensure that you are placed on the correct programme and one that meets your needs. If for any reason you are unsure or undecided that this is the right choice for you; inform a member of our staff immediately.

Who‟s who and who to tell at tpm.. You can log on to the Contact Us page at: www.tpmnow.co.uk to see who is who in the company. We understand disclosing personal information is sometimes scary. Our recruitment, teaching and assessment staff are all highly trained and experienced in supporting your needs. Make sure you tell them, if you know of any learning difficulty or disability or any other concern that you need support with and you think might be important to you. Also tell them about any specific help or learning materials you feel you will need.

THIS IS VERY IMPORTANT!


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Following your recent interview and your current induction processes, you will now know your personal assessor. Of course, you can talk to any member of staff at any time; you will find contact details on the website link above. Your personal assessor is responsible for making sure that you agree target goals and progress satisfactorily towards these goals through your training programme. They are also responsible for providing or arranging any additional support, you may need. Your personal assessor and teacher will monitor your progress and attendance regularly and liaise with your manager or mentor.

Safeguarding Officers Brian Quinn and Tammy Vickery (see page 3) are amongst some of the named staff that have good counselling skills, should you wish to discuss any confidential matters. Please ask your personal assessor for details. Additionally see appendix 5 for “Useful addresses and contacts”.

THIS IS VERY IMPOTANT!

About your training programme.. Your training programme will involve „on the job training‟ (in your workplace) and may also require some „off the job training‟ (at tpm‟s training centre). Some courses include self-study aspects or projects.

Training that is funded or part funded (paid for) by The Skills Funding Agency (SFA) or any other funding or Government Agency will be audited. The SFA or other agencies may, from time to time, contact you to discuss your training programme and how you are getting on. Government Training Inspectors (Ofsted), who are responsible for examining the standard of training provision nationally, may also wish to talk to or visit you occasionally.

What is Initial/Diagnostic Assessment?.. Initial/Diagnostic assessment is about assessing your skills, achievements to date and your learning support needs for the qualification you are about to undertake. Your initial/Diagnostic assessment is in three phases and started at your initial interview with tpm. This will have included English, Maths, Dyslexia and ICT, using computer and paper-based assessments. The assessments of your Language Literacy and Numeracy skills help us to identify the most suitable programme and level of support for you. A staff member who specialises in Key/Functional Skills, learning support and or assisting learners with disabilities will review your results and ensure that the correct level of support is made available to you, via your teachers and assessor. If you think that you need any individual, specific learning, social or practical support you can tell us in confidence at any time.

tpm works with many people who have additional learning and social support needs such as Dyslexia or other learning difficulties such as ASD for example. Some people need additional practical or social support because they care for others in their family; a parent, brother, or sister. Some young people may have had or other difficulties such as previous offending behaviour or poor school attendance because of their circumstances. These are not something that you should hide or be embarrassed about and it is never too late to let us know. tpm is committed to providing equality and inclusion whilst safeguarding everyone within the services it offers. These are not things that should be hidden as they will not exclude you from any of our courses. Initial /Diagnostic Assessment is about making sure we know what works best for you so that you can progress and achieve your goals.

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Training and Assessment in your workplace.. You will receive training and assessment in your place of work as well as attending our training centre half a day each week. Your place of work is any premises owned and staffed by your employing Company. The details of how this works will be explained in detail by your personal assessor.

Changing Employers during your Training.. Under the Apprenticeship Act 2009 „an Apprentice has Employed Status‟ and as such: is the legal employee of the employing Company and bound by the Terms and Conditions of that Employment Contract whether written or verbal. You are subject to your employer‟s policies, systems, procedures and approved working practices. Sometimes, very rarely apprentices decide to leave their employer or are terminated from their employment for various reasons. This can be a very difficult and worrying. Obviously you must let our staff know immediately if your employment details are about to change. tpm will support you through this process but will not advise, counsel or otherwise become involved in Employment Contract matters between you and your employer. Learners are discouraged to think of tpm as a recruitment agency; this is not the purpose or function of our Business Development Consultants. Teachers and Assessors are expertly qualified to support your learning and social needs and requirements, please do not expect them to advise you on employment matters. You should always address any concerns about your employment or workplace directly with your line manager in all circumstances and use the laid down procedures provided to raise grievances professionally. If you do find yourself interviewing for another post during your training you may like to refresh yourself of the useful hints and tips below which our Business Development Consultants offered you initially on your course:-

What are your interests‟ hobbies?

What do you do in your free time?

What subjects did you enjoy most at college / school?

Which subjects did you dislike and why?

What did you do in your last job and why did you leave?

Have you done similar work before?

What are your main strengths weaknesses?

Tell me about some of your achievements.

Why do you think you are suitable for this job?

Why do you want to work for this company?

Describe your personality.

What are your best personal qualities?

Remember the interviewer will be looking for:

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Approved by: Board of Directors

Issue No. 1 Author: Brian Quinn and Janet Smart Date Issued 05/08/2011 Owner (Dept.): Quality Improvement



What kind of person you are. How keen you are to get the job. How suitable your skills are for the job. What particular qualities you will bring. How well you can fit in with the team. What professional ambitions you have.

Phase 2 Induction.. Now that you have been successful at an employer interview and formally signed onto your training programme, your personal assessor will conduct your induction (phase 2) in your place of work. At this visit, your personal assessor will review and summarise with you your individual and support needs. Your personal assessor will describe and outline in detail the programme you are undertaking (that means the actual work and evidence you will be required to produce) and help you understand the pattern of how everything works; including the frequency of visits, your attendance at our training centre, support and training available from your work colleagues and tpm staff.

Your personal assessor is occupationally qualified and experienced in the qualification you have chosen and will coach and guide you through your programme and support you with Key/Functional Skills if applicable. Your personal assessor will visit you in your place of work on a regular basis, to observe you doing the job and assess you against the national standards of the qualification. Your personal assessor is responsible for liaising with your programme teacher, key/functional skills teacher at tpm and your line manager to ensure that you are being supported and encouraged to progress and achieve your goals. It is very important that you keep your personal assessor informed of any absence or holidays that you have planned and especially if you will not be at work on the day of an agreed visit.

Qualification Frameworks An Apprenticeship work towards NVQ level 2, Key/Functional Skills Level 1 and Technical Certificate (BA only). Additional value added Certificates and Equality and Diversity L2.

An Advanced Apprenticeship work towards NVQ level 3, Key/Functional Skills Level 2 and Technical Certificate (BA only) and additional value added Certificates if not undertaken at Level 2 (see above).

What is an NVQ?.. NVQ‟s are made up of 5 levels each building on the next; broadly speaking they can be defined as:

Level 1: Carrying out a range of routine and predictable work activities.

Level 2: Involvement with a range of mainly non-routine and complex activities in differing situations

Level 3: Involves completing a wide range of complex, professional or technical activities in differing situations, with a responsibility for other staff or resources, often at supervisory level

Level 4: Involves completing a wide range of complex, professional or technical activities in differing situations, with a responsibility for other staff or resources, often at a management level.

Level 5: Involves the application of fundamental principles and complex techniques in a wide and often unpredictable range of work situations, normally in a senior management role.

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NVQ‟s are available at all five levels. Most learners‟ at tpm start at Level 2 and many go on to complete Level 3. Your personal assessor will explain progression routes in your vocational area to you during your Induction (Phase 2) to the programme.

What is the QCF?.. A framework for creating and accrediting qualifications, providing a wider range of opportunity for you to achieve a qualification, in a way that suits you. QCF qualifications are designed with the help of employers so you can be assured that you are gaining skills that your employer is looking for. The qualifications in the QCF tell you three things:-

The level shows the difficulty of the qualification which consist of 9 levels.

The size, which shows how long the qualification takes to complete, the three sizes are AWARD, CERTIFICATE, DIPLOMA.

The content shows what the qualification is about.

The qualification you are undertaking is made up of units, each unit has a credit value that tells you how long the unit takes to complete, a credit is about 10 hours work so a unit with 4 credits will take you 40 hours to do. Your personal assessor would have explained all of this to you at first visit. The table below provides information on credit values:-

1 – 12 Credits

Award 13 – 36 Credits

Certificate 37 plus credits

Diploma

There are 9 levels of difficulty for QCF, starting from foundation stage. The table below illustrates how the value of credits justifies the level of qualification awarded:

8

7

6

5

4

3

2

1

Entry

Level Award Certificate Diploma

1 – 12 Credits 13 – 36 Credits 37 plus Credits

Business and Administration Level 2 learner achieves 21 credits

Hairdressing Level 3 learner achieves 58 credits

What are Key Skills?.. Key Skills are included in all apprenticeships, they are designed to help you develop skills that help you cope with the everyday demands of your job. For example, calculating clients‟ bills or invoices, discussing or negotiating customer needs and expectations and networking or collaborating with other staff in the workplace. We will help you to gain these skills and give you extra help if you need it.

At tpm Key Skills portfolios are project guided and observed:

Communication: - Reading information, contributing to discussions, writing documents, in addition at level 2 you must give a short talk.

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Application of Number: - Interpret information from suitable sources, use information obtained to carry out a given task, interpret results and present findings.

Information, Communication Technology: - Use ICT systems, finding and selecting information. Developing, presenting and communicating information. (BA and Childcare Programmes only)

Your personal assessor will guide you through the production of a project where you will book a holiday and work out costings etc. If you have already achieved some GCSE‟s you may be exempted from the completion of some of the Key Skills requirement of your Apprenticeship Framework (see below)

GCSE Grade Attending Class?

(Yes No x) End Test

A* - C In English only

Relaxed from English Needs to sit Maths Needs to sit ICT

A* - C In Maths only

Relaxed from Maths Needs to sit English Needs to sit ICT

A* - C In ICT only Relaxed from ICT Needs to sit English Needs to sit Maths

A* - C In English A* - C In Maths A* - C In ICT

x

No end tests

D – E in English, Maths or ICT

Needs to Sit English Needs to sit Maths Needs to sit ICT

Your Business Development Consultant will have explained this to you at Induction and your personal assessor would have reiterated the areas you need to complete to achieve completion of the apprenticeship framework during your first assessor visit.

What are Technical Certificates?.. (BA only) These certificates were implemented by the awarding bodies and they cover the knowledge, understanding and skills requirements of the Award. This certificate provides a wider knowledge of the qualification, best practice and promotes personal transferable skills. Technical certificates are tested at level 2 and level 3, and in most cases administered monthly at tpm. All technical certificate exams can be taken online (computer-based) or paper based (written) which ever suits your preference. If you sit online exams you will receive your results within 24 hours of taking the test. This is part of the reason for attending the training centre weekly; in order to gain the knowledge you need to be able to pass your exams.

Employment Rights and Responsibilities... Learning about your employment rights and responsibilities forms part of the study for your apprenticeship framework, and is a requirement of the sector

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skills council in your occupational field. In order to effectively study this aspect you will complete a variety of study activities, workbooks or Technical certificate depending on your Programme. The work activities will include things like: learning about your employer, employment and workplace. This includes examples such as how your pay is worked out, what hours you should be working, what holidays you are entitled to etc.

How are learners assessed?.. Apprenticeships are about competence in the job that you do. Your personal assessor will visit you on a regular basis (every four to six weeks) and will check your work and evidence that you are collecting against the national standards. Learners who have additional needs will be visited every two weeks. An Assessment Plan with short term targets will be drawn up and agreed by you and your employer/workplace mentor. This will detail the work you are going to produce/achieve before the next visit. At the end of every assessment visit your personal assessor will make a judgement about your competency at performing your job tasks. You will also produce written course work and all your work methods can be assessed in different ways:

Accreditation of your prior learning or achievement

Visual observation of your work by your assessor

Visual observation of product use from your work e.g. client record cards, consultation sheets, Memos, letters, presentations and other communication or performance methods

Witness testimony from your colleagues/employer

Projects/assignments/case-studies

Reports/reflective accounts

Oral questions or taped professional discussion

Written questions

Key Skills, Technical exams, either written or on-line.

Learner appeals procedure (Assessment).. If you are dissatisfied with an assessment outcome, then you have the right to appeal. The main reasons for an appeal although rare, are likely to be:

Learners do not understand why they are not yet regarded competent, due to lack of or unclear feedback from their assessor.

Learners believe they are competent and that the assessor has misjudged them, or has failed to utilise some vital evidence.

Stage 1

Appeal in writing to your Personal Assessor

Stage 2

Appeal in writing to the Departmental Internal Verifier enclosing a copy of the letter you sent to your Personal Assessor

Stage 3

Appeal in writing to the Awarding Body enclosing copies of stage 1 and stage 2 letters

A full copy of the learner appeals procedure (assessment) is available in appendix 2 of this handbook.

Evidence Portfolios.. (Hair only) You will build up your evidence for assessment in a „Portfolio of Evidence‟, which is assessed by your assessor and checked by an

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E-portfolio

Internal Verifier. When it is completed an External Verifier from the Awarding Body will also check it for evidence of your competence.

e-Portfolio.. An e-Portfolio is a collection of electronic evidence assembled and managed by you the learner and your assessor. Electronic evidence includes text documents, audio-voice recordings and images and video. The e-Portfolio demonstrates your

developing skills and abilities and is a platform for self-expression. e-Portfolio helps you build an online portfolio and submit evidence for assessment as you progress. Your personal assessor and Internal Verifier then review the submissions and send you copies of all feedback electronically within the system. e-Portfolio eliminates the use of paper makes the assessment and evidence process far more flexible and allows you to monitor your progression closely.

Where are NVQ‟s assessed? The vast majority of assessments will take place in your work environment whilst you perform your job tasks, with your assessor present to observe you. All learners will have a mix of work based and centre based training opportunities. Some work environments

have qualified NVQ assessors who may also assess your work. Details of the assessment process are included in this handbook (see Appendix 6. „Learners – Are you being assessed today?‟).

Work and Training Hours.. Your working hours whilst on the programme will be set by your employer in your contract of employment. Training times and attendance modes are referred to in your „tpm Training Agreement‟ made between yourself, tpm and your employer. Generally learners attend the centre one half day each week from Monday to Thursday either in the morning or afternoon for their occupational teaching between 9.00am – 1.00pm or 1.00pm and 5.00pm. Learners who will be working towards Key/Functional Skills qualifications will also attend teaching sessions with the Key/Functional Skills Teacher immediately following occupational classes. The need for you to attend Key/Functional Skills sessions is covered and agreed with your personal assessor during your first visit. Sickness and absence.. If for any reason you are unable to attend: 1. tpm for a planned training session or day - please inform tpm

and your employer / mentor before 9.00am. on the same day 2. Place of work - please inform your employer before the start of

your shift on that day or as per your contractual agreement with the employer.

3. A Planned Assessment with your personal assessor - please inform the

assessor or head office at the earliest possible time that you can; this will

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enable the assessor to re-arrange another appointment for your assessment and will allow him/her to use this valuable time for another learner (in repeated incidences your Employer may be billed for the administrative costs of failed visits).

N.B. Employers will be informed of all absences. Failure to follow these guidelines and comply with the above may result in loss of pay and persistent failure to follow these guidelines may result in disciplinary action. If you are sick between 1 & 5 working days you will be required to complete a self certification form (ask your employer / mentor for these) after which a doctor‟s note (Medical certificate) is required.


Medical / Dental Appointments.. If you need to take time away from your place of work or training for medical and dental appointments, you should do this in accordance with your employer‟s procedures or terms and conditions of employment, (ask your line manager). tpm insist that all learners act accountably and responsibly about the amount of time taken away from work. Similarly, that you notify your personal assessor of any planned absence or holiday in advance. Other than for emergencies, book in advance and take your appointment cards along to your employer. Notify your personal assessor, who will keep a record on your file. Unauthorised absences will be reported to all employers and can put your employment or placement for training at risk.


Changes to Personal Details.. Please let tpm and your employer know immediately about any changes in your personal details e.g. employment, contact phone numbers, change of address, next of kin, so we can update our records.

Annual Leave and working times.. Details of your working times and leave entitlements will be covered by your employer and contained within your Contract of Employment.

If you are unsure about: your leave entitlement; Terms and Conditions of Employment or National Minimum Wage Rates, you should consult your „contract of employment‟ or speak to your employer or manager immediately.

N. B. tpm staff are not allowed to advise over employment rights or national minimum wage; however they will happily support you in finding advice experts who can – or you can visit: www.direct.gov.uk or phone acas on 08457 474747.

Your Individual Learning Plan.. You will complete an Individual Learning Plan, (ILP) during your Induction Process (Phase 2 Induction where your personal assessor makes their first visit

http://www.direct.gov.uk/

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to your place of work). This makes sure that everyone is clear which framework you are on and which qualification(s) you are aiming for. Both you and your employer/mentor agree and sign the targets set within the ILP; it is kept on your personal file, which is held at tpm. You can, of course, see it at any reasonable time; your personal assessor will always bring this file with them at every assessment visit. Your individual Learning Plan is a working document and as such it is probable that from time to time with your agreement, target dates will be changed, to reflect your progress and any developments in your learning. This will only ever be done with your full agreement.

Progress Reviews.. tpm will conduct reviews of your progress at every assessment visit. This gives you the chance to discuss your feelings and thoughts about your progress with your assessor and your employer. We set short and medium term targets with you so that you know exactly what you need to do for the next review.

You, Your employer or workplace mentor, and personal assessor will all sign the Assessment Plan Review to agree the action plan. Copies of this review are kept by your assessor in your personal file and both you and your employer or workplace mentor receive personal copies. Assessment Plan Reviews are formal and (confidential if needed) an opportunity for you to raise any concerns that you have about your programme with your personal assessor. Typically this is where you should raise any concerns you have about „how safe you feel‟ with your assessor for review and discussion. This might be a safeguarding, equality, diversity, health, safety, spiritual and religious or general well-being issue.

Equality and diversity… We are actively committed to our Equality and Diversity Policy and practices and Zero Tolerance Promise: “Training Plus merseyside strives to achieve equality of opportunity for all, without exception”. We provide all learners with the opportunity to achieve a value-added L2 Unit in Equality and Diversity, this unit Award with EDI is worth 4 credits on the Qualification Credit Framework. Discrimination means treating someone less favourably because of a particular attribute or characteristic, for example, gender and transgender, age, disability, race or origin, religion or belief, sexuality and pregnancy or maternity. We, operate a Zero-Tolerance approach to all forms and types of discrimination. Bullying including cyber-bullying and harassment are recognised forms of discrimination and any incidence of this will be investigated fully and treated in the most serious manner. Our Equality and Diversity policy applies to all Learners, Employers and staff. Should you ever have cause for concern, you can speak to your personal assessor or any member of staff about the situation in the first instance. We are actively working to ensure an inclusive and diverse skilled workforce. We believe by being representative of our diverse community, that we will be extending better services to our clients.

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Our Department Managers champion equality and diversity in our Company and are named on our website at http://www.tpmnow.co.uk and you can call one of these staff if you prefer on 0151 709 6000. A complaint form is included in this pack and our staff can advise you about using it.

Dismissal, Discipline and Grievance Procedures.. These are used to ensure that all learners are treated fairly by the company and by one another.

Grievance procedure is used where a learner needs to raise an issue with the training provider about one of its staff or another learner.

Disciplinary procedure is used by the training provider to manage misconduct or underperformance by learners.

They ensure we all know and can follow the conduct and working procedures provided by tpm, for the duration of your training programme and whilst in the training centre. Learners involved in any grievance or disciplinary action are given every opportunity to state the details of their situation. A full investigation of all the facts of each case is conducted before any disciplinary action is taken. 1. An act of misconduct in the training centre would be investigated fully by

means of a disciplinary hearing and where action is required would normally result in the first instance in a verbal warning given by a manager at tpm. This would be recorded on the Learners‟ personal file and a copy given to the Learner and or employer.

Examples of misconduct and gross misconduct include:

Persistent lateness

Persistent and intentional failure to meet agreed action plan targets

Lack of commitment to the training programme

Inappropriate and unprofessional attitude or behaviour at work and within the training centre

Repeated failure to inform tpm staff of non-attendance at the centre or inability to keep an assessment appointment

Failure to comply with Health and Safety Policy/Risk Assessments, Equality and Diversity Policy, ICT Network Rules & Procedures or Safeguarding and security arrangements (ID Cards).

Causing wilful damage to Company property and training resources/facilities

Any act of violence, harassment, bullying, cyber-bullying, intimidation, threat or acts of theft and deceit.

2. If after a verbal, written and final warning, there is still no improvement, a

learner may be dismissed from the programme. Acts of Gross misconduct may mean that learners are terminated following disciplinary investigation as they pose a threat to health, safety or well being.

N.B. A full copy of The Dismissal, Discipline and Grievance Policy and Procedures for learners is kept in all employer premises within the tpm „Employer Manual‟.

Health and Safety.. Your health, safety, security and well-being are continually discussed during your training programme whilst at tpm. Similarly, you will develop a greater awareness of the health, safety and well-being of the


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people who work around you both in the training centre and your place of work. Your employer will have separate arrangements for health and safety, which is confirmed by the completion of a HASS 10 carried out by the Business Development Consultant prior to you joining the programme. During your Induction (phase 1), your Business Development Consultant will discuss the tpm‟s Health and Safety Policy and the Learner‟s Health and Safety Policy which has been designed specifically for all learners (see Appendix 8 and 9). Additionally the BDC will discuss the company Risk Assessments and will guide you through the particular risks to the “Young Person” and “New & Expectant Mothers” (this is summarised again in the Risk Assessment section below). During your Induction with your personal assessor you will be issued with a Health and Safety Project. This project is a very important part of your training and is vital to your induction to the your place of work. Similarly, this project provides you with evidence towards your Key Skills and main NVQ Awards. Please ask questions of your employer, your workplace mentor or your personal assessor if you have difficulty finding the information you require.

Health and Safety at work is an important part of your training and will help you carry out your work activities effectively, safely and in a manner that protects the health of you and the people around you. It is your responsibility to obey the safety rules laid down by your employer and tpm, make sure you understand the dangers and the

correct way to work as this will help you to develop safe behaviours.

What is a Risk Assessment?.. These are written documents which detail the carefully considered risks or hazards in your work environment or whilst at our training centre that may cause or lead to you being harmed. Before you are signed onto your apprenticeship the Business Development Consultant will make you aware of your own copies of our risk assessment documents which are contained in appendix ???. It is the responsibility of your workplace mentor to make you aware of the workplace risks but it is your responsibility to know these and work in accordance with them. It is important that risk assessments take into consideration certain factors; such as experience, training, age, ability etc. Below are a couple of examples which relate to young people in particular:

Young Person Risk Assessment (THE MANAGEMENT OF HEALTH AND SAFETY AT WORK REGULATIONS 1999: PROVISIONS RELATING TO YOUNG PERSONS).

Definition of a Young Person: “Persons who have not attained 18 years of age”

Your employer should, carry out risk assessments that take particular account of the risks to young people, before you commence any work tasks or responsibilities. In some cases, the employer can and should prohibit a young person from certain types of work, where their experience, maturity and awareness would be insufficient to conduct that work safely.

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This prohibition should remain in place until appropriate training, supervision or the removal of the risk to the young person has been conducted and documented.

New and Expectant Mothers Guide for Risk Assessment (THE MANAGEMENT OF HEALTH AND SAFETY AT WORK REGULATIONS 1999)

Definition of new and expectant mother: “A female employee of childbearing age; someone who is pregnant, has given birth within the previous six months, or is breastfeeding.

Once an employee has informed their employer of their pregnancy then specific risk assessments based on the outcome of the initial risk assessments would need to be carried out in consultation with that employee. It is therefore very important that employers are informed as soon as possible when someone is pregnant so that they can build an appropriate risk assessment in consultation with your individual needs and circumstances. This would be important information for your employer/mentor and your named tpm teacher/personal assessor.

Further useful information is available on the following website: www.safelearner.info www.young-worker.co.uk


ICT Network, Internet Access and Acceptable User Policy.. It is our aim to encourage staff and learners to use the information resources available on the internet appropriately, together with the development of appropriate skills to analyse and evaluate such resources, these skills are now fundamental in our current society and the occupational sectors that you the learner will be entering. During your induction process and subsequent training in our centre you will be supported and guided by our staff to access the various computer networks and our own and Awarding Body websites in order to complete your initial assessment and course studies, for your research needs and for online examinations. During your Induction (Phase 2.) your personal assessor will provide you with a copy of the ICT Network Acceptable User Policy, Rules and Procedures. You will not be allowed access to the computer network or the internet during teaching and private study sessions until you have, read, understood and signed the agreement to work in accordance with these rules and procedures. N.B. YOU WILL NOT BE ALLOWED TO USE ICT FACILITIES UNTIL YOU GIVE THE SIGNED AGREEMENT TO YOUR PERSONAL ASSESSOR.

Once your personal assessor returns this signed agreement to the centre your teacher / personal assessor will guide you in how to access the facilities safely and securely for teaching and study purposes. Below we have listed the most important rules to be aware of: These are all things that YOU MUST NOT DO.

http://www.safelearner.info/

http://www.young-worker.co.uk/

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ICT Rules.. 1. You agree to adhere to tpm‟s „Online Safety Guidelines‟

2. Do not participate in any cyber-bullying activity or practice.

3. (Under 16) You must have your parent‟s/carer‟s permission before using the internet.

4. You must have a supervising teacher or member of staff with you at all times when using the internet.

5. Do not disclose any password/s or login name to anyone, other than the persons responsible for running and maintaining the system, (Company ICT Administrator).

6. Do not upload/send personal addresses, telephone / fax numbers or photographs of anyone (staff, learner or work colleague) at the college.

7. Use of learner names or photographs will require their explicit permission and if under 16, their parents to have been informed about such use.

8. Do not download, use or upload any material, which is copyright. Always seek permission from the owner, before using any material from the internet. If in doubt, do not use the material.

9. Under no circumstances should you view, upload or download any material, which is likely to be unsuitable for children or young people. This applies to any material of a violent, indecent, offensive, dangerous or otherwise inappropriate content. If you are unsure ask your teacher or assessor supervising you.

10. Always respect the privacy of the files and digital property of tpm and other users.

11. Be polite and respect that other users might have different views than your own.

12. The use of strong language, swearing or aggressive behaviour is forbidden.

13. Ensure that you have followed the correct procedures for using the internet.

14. Immediately report any incident, which breaches these rules, to the ICT Network Administrator.

15. Do not seek or gain access to personal information, which is contrary to the Data Protection Act.

16. Do not access another person‟s work and save/claim it to be their own; plagiarism will not be tolerated.

17. Do not walk away from a computer that they are logged-on to, without logging off and shutting down the Computer.

18. Attempt to change any of the Computers settings; personalising Computers is PROHIBITED. For „Disabled Accessibility‟ purposes the Tutor/Teacher or Company ICT Administrator should be notified for support.

NB: Violations of the above Rules and the content of the Policy will be treated seriously and may result in a temporary or permanent ban on your use of the Company‟s ICT Network facilities.

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What to do if things go wrong.. Learner support, at risk and a listening ear..

Life is full of problems and issues; from time to time you may encounter problems whilst on your training programme. At tpm we see problems as an opportunity to grow and develop. We approach problems practically and find solutions, so don‟t worry!

If you or your assessor feels that you are not making satisfactory progress, we will arrange a meeting with you to discuss it. Your assessor would normally address this during your assessment plan reviews. It may be that your personal assessor changes your At Risk status from green (used for learners who are progressing well) to Amber or Red (used when learners have encountered difficulty or a personal problem which stops or slows their progress). It may also be possible that our Learner Support Programme is the answer. In either case the At Risk and LSP simply mean that your progress will be monitored more closely and supportively according to your individual requirements and weekly/monthly action plans will be produced and agreed. These may also involve your employer. At Risk and Learner Support Records are reviewed every week by personal assessors and the manager responsible for your learning programme. We are aware that young people encounter all kinds of problems whilst studying/training even if the problem is of a personal nature. tpm has a clear Confidentiality Policy; your personal assessor is highly qualified and may be able to help. If you feel unable to speak to your personal assessor you can contact the Learner Support Manager and ask to speak to a member of staff who has counselling skills. Our staff are not qualified counsellors however, they will be able to listen well and suggest other agencies that can help, whatever the problem!

Don‟t suffer in silence, ask someone, we are here to help you.

Safeguarding young people in education.. Safeguarding Policy and Procedures: This is designed to ensure that you are safe at all times during your apprenticeship. It involves guidance and arrangements to secure access to our buildings by approved visitors, personnel and learners only. It makes clear who you can and should talk to if at any time you are worried or concerned about your personal safety or welfare. The Director responsible for Safeguarding at tpm is: Brian Quinn

The Safeguarding Officer at tpm is: Tammy Vickery You will find a full copy of this policy and procedures in the tpm Employer Manual in your workplace. You will also find a pdf download available in the resources tab of our website at www.tpmnow.co.uk Your personal assessor will take you through these on your first visit (Phase 2)


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We fully recognise and take very seriously our responsibility on safeguarding young people. Throughout the policy and procedures, reference is made to young people. This means those under the age of 18 years. The Policy responds directly to the Governments Every Child (Learner) Matters Agenda. This policy and the procedures detailed within apply to all staff, learners, sub-contractors, guest trainers and associated agencies working in and on behalf of the organisation. The main elements of our policy are:

Extending training and awareness to staff and learners to ensure learner‟s practices are safe around use of ICT and internet access – see ICT Acceptable User Policy.

Ensuring we practice safe recruitment in checking and validating the suitability of staff to work with young people.

Raising awareness of safeguarding issues and equipping young people with the skills required to keep them safe.

Developing and then implementing procedures for identifying and reporting cases, or suspected cases, of abuse.

Supporting-learners who-disclose abuse or are suspected by a staff member or employer manager of being abused in accordance with our policies and procedures.

Establishing a safe environment in which young people can-learn and develop.

Operating security ID and visitor systems which ensure that all staff learners and visitors are safeguarded and protected.

We recognise that because of the day to day contact with young people, staff employed by the Company and employers are well placed to observe the outward signs and symptoms of abuse. The organisation and its Employers will therefore:

Establish and maintain an-environment where young people feel secure, are encouraged to talk, and are listened to.

Ensure young people know that there are adults in the organisation whom they can approach if they are worried and want to talk.

Complaints Procedure.. „Our aim is to ensure total customer satisfaction by providing the best possible service‟. If you are not satisfied with any aspect of our service, you can meet with a member of staff to discuss the problem. In the first instance you should call your personal assessor. If for any reason you feel unable to speak with your personal assessor you may call and ask to speak to the Quality Improvements Manager. Alternatively you can visit the Resources page on our Company website and download a feedback form for return at any time www.tpmnow.co.uk If following any of these actions you remain unhappy you may call to speak to one of the Company Directors. If we cannot agree a solution to the problem, you are entitled to contact the National Apprenticeship Service or the Skills Funding Agency (see appendix 5).

We guarantee that: Once you have made contact, we will investigate your complaint fully. We will inform you within one working week of the action being


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taken to deal with your complaint and the name of the person dealing with it. We will keep you updated of the action taken and the result.

A copy of our complaint Form is included in this booklet. (appendix 11) And if you‟re happy with our service.. Tell us!

You can let your personal assessor know if you are pleased with their service.

You can call or write to the Quality Improvement Manager with your comments at any time. Alternatively you can e-mail [email protected]

We survey our Learners approximately twice a year; you could complete a questionnaire and return it to us. Similarly you can visit the feedback page on our Company website and download a feedback form for return at any time www.tpmnow.co.uk



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Appendices

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Appendix 1 - Disability Statement 2011-12

1. Disability Statement: Welcome from the Board

2. Mission and Promise

3. Admission Arrangements

How do I apply for a Work-Based Learning Apprenticeship? Pre-recruitment information, advice and guidance What does the recruitment process involve?

4. Support

Who can I contact about Admissions Support Who can I contact about Learning Support

5. Facilities Staff First Aid Technology & Equipment Examination Arrangements Buildings Employers

6. Other Support

Appeals Complaints and Grievances How do I appeal / complain?

7. Previous and Planned Improvements

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1welcome from the Board: tpm‟s Board of Directors is committed to policies and practices that really demonstrate the principles of equal opportunities.

The Company‟s aim is to enable clients and staff to access, participate, progress and achieve within its learning programmes and employment opportunities wherever possible.

This is why we foster a „Social Model‟ of disability within our „equality and diversity training for staff and clients‟ alike. This means that we see disability mainly resulting from negative attitudes and behaviours creating barriers to the learning or employment opportunities in society.

Similarly we acknowledge the existence of medical conditions such as (diabetes, asthma, mental ill-health) physical or sensory conditions (e.g. visual, hearing and mobility) and social or learning difficulty (e.g. Autism Spectrum Disorder and Dyslexia) which can cause concern and anxiety in the context of access to learning and employment environments.

Our aim is to recognise and plan with you individually, effective methods by which to overcome the obstacles and barriers that you believe or know you face, so that you can benefit fully from our learning programmes, resources and services.

It is our express wish that you find this booklet and the policies and procedures that further underpin it, informative and reassuring in helping you plan for your learning and career goals and that we can play an important part in helping you achieve your learning and career aspirations.

Brian Quinn Company Director. Equality and Diversity Co-ordinator

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2 mission and promise

mission

The tpm mission statement is:

To make a measurable contribution to the region‟s skills and

qualifications by providing Merseyside people, schools and

employers with high quality, flexible training and support.

6 Promises

1. To provide effective and relevant quality training for

learners and employers

2. To respect and support our learners as individuals and

ensure their safety

3. To operate a zero tolerance approach to any form of

discrimination

4. To respond quickly to the needs of our clients

5. To continually strive for excellence in all we do

6. To continue providing the best employment opportunities

for learners

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3 admission arrangements How do I apply for a Work-Based Learning Apprenticeship or Advanced Apprenticeship Programme? At tpm we want you to be successful. We welcome applications from people with physical, sensory and learning difficulties or disabilities. Pre-recruitment information, advice and guidance is available from:

See our website admissions page at: http://www.tpmnow.co.uk/training/individuals/i-admissions.htm

You may be able to seek advice and support about Apprenticeships from your Adviser at school. They will liaise with Training Plus merseyside for you, in confidence if you wish.

The Connexions Service at: Tel: 0151 709 5400 Fax: 0151 709 4891 or visit www.connexions-gmerseyside.co.uk

A Connexions adviser will help you with accessing the information you need about work-based learning and help with a confidential introduction process to tpm.

The National Apprenticeship Service publishes all current Apprenticeship vacancies here: https://apprenticeshipvacancymatchingservice.lsc.gov.uk/navms/Forms/Candidate/VisitorLanding.aspx

Alternatively our own dedicated Business Development Unit team would be happy to arrange a pre-recruitment visit (by appointment) at a location on Merseyside that suits you.

http://www.tpmnow.co.uk/training/individuals/i-admissions.htm

http://www.tpmnow.co.uk/training/individuals/i-admissions.htm

http://www.connexions-gmerseyside.co.uk/

https://apprenticeshipvacancymatchingservice.lsc.gov.uk/navms/Forms/Candidate/VisitorLanding.aspx

https://apprenticeshipvacancymatchingservice.lsc.gov.uk/navms/Forms/Candidate/VisitorLanding.aspx

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Our friendly and experienced consultants can answer all your questions about our courses.

What does the recruitment process involve exactly?

All potential course and apprenticeship candidates are guaranteed an interview with one of our Business Development Consultants.

On the day of your interview and as you arrive, you will be asked to complete an application form and self assessment document. These forms ask you to give us information about yourself such as: your contact details; school and any work or voluntary experience, personal qualities, likes and dislikes, preferred learning styles etc. Similarly the forms allow you to disclose all of your needs to us including your mobility, sensory, learning, social or general support needs. The more we know about your needs the better we can support you. Support with completing this application process is available if you need it or we can advise you about using the NAS online Application process; please tell us your preference when you call.

Confidentiality is of great importance to us and our existing clients; often it means different things to different people. We will place great importance on this at your interview so MAKE SURE you let us know what is most important to you when arranging your interview and in disclosing your support needs and circumstances.

You can bring someone along to support or help you at the recruitment interview. In particular we often have parents, social workers, teachers, carers and support workers attending interviews with potential Apprenticeship Candidates.

Making an application to join a work-based learning apprenticeship involves a mix of formal and informal processes set over a short period of time. The initial interview with our Business Development Consultants is quite informal and friendly and is intended to ensure that you identify the course or learning programme that most

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suits your career aspirations and needs. At this stage Business Development Consultants will explore what funding opportunities are available for you.

Depending upon your suitability for the programme and your choice to proceed or not following the initial interview you will make an application using the NAS Vacancy Matching site to employers for an advertised position. Our staff will help you with this if required.

Apprenticeship candidates are employed directly in industry in a real work environment for the duration of the Apprenticeship.

The Business Development Unit team will help you with arranging employer interviews wherever possible and where travelling any distance presents a problem.

You will be provided with all the support and preparation you need to attend employer interviews.

Once a suitable employer is established through successful interview/s, you will be given a start date.

Your Business Development Consultant will then accept you formally onto the course or apprenticeship programme and complete all the documentation required, with you and your employer.

Once successful at gaining an Apprenticeship position with an employer, through interview, you will be invited back to tpm to undertake PC and paper-based Initial and Diagnostic Assessments to establish your preferred learning style and what level of English, Maths and if applicable ICT you have, already developed and attained. As part of inclusive policies we offer all applicants the opportunity to undertake computer-based Dyslexia screening. These Initial Assessment processes are nothing to worry about and we can describe and explain every step as you wish. However they are very important as they can help identify the level and type of support that you may

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require from us to ensure you succeed whilst on your chosen course.

If you already know or suspect that you have some learning support need, or specific learning difficulty or disability, please don‟t worry over this just tell us at your application stage. This is very important and we understand how difficult it is to tell relative strangers this level of information for fear that you will be judged or excluded. Telling us openly and honestly about your needs at this point is purely in order to establish the right information and support structure for you as an individual.

Sometimes professional specialists external to tpm may be invited to a part of the recruitment process, with your consent, to help assess some students with specific physical, sensory, behavioural or learning needs. Typically we work with agencies like Connexions, Dyslexia Foundation, Autism Initiatives, YPAS and other social inclusion professionals.

You will be inducted using a variety of methods by tpm staff, which gives you all the relevant information about how the course or apprenticeship programme works and includes a meeting with our Learner Support Manager (Paula Ebden) who will review your support needs with you according to the results of your Initial and Diagnostic Assessments. Paula will explain the types and levels of support resources available at tpm and what you can expect along the way.

You may attend our Lime Street Centre (usually one day or one half day per week) for teaching with occupational and or Key/Functional Skills teachers.

Once established onto your course or apprenticeship programme you will be assigned an occupationally competent „Personal Assessor‟ who will visit you regularly to agree learning goals with you; monitor your progress and provide information, support and guidance in your chosen qualification.

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4 support Who can I contact about admissions support? Whether you are already undertaking a work-based learning course, apprenticeship or are new to tpm the Business Development Unit Team can be contacted for information advice and guidance on:

Phone Fax 0151 709 6000 0151 709 1457

[email protected]

Tracy Galvin Business Development Manager Neil Pritchard Snr. Business Development Consultant Beverly Duff Business Development Administrator

Our Business Development Consultants and our Business Development Administrator are based on the Ground Floor of

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our centre, next to the reception area. Our centre is at 62-64 Lime Street, Liverpool and we work between 9am and 5pm Mon. to Fri. Consultants usually make workplace visits in the afternoons so mornings are usually office based.

Who can I contact about learning support?

Paula Ebden; our Learner Support Manager is responsible for managing the range of learning support services and resources to clients. Paula is available to speak with you about our services and any concerns or comments you may have. Paula and her team can be contacted through our

main number on 0151 709 6000 or by email: [email protected]

Paul Stone: our „Key/Functional Skills Teacher‟ delivers English and Maths tutorials throughout the day in centre and these are available at convenient times to fit in with your occupational teaching attendance. Paul can be contacted through our main number on 0151 709 6000 or by

email: [email protected]

The Business Development Unit Team and the Learner Support Manager can also work with you to access external support through external specialist agencies to help Apprenticeship Candidates with some physical or sensory disabilities or specific social difficulties.

We have established relationships with many network agencies and support organisations. We are happy to take referral from external support agencies and make referrals as part of a support package.

If you have already been through the recruitment and induction process you will also have been assigned a personal Tutor/Assessor for occupational learning support and guidance and will usually have their mobile phone number for support in addition to the people named above.



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5 facilities Staff Your personal Tutor/Assessors and Teachers are all very experienced and occupationally competent in your chosen qualification and industry. All tpm staff undertake a compulsory Equality and Diversity Qualification and training when they join the company and as part of their continuing development of equality and diversity awareness staff have also received specific training on „Race Equality Development‟ „Dyslexia Awareness‟, LGBT issues, Gender Identity, Autism Spectrum Disorders as well as nationally certificated diversity training courses including; „Welcoming Disabled Customers‟ and „Respect for People‟. We employ staff with a range of teaching and learning support skills and qualifications. Several of these have qualifications to support clients with English and maths in each of the main areas of learning. Collectively our learning-support and support teaching staff hold qualifications in Deaf Awareness and Dyslexia Recognition and Analysis; Basic Skills Teaching, Learner Support and have extensive experience of supporting clients with:

Learning difficulties/disabilities

Visual Impairments

Hearing Impairments

ASD

Dyslexia

Dyspraxia

Basic Skills, Key Skills and Life Skills

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First Aid tpm is not a big enough concern to have its own medical staff however, we have several „First Aid at Work‟ certificated staff:

Brian Quinn

Susan Duffy

Anita Jones

Steven Clark

Lesley Lavin

Tammy Vickery

Olly Brown

Lisa Riley

Paula Ebden

If you have a medical condition or health concern you may want to make Brian or one of the other staff aware of your particular circumstances so that they will know how to best support you should you need their care or help and additionally so that you get to know them in person.

Technology and Equipment Our training centre at 62-64 Lime Street, has a lift which provides access to all client training rooms; ICT Suites and facilities.

We have a 6 workstation ICT Suite and an internet lounge both on the ground floor level which are fully accessible for clients. There are fully accessible (height adjustable) workstations designed specifically for wheelchairs.

The Basement Key/Functional Skills Suite has 7 PC workstations including a fully accessible (height adjustable) workstation designed specifically for wheelchairs.

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There are three main training rooms each of which has 15 networked computer work stations, for use during teaching and for on-line study and examinations.

These training rooms and ICT Suites were newly refurbished and updated in 2008 and have excellent ICT hardware operating Microsoft Windows XP, Microsoft Office 2007, including Word processing, Spreadsheets, Presentations, Databases, Desk top Publishing and Broadband internet access.

Bespoke dyslexia screening software called „Instines‟ is used during initial assessment of all clients. This enables us to establish improved and more individual learning support. This software is professionally licensed and fully supported for permanent use by

the Dyslexia Foundation. http://www.dyslexia-help.org/

Similarly, we have a whole range of software based learning and support resources including speech to text software. This is typically used in one-to-one work by appointment with our Learner Support Team.

Government approved and designed Diagnostic Initial Assessment software (Move On) is used extensively for initial assessment and for key/skills for life development with all Apprentices.

Cerium overlays are available readily and used regularly by clients with visual difficulties or sensitivities, such as Myers-Irlen Syndrome. Multi-media Presentation Equipment is available for use in all training rooms and ICT Suites.

http://www.dyslexia-help.org/

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Digital Dictaphones; Cassette Recorders and MP3 Players are available within all Learning Programmes to support clients with professional discussion and recording confirmation of knowledge and understanding.

On Line examinations are available for all awards we deliver. Most clients prefer to take examinations on-line as opposed to the traditional written (paper-based) examinations, although paper-based exams are still available and some clients do prefer them. Key/Functional Skills are offered online and can be offered in paper-based format.

Examination Arrangements: Assessors or Teachers are responsible for supporting all clients to register for examinations with the Learner Support Manager and the procedures will be explained to you. Internal Verifiers Lesley Lavin, Olly Brown and Lisa Riley are responsible for supporting all examination registrations and bookings. Special or individual consideration by Awarding Bodies for clients can be requested and or co-ordinated by the Learner Support Manager Paula Ebden. This may include for example:

Extra time during the examination

Alternative rooming arrangements if required

Amanuensis (A scribe) to read or write on behalf of the candidate in the examination. This is not however available in certain Communication exams.

Enlarged print papers and Braille from some Awarding Bodies

Use of certain enhanced technological devices

Paperless (digital) evidence portfolios It is important that we know as early as possible what your requirements are so that arrangements can be made and any equipment not already available can be acquired.

It is also important to note that with examinations and National Standards the Awarding body sets the limits on support and allowances for candidates.

Memberships/Awards

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tpm holds many professional memberships; most notably we are proud of our Investor in People status and maintaining valid and reviewed membership of the Positive about Disabled People Scheme since June 2001. In March 2009 the company achieved the Matrix standard for its information advice and guidance services to clients. tpm was awarded CTQ (Committed to Training Quality) status in 2011.

Buildings

What physical access and facilities are available?

Car Parking Toilet washroom Level entrance Lift

Nearby Disabled Parking

Multi-storey NCP Basement Automatic Doors Talking Tactile Controls

Training Centre 62-64 Lime Street, is home to most of our on-site or „off the job service provision‟. All our recruitment and training or support takes place in this building.

On the ground floor is our Reception, Recruitment (Business Development Unit) function and Internet Lounge.

On the Lower Ground (or basement) Level is our largest training room (holds 20 people), the Key/Functional Skills Training room and all Toilets and washrooms. The Kitchen (including fridge, microwave cooker, washing machine and dryer, dining table and chairs) is also on this level.

The 1st Floor is where the 3 main occupational teaching suites are situated. This floor is accessible by lift and stairs and has a small, comfortable rest area.

Stairwells have highlighted stair edges and slip resistant paint, the vast majority of the stairwell wall area has handrails. All doors to training rooms and common areas have reinforced glass vision panels; most have low level panels and door handles.

http://www.trainingqualitystandard.co.uk/CommittedtoTrainingQuality

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The lift provides access to the basement, Ground, First and Second Floors; it does not access the third floor staff offices. IP Camera Security All client teaching and common areas including reception are covered by IP Cameras which operate by internet protocol and provide surveillance by trained staff for everyone‟s‟ personal safety and security. Employers We work with over 160 employers in industry. Some of these premises are accessible and many are still developing access arrangements. As part of assessing your individual needs we will endeavour to source an employer that is accessible to you and your individual requirements and support needs.

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6 other support

Appeals You will be given a set of National Standards in which you will find written information and guidance on how to make an appeal about:

an assessment decision

bias in the assessment process or

equality in or access to assessment Grievances Our „Learner Grievance Procedure‟ is a system that permits you the means by which to raise a concern about our services, your safety, equality, another learner or a member of staff. See Appendix.

Complaints For complaints and feedback about any other aspect of our service or your training and learning process including, improvement suggestions for this disability statement or other company policy please use the „Customer Complaint and Feedback‟ process. Copies of both these forms are included in our Learner Handbook as standard, in this document at Appendix 1. & 2. and most company policies and important documents are also available in the tpm Employer Manual. Similarly you can access these documents from the „Feedback‟ page in our website at http://www.tpmnow.co.uk/resources/documents.htm

How do I Appeal, make a Grievance or make a Complaint? 1. In writing, using the forms detailed above and posting them

internally or externally by land or E-mail to the named individuals on the forms.

2. Alternative arrangements can be made to ensure that

Learners with learning difficulties and or disabilities can

http://www.tpmnow.co.uk/resources/documents.htm

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access the appeals / complaints / grievance procedures by appropriate and relevant means which may include:

Help with communication

Support from an advocate or peer

Making a verbally witnessed complaint

Use of an interpreter or sign language

Large Text Form

Facilitated meeting

Taped appeal or complaint etc. In such instances (Point 2 above) Brian Quinn; Company Director should be informed. By Phone: 0151 709 6000 By E-mail: [email protected] By Post: Training Plus merseyside Ltd.

62-64 Lime Street, Liverpool, L1 1JN


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7 planned improvements

A full and professional Access Audit took place during July 2005 the Company continues to make improvements in respect of this audit.

Development of new marketing materials in alternative formats

Between July 2006 and July 2011 the Company addressed or implemented the following:

New fully automated main door for independent and secure access/egress

Maintained established liaison with community agencies and specialist schools for increasing referral of students with disabilities and their needs

Developed new links and working practices with community agencies specifically in relation to supporting ASD

Provided work experience opportunities for learners with ASD

Developed and implemented effective Systems and procedures for identifying and supporting Additional Learning and Social Needs for learners

Improvements to our Reception area (Desk height and seating in particular)

Improved access and egress through main building entrance.

Replaced solid doors with vision panel-doors throughout the buildings

Installed IP Camera Security monitoring in all Learner training environments and introduced ID Card security for all staff and clients.

Introduced documented and visible Visitor systems

Visitors are required to provide photo ID before unsupervised access is allowed.

Introduced security code access on all main entrances and reception

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Refitted disabled washroom facilities

Fitted height-adjustable desks in ICT suites

Maintained and renewed dyslexia screening software and Dyslexia Learning Plans in association with the Dyslexia Foundation http://www.dyslexia-help.org

Undertook staff training and referral awareness on Autism Spectrum Disorder with Autism Initiatives, Sefton, Merseyside http://www.autisminitiatives.org

Re-developed a fully accessible website, meeting approved industry accessibility standards

Continued to incorporate planned quality improvements within Self Assessment Quality Improvement Plans.

Implemented annual staff CPD on Welcoming Disabled Customers and Diversity Awareness

Launched Equality and Diversity level 2 Award with Awarding Body EDI and made this available to all learners free of charge

Developed a CEOP Ambassador and cascaded online-safety training to all staff and learners

Maintained Equality and Diversity training and refresher for staff in the organisation, (utilising the new EDI L2 Award)

Trained all Occupational Teachers in order to increase the number of opportunities for delivering Equality and Diversity to learners in each programme, (utilising the new EDI L2 Award)

Developed, implemented and revised policy and practice on safeguarding staff and learners including vulnerable learners.

http://www.dyslexia-help.org/

http://www.autisminitiatives.org/

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Appendix 2 - Learner Appeals Procedure

Training Plus merseyside Ltd. make every effort to provide Quality Training, Assessment and Review of your programme.

If for any reason you feel you have a grievance relating to:

Methods of Assessment

Bias in the Assessment Process

Access to Assessment

In the first instance, approach your assessor within five working days of the grievance arising.

Both parties should make every effort to resolve the grievance to mutual satisfaction within ten working days of your approaching the assessor. If the matter is still not resolved to your satisfaction the following steps should be taken.

Step 1

You should contact your Internal Verifier within TEN working days following the above initial step as per your induction book.

The IV will forward an official CUSTOMER COMPLAINTS FEEDBACK RECORD to you for your completion.

The IV Manager will make every effort to resolve the issue to your satisfaction within FIFTEEN working days of receiving your Customer Complaints Record back at Training Plus Merseyside Ltd.

Internal Verifiers: – 0151 709 6000

Hairdressing - Lesley Lavin

Business Administration – Olwen Brown

Childcare –Lisa Riley and June Lloyd

Please Note: All Complaints will be resolved in consultation with a Company Director At Training Plus Merseyside Ltd.

Step 2

If the matter is still not resolved to your satisfaction, you should contact the Awarding Body within TEN working days following completion of STEP 1.

The Awarding Body will make an appointment for the External Verifier, Internal Verifier, Assessor and yourself to meet and resolve the grievance to your mutual satisfaction within 10 working days of you contacting the Awarding Body.

N.B. Further information relating to this procedure is available within your Awarding Body Standards.

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Appendix 3 - Learner Grievance Procedure

The Grievance Procedure

1. PURPOSE This grievance procedure is intended to enable individual learners to raise grievances with Company management about aspects of their training and assessment experience or their relationships with staff and or other learners either by themselves or with a representative. It should be a simple and rapid operation.

Why have grievance procedures?

This procedure provides an open and fair way for learners to make known their problems and enables grievances to be resolved quickly before they fester or escalate and become major problems.

The procedure aims to settle grievances fairly and as quickly as possible. It acknowledges and recognises that most routine complaints and grievances are resolved informally in discussions with the people concerned. This procedure outlines:

how and with whom to raise the issue

whom next to apply to if not satisfied

time limits to each stage of the procedure

the right to be represented

the right to appeal and how to do it

The grievance procedure is every bit as important as that for dealing with discipline. For it to be used effectively, all staff are trained in how to deal with complaints honestly, professionally and promptly. 2. INFORMAL DISCUSSIONS If you have a grievance about your training, assessment, the college environment, a member of staff or another learner or a work related problem you should first discuss it with the person/s concerned. If for any reason you cannot solve your grievance in this way you should discuss it informally with your personal assessor or Programme/IV Manager, without delay as they may be able to support/mediate the discussion for you and the person/s concerned. We anticipate that the majority of concerns will be resolved at this stage. 3. Grievance Procedure (Stage 1. Put it in writing) If you feel that the matter has not been resolved through informal discussions, you should put your grievance in writing to your Programme/IV Manager. Any member of Training Plus merseyside staff can help you with this. The Programme/IV Manager must inform a Senior Manager immediately on receipt of your grievance; who will ensure that your Programme/IV Manager works with you to resolve the matter quickly. This will be by means of a meeting with your Programme/IV Manager and the Senior Manager detailed in the next point:

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4. Grievance Procedure (Stage 2. Meet & Discuss) The Company Senior Manager must inform The HR Director (or a Company Director) immediately on receipt of your grievance; he/she will ensure that your Senior Manager works with you and your Programme/IV Manager to resolve the matter quickly and are given a response within 5 working days.

At this stage you will be given the opportunity to attend a formal meeting. The Senior Manager will chair and decide on the outcome of the grievance hearing. You may be represented or accompanied at this meeting by a fellow learner or by an official representative of your choice.

GRIEVANCE HEARING PANEL The Panel will normally consist of the following members:

1. programme Manager (responsible for the learner bringing the grievance) 2. A Senior Company Manager 3. The learner bringing the grievance 4. The learner‟s representative

5. Grievance Procedure (Stage 3. Appeal) If the matter is not resolved to your satisfaction, you should put your Appeal in writing to the Equal Opportunities Co-ordinator (or a Company Director) within 7 working days of the panel decision.

You will be entitled to have a formal meeting with the Equal Opportunities Co-ordinator or Company Director to discuss your appeal. The Equal Opportunities Co-ordinator or Company Director will give his/their decision within 7 working days of the grievance appeal meeting being conducted.

The Equal Opportunities Co-ordinator or Company Director decision is final.

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Appendix 4 - Glossary of terms..

APLA Accreditation of Prior Learning and Achievement. Sometimes evidence from past learning or work experience counts towards your qualification(s). Your personal assessor will advise on this. Approved Centre(s) An organisation, which has been formally approved by an awarding body to deliver and assess a named NVQ. tpm is an Approved Centre. City & Guilds - One of the oldest and well-known awarding bodies. It issues certificates to successful NVQ Learners in many different occupational areas. tpm is a City and Guilds Approved Centre. Its‟ qualifications are nationally recognised by industry Education Development International (EDI) – A well-known awarding body. It issues certificates to successful NVQ Learners in many different occupational areas. tpm is an EDI Approved Centre. Its‟ qualifications are nationally recognised by industry. Assessor A person with experience in your occupational area who is responsible for looking at your evidence/performance and judging whether you are competent to the required NVQ standard. Authentic Refers to a learner‟s own efforts and evidence towards an NVQ, rather than someone else‟s. Intermediate Apprenticeship / Advanced Apprenticeship A training programme that requires learner‟s to work towards either a Level 2 or Level 3 in Hairdressing, Childcare or Business Administration. Included in the apprenticeships are key skills and if applicable technical certificate. Learner Anyone working towards a vocational qualification. Competence The ability to perform work activities to the standards expected in employment. Element of Competence Part of a single NVQ Unit. It requires demonstration of competence. Some Units have several elements. 2-3 is usual. Equality and Diversity Policy A policy to ensure that everyone in an organisation is treated fairly and not discriminated against on the grounds of race, ethnic origin, religion, gender, sexuality, disability, age, employment status etc. tpm has an Equality and Diversity Policy.

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Evidence Information, which supports your claim to competence. It takes various forms and is drawn from a range of activities against which you are assessed. External Verifier A person appointed by the awarding body (e.g. City and Guilds or EDI) who checks the Approved Centres‟ quality relating to the training and assessment of NVQ learners. This ensures that NVQ‟s are standardised throughout the country. Framework A collection of units which incorporates your main NVQ and key skills. Internal Verifier A person within the Approved Centre that checks the quality of assessments and evidence. Knowledge and Understanding The underpinning knowledge and understanding that is included in NVQ standards and is essential, in order for the learner to demonstrate competence. It is usually assessed through oral or written questions, projects and assignments. Level (of NVQ) Each NVQ has a level. Level 2 is the acceptable occupational qualification for most jobs. Level 3 is more complex and often involves supervisory or more advanced tasks. NVQ‟s National Vocational Qualifications. These are nationally recognised vocational qualifications, which are set by each industry and are work related. Learners have to prove their competence in real work settings. All major awarding bodies e.g. City and Guilds, Educational Development International (EDI), BTEC, award NVQ‟s. NVQ‟s are credit based and each unit within the award will have a value attached. The total qualification will be added together to give a total “Credit” value, in turn you will achieve one of the following: Certification Credit Value Award 1 – 13 Certificate 14 – 36 Diploma 37 plus

Performance Criteria (pc) / Indicators These are the standards by which an NVQ learner is assessed. Each Unit of an NVQ has elements, each with their own performance criteria. Portfolio of Evidence A collection of evidence that an NVQ learner gathers in their claim to competence. This is cross-referenced to the Units and elements of the NVQ Standard. Your personal assessor provides guidance on how to build your portfolio for assessment. e-portfolio An e-portfolio is a collection of electronic evidence assembled and managed by

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the user. Such electronic evidence may include inputted text, electronic files and images. Range / Scope Statements A description of the different situations that an NVQ learner has to demonstrate competence. Each element of an NVQ has its own range statements. Standards A list of competences expected of an individual NVQ learner in a particular occupational role. An NVQ itself is a set of standards. Unit (of competence) A group of elements of competence, which make up part of a job role. For instance; Shampooing and Conditioning is a Unit in the Hairdressing NVQ. It is the smallest part of an NVQ that can be separately certificated on its own.

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Appendix 5 - Useful Addresses and Contacts.. Alcohol Services Concerned about your drinking or someone else‟s? Free Help Available

0151 707 1221

Armistead Project Advice, information and support on all aspects of Gay Lifestyles

Direct Line: 0151 227 1893 Helpline: 0870 990 8996 www.armisteadcentre.co.uk

ABACUS Community Family Planning & Women‟s Health Services Citrus House, Buckleys Building 40-46 Dale Street Liverpool L2 5SF

0151 284 2500

Brook Advisory Young People‟s sexual health advice 81 London Road Liverpool, L1

0151 207 4000

Connexions Direct Information & Advise for Young People

080 800 13219 www.connexions-direct.com

Equal Opportunities Commission

www.eoc.org.uk

Skills Funding Agency Cheylesmore House Quinton Road Coventry CV1 2WT

0845 377 5000 [email protected]

Health & Safety Executive Headquarters, Bootle Liverpool.

0151 951 4000

Job Centre Williamson Square Liverpool, L1

0151 801 5700

Mersey AIDS Line Confidential Help Line for HIV & AIDS related enquiries

0151 709 9000

Merseytravel Travel Information

0151 236 7676

Merseyside Society for Deaf People Queens Drive, Liverpool, L13 0DJ

0151 259 5741 0151 228 4872 minicom

Merseyside Accommodation Project Specialise in housing issues for young people. 70 Stanley Road, Bootle Liverpool

0151 933 7454

http://www.armisteadcentre.co.uk/

http://www.connexions-direct.com/

http://www.eoc.org.uk/

http://[email protected]/

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National Rail Enquiry Service Advanced Timetable & Fare Information 24 Hrs

0845 7 48 49 50 Calls charged at local rates 0845 60 50 600 Minicom

Sahir House Confidential Support and Advice for people living with or affected by HIV /AIDS PO BOX 11 Liverpool L69 1 SN

0151 708 9080 www.sahir.uk.com

South Liverpool Personnel Community Training & Employment Agency 50 Upper Parliament Street Liverpool L8 7LF

0151 709 1650

Taxi Cabs

Davy Liver

0151 708 7080

Blue Line

0151 709 0101

Young Persons Advisory Service Free counselling support & advice ages 16-26 36 Bolton Street, Liverpool, L1

0151 707 1025

Worst kept Secret Help & Support for people who experience or are concerned about domestic violence. ‘Domestic violence is a crime and will not be tolerated’

Freephone 0800 028 3398 www.worstkeptsecret.co.uk

English National Domestic Violence helpline 0808 2000 247

Education Maintenance Allowance Provides you with information that explains the benefit of EMA and how you can apply.

www.direct.gov.uk/ema

Commission for Racial Equality Works towards eliminating racial discrimination and promotes equality of opportunity.

www.cre.gov.uk

http://www.sahir.uk.com/

http://www.worstkeptsecret.co.uk/

http://www.direct.gov.uk/ema

http://www.cre.gov.uk/

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Appendix 6 LEARNERS ARE YOU BEING ASSESSED TODAY?

PPLLAANN

Look at your portfolio and identify what PC‟s and range you need

Check with your assessor/manager/schedule, what work is to be done

Speak to your assessor and decide together what your plan of action is

OOBBSSEERRVVEE

Ensure you are observed at all stages of your activity, from the beginning through to the final part of the task

Your assessor will do an open observation to record your activities during the session

(Hairdressing level 2 only) Be certain to practice „stop and go‟. Stop and tell your assessor what you are going to do. Go and do it. Stop and ask your assessor to check what you have done. If you do not follow this procedure, then your assessor may not have witnessed all stages of your observation and you will be unable to claim competence

QQUUEESSTTIIOONN

Your assessor will ask you open ended questions (questions that you cannot simply answer Yes or No to)

These questions will prove your knowledge in the required area

FFEEEEDDBBAACCKK

On completion of your task your assessor will give you feedback (comments) on what he/she has seen today

If the observation has been successful, this will be recorded straight into your portfolio. Both you and your assessor will sign to state that you agree your competence

If the observation is unsuccessful you will still need to spend time with your assess to discuss areas for development

REVIEW

Once all of the planned visit activities have been completed your plan will be reviewed.

Completed actions will be signed off and incomplete actions will be re-issued to your next plan

TTaakkee rreessppoonnssiibbiilliittyy ffoorr yyoouurr aasssseessssmmeenntt………………..AAsskk ttoo bbee aasssseesssseedd!!

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Appendix 7 - Learner Appeals Procedure (Awarding Body)

If learners are dissatisfied with an assessment outcome, they have the right of appeal. There are 3 stages in the appeals procedure and each stage must be exhausted before proceeding to the next one. Learners are advised to keep their own copies of all the documents used in the appeals procedure. Stage 1 If learners receive a decision they are unsatisfied with, they have the right to appeal directly to the Assessor who carried out the assessment. The appeal must be in writing and clearly indicate:

The points of disagreement.

The evidence in the portfolio that the learner believes meets the requirements for claiming competence.

Stage 2 Learners who are not satisfied with the outcome of the Stage 1 appeal can next appeal to the Centre Internal Verifier. This appeal must be in writing but need not repeat the detail provided at Stage 1 as all documentation used in Stage 1 will be passed to the Internal Verifier. Stage 3 Learners who are not satisfied with the outcome of the Stage 2 appeal and who have exhausted all Centre appeals procedures may proceed to Stage 3. This appeal must be in writing to the EDI Quality Manager and must be accompanied by copies of all documentation from Stage 1 & 2. There must also be evidence that the learner has exhausted all the Centre Internal Appeals Procedures. An investigation will be undertaken on behalf of EDI and the EDI appeals panel will compile a report for consideration. This consideration will lead to one of two decisions: EITHER The appeal will be upheld or rejected.

OR The appeals panel will appoint an independent Assessor and require the learner to re-submit the portfolio and be available for interview on an agreed date. The Independent Assessor will then report to the Appeals Panel. The Appeal will either be rejected or upheld.

N.B. The decision of the Appeals Panel will be final

Summary The Appeals Procedure aims to ensure the following:

The operation of the appeals procedure and results arising from it are monitored to determine future policy.

All learners‟ complaints are acknowledged and investigated to establish the facts and evidence supporting the appeal. If a complaint is considered justified, remedial action will be taken.

All learners who register an appeal will receive a formal reply within 8 weeks. It is intended that the response will be to the mutual satisfaction of the learner and EDI.

The Appeals Procedure must be communicated / available in writing to all learners as well as the action they need to take to make use of it.

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Composition of the Appeals Panel The Appeals Panel will comprise the chair and 2 other Independent members of the Advisory Council for Education and Training, the Head of Product Development and the Quality Manager. N.B. Further information relating to this procedure is available within your Awarding Body Standards.

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Appendix 8 - Learner Health and Safety Policy

The Board of Directors accept their collective role in providing health and safety leadership at tpm by complying with the terms of the Health & Safety At Work etc Act 1974, codes of practice and other relevant and associated legislation including the Learning & Skills act 2000 and the Skills Funding Agency policy for learner health and safety Purpose: To provide and maintain a healthy and safe and supportive working environment in accordance with the “safe learner blueprint”. tpm will undertake the following:

Ensure all new learners attend „Learner Induction‟, prior to starting a programme. Induction materials will be provided which include all aspects of safeguarding, health and safety including first aid and emergency procedures, a copy of the company health and safety policy and all risk assessments.

All learners will be provided with a health and safety project (Phase 3 induction) specific to the learner‟s place of work, at their first visit. Followed by continuous monitoring of learners knowledge and understanding, carried out by the learner‟s personnel assessor.

Initial assessment of employers and any sub-contractors, with regard to the health, safety, safeguarding and wellbeing of the learner: and to include completion of the HASS document Section 10.

Ensure that all employers, managers and supervisors are aware of their responsibility in implementing their own company safeguarding, health and safety policies, regarding the supervision and training of learners in their place of work.

Give employers full and adequate information/advice regarding the safeguarding, health, safety and welfare of the learner whilst in their place of work.

Through the initial health and safety visit ensure that all employers maintain buildings, machinery and equipment to the required level of safety.

Ensure the employer provides a place of work in which all apprentice work related tasks can be carried out safely, with out the possibility of risk or harm.

Carry out systematic monitoring of all employers to ensure that their safeguarding, health and safety policy and procedures are being followed. With a focus on identifying areas of improvement for learner safety and awareness, this helping to raise the standards and re-enforce the „safe learner blueprint”.

Ensure the safeguarding, health and safety of all its staff and learners, whilst they are on our company premises. To help achieve this tpm will give all learners and staff a full induction to the company and the program. Information

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is provided by means of the “Learner Handbook” and reference to the “Employer Manual” which includes copies of all policies including “Safeguarding”

Endeavour to make sure that every learner works in a supportive environment where their contribution is valued and their learning taken seriously. In addition to this tpm takes the threat of harassment or bullying to its learners, or from its learners very seriously, and will investigate any cases with the utmost rigour. This will be followed up with firm and decisive action to protect the individuals affected. There is a more detailed account of harassment, bullying and cyber-bullying, together with a reporting procedure, contained within the company Equality & Diversity policy.

tpm Responsibilities

The Director responsible for Health and Safety (Jean Haram) has overall and final responsibility for ensuring that employers and learners are selected in line with procedures laid down in the Skills Funding Agency (SFA) health and safety standards (HASS). The Director responsible for health and safety (Jean Haram) has transferred the day to day responsibilities of implementing and monitoring the HASS document to the company Health and Safety Officer(s) in conjunction with the Quality Improvement Manager and relevant members of staff who have reached the required level of health and safety training, certification and qualification.

The Health and Safety Department will:

Update and communicate all changes in health and safety legislation to all directors, department managers and assessors via company general meetings (cross team, health and safety meeting, weekly etc) as per „Best Practice‟ stated on the safe learner website www.safelearner.co.uk and in accordance with tpm policies and procedures.

Conduct the initial health and safety visit, (or the qualified member of the Business Development team if the Health and Safety Officer(s) is unavailable.) Draw up an action plan for employers to work towards and improve the health, safety and welfare of learners.

Bring to the attention of the employer the need for specialist assessments, such as young persons, new and expectant mothers, vulnerable or additional Learning and Social Needs (ALSN) learners, (more details of which are contained in the Employer Manual.)

Inform the tpm Board of Directors via the company Quality Improvement Manager about any concerns/developments regarding safeguarding, health, safety and welfare of all learners.

Advise all employers/managers/mentors on what tpm consider to be „Best Practice‟ and be responsible in keeping the learner safe whilst in their place of work.

Work with the Quality Improvement Manager in investigation of learner accidents/incidents, as well as working with the safeguarding officers in the event of safeguarding issue(s).

http://www.safelearner.co.uk/

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Assessment Staff will:

Monitor and support the learner‟s progress and attitude towards safeguarding, health and safety through the health and safety project (Phase 3) and the supporting bank of health and safety and equality and diversity questions.

Be the learner‟s first line of communication for concerns such as bullying, harassment, accidents or pregnancy and notify the health and safety and or safe guarding officers immediately.

Report any concerns regarding the learner‟s attitude as well as any concerns about the attitude of employers, managers and mentors towards learner safeguarding, health and safety to the person‟s responsible. (see representatives list)

Update the employer manuals with the new tpm company policies including safeguarding and relevant health and safety information.

Incident Reporting:

tpm will make the employer aware of the need to report all safeguarding, health, safety and wellbeing incidents/accidents to tpm. To allow for further investigation by the qualified staff member of tpm.

tpm will make the employer aware of their responsibilities to report accidents and / or incidents under the health and safety at Work Act and / or other relevant legislation where necessary.

tpm where necessary will inform the SFA of any incidents to the learners, and complete the SFA learner incident form along the f2508/f2508A, and also confirm that the accident has been recorded in the employer‟s accident book.

tpm will educate and inform learners on the importance of reporting any safeguarding issues and any health and safety accidents or incidents from the onset of enrolling onto an apprenticeship programme, by means of a thorough induction and continuous monitoring at every assessment visit with the learners personal assessor. All learners will be informed of the correct reporting chain when reporting any safeguarding issue or health and safety accident or incident.

Safeguarding Report Chain In circumstances where a learner discloses an incident or a staff member suspects a young person is at risk, tpm (Tamasine Vickery or Brian Quinn – Safeguarding Officers) must be notified immediately. Further information on tpm arrangements for safeguarding can be found in the Employer Manual – Safeguarding Policy and Procedures, the document presents tpm safeguarding arrangements and guidance for staff, learners, employers and stakeholders. The policy may be use for induction and training when supporting learners to understand safeguarding procedures in the workplace.

Accident Reporting Chain In circumstances where a learner witnesses or is involved in an accident, incident or near miss, tpm (Warren Conway and James Dunne – Health and Safety Officers) must be notified immediately either directly or via the learners

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employer / mentor or tpm personal assessor. Further information on tpm arrangements for health, safety and welfare can be found in the Employer Manual and in the Learner Handbook.

Employers/Managers/Supervisors/Mentors responsibilities;

tpm expect the employer to provide a safeguarded, vetted, healthy and safe working environment. This should be by means of the health and safety policy statement, risk assessments and supporting information. In addition, the employer will;

Inform any mentors or, supervisors that a learner will be working with them

Provide information to the mentors/managers on any special needs or requirements, to make the learners place of work free from risk „so far as reasonably practicable‟.

Conduct risk assessments specific to the learners working environment. tpm will give advice and assistance to the employer where it is needed, on carrying out a risk assessment. Through the information available on the HSE website www.hse.gov.uk and through the information contained within the employer manual.

There may be a need to adapt work routines to take into account that the learner may be under the age of 18 years and will require a specialist risk assessment. There may also be a need for a risk assessment for „new and expectant mothers‟, vulnerable learners i.e. ALSN or ex-offenders.

The employer will be required to have constant supervision of the learner through, monitoring and training and where possible record any specific job role training given to the learner.

Learner Responsibilities:

Must co-operate with the employer in complying with relevant legislation.

Must not misuse or interfere with any equipment provided for their safety including PPE

Work in accordance with any training or health and safety instruction provided.

Inform their immediate manager/mentor of any concerns regarding their own or any work colleagues safeguarding, health, safety or welfare.

If you would like further information, please contact the learner‟s personal assessor or the tpm health and safety officer(s)

Copies of the original signed Policy is provided in all employer manual‟s and displayed around the Training Centre.

http://www.hse.gov.uk/

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Appendix 9 - tpm Company Health and Safety Policy

The Board of Directors accept formally and publicly their collective role in providing health and safety leadership within its organisation by complying with the terms of the Health & Safety At Work etc Act 1974, codes of practice and relevant and associated legislation to provide and maintain an environment where staff, learners and visitors are safeguarded and contribute to a safe and healthy workplace. tpm aims to have a positive, pro-active attitude to health and safety so far as is reasonably practicable, to promote safeguarding and provide a safe and healthy working environment for all employees, learners and visitors, and for any person(s) who may be affected by the work actions of the company. The Board of Directors recognise their duty to provide employees that are competent to carry out their tasks and are fully vetted to work with young and vulnerable people. Also to identify and provide suitable and adequate training for all employees and provision of any mechanical aids or equipment to assist them in carrying out their duties to the best of their ability. The Board of Directors aim to minimise occupational accidents and illnesses, by providing safe premises and equipment through effective risk assessment and an effective maintenance programme. This will be done, so far as is reasonably practicable without risks to health, safety and welfare of employees. Similarly training will be provided to all staff to ensure the safeguarding of young and vulnerable clients within the agency. Enhanced Criminal Records Bureau (CRB), checks will be made on all staff, visitors and/or sub contractors before they are permitted access to all clients under the age of 18 or considered vulnerable in accordance with the companies safeguarding policy and procedures. The Board of Directors will provide all employees with the information, necessary to implement the policies and achieve these objectives.

The Board of Directors recognise and accepts it‟s duty to provide safe suitable access and egress to the building, and to give warning of imminent danger to allow all staff, learners and visitors, including members of the public and persons associated with the company, to move to a place of relative safety therefore protecting the health and safety of everyone. General duties of the Board of Directors under the Management of Health & Safety At Work Regulations 1999 requires the appointment of a person from the Board (Jean Haram Director for Health and Safety) to uphold the required health and safety knowledge and experience to: -

Assess the work related risks faced by employees and by people not in their employment.

Have effective arrangements in place for planning, organising, controlling, monitoring and reviewing preventative and protective control measures.

Appoint one or more competent persons to help in supporting the company in undertaking the measures needed to comply with health, safety and safeguarding legislation.

Provide suitable and sufficient training via the company induction process and to ensure personnel are competent throughout employment via appropriate refresher training.

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Distribute the safeguarding and health and safety policies, guidelines and company risk assessments to all staff members, ensuring understanding takes place.

The safeguarding and health and safety policies, guidelines and risk assessments are to be reviewed and updated, particularly when changes in the scale and nature of the operations occur. Co-ordinate distribution to all staff, employers and learners.

Ensure findings are properly and actively addressed through Directors and Management meetings.

Have responsibilities to consult with employees on all matters of health and safety required under Health & Safety (Consultation with Employees) Regulations 1996.

tpm employee‟s responsibilities include:

The duty to comply with any safety instructions and directives laid down within the company health and safety policy, guidelines and company risk assessments and any other associated policy and or by request of the employer.

The duty (under section 8 Health & safety at work etc act 1974) to use properly the means and facilities provided for health and safety at work and to refrain from the wilful misuse or interference with anything provided in the interest of health, safety and welfare.

Take the necessary arrangements to supervise the training of learner(s) / young people at work, whilst on the premises and promote a high standard of safeguarding, health and safety by personal example so that learners / young person(s) leaving the company take with them a strong health and safety ethic and accept good health and safety practice.

Participate in the Inspection process of learner(s) / young person(s) work environment periodically, report findings of concern to the health, safety and welfare of all concerned to the departmental health and safety rep which will be investigated.

Continue communication between all staff members and record findings through weekly / monthly team and company minutes.

The duty to report all incidents / accidents to their departmental health and safety representative as written in the policy.

Arrangements for the sharing of “Best Practice”

tpm Board of Directors` are members of the Sector Skills Forums and are committed to sharing their current health and safety systems and procedures to other forum members to promote “Best Practice” and embed the Safe Learner Blue Print. tpm continues to monitor and develop their health and safety processes which are shared with all employer and learners.

Young Persons

The Board of Directors recognises its duty under The Management of Health & Safety at Work Regulations 1999 to provide a safe and secure working environment for young people, „so far as reasonably practicable‟. The company will achieve this through risk assessments, through safeguarding policy and procedures, guidance, supervision and training. This is covered in more detail in the company organisation and arrangements section.

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Vulnerable Adults

tpm is committed to providing support and guidance to persons described as vulnerable adults and ex-offenders. This is covered in more detail in the tpm safeguarding policy.

The Safety Representatives and Safety Committees Regulations 1977

The duty of all safety representatives is to make themselves readily available for advice and assistance on problems connected with health and safety to any member of staff whom they are appointed to represent. Provided they are acting within their knowledge and experience, appointed safety representatives will bear no legal responsibility beyond their duties as employees when advising staff as part of their role. Failure to forward information to the Director of health and safety (Jean Haram) could result in a serious incident / accident occurring and may lead to disciplinary action.

tpm health and safety representatives responsibilities include:

Attend weekly departmental meetings, ensuring health and safety is a set agenda item, report findings to the Director for health and safety (Jean Haram), which will be discussed and resolved.

To attend meetings of the company health and safety forum which are held quarterly, non-attendance arrangements must be replaced by another person from their department.

Investigate without delay complaints made by any learner and/or employer they represent relating to their health, safety or welfare at work.

To investigate learner incidents/accidents that occur, complete relevant documentation required by HSE and Skills Funding Agency and submit a comprehensive report to the Director of health and safety (Jean Haram).

To carry out inspections of the learner‟s work environment and give advice and guide staff on undertaking this process with their own learner caseload.

To participate in the company production of the safeguarding policy, health and safety policy, systems and procedures, copies of which will be given and stored for future reference.

To participate in all safeguarding and health and safety training including a recognized qualification provided by the company, share knowledge and understanding to support other staff in all areas of safeguarding and health and safety.

To liaise with the Director responsible for safeguarding (Brian Quinn) on all matters of safeguarding concerns and in accordance with the safeguarding policy and procedures.

Copies of the original signed Policy is provided in all employer manual‟s and displayed around the Training Centre.

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Appendix 10 - Learner Charter

Welcome from the Board

tpm is committed to continually improving the quality of its services and this Learner Charter is one way of outlining that commitment to you. This Charter also explains what tpm expects of you. The quality of the services that we believe you are entitled to is balanced with responsibilities placed on you. The ethos of our training centre is different from what you may have experienced at school, Further Education College or through other training. This Charter explains how you can make the most of the opportunities that tpm has to offer. Brian Quinn Director - Equality and Diversity Co-ordinator

Studying and Learning at tpm You can expect:

to receive a Learner Handbook which provides you with information about the tpm‟s centre, its regulations and facilities.

an induction to tpm‟s buildings and facilities.

an effective initial and diagnostic assessment.

that we will work with you to help you develop your learning skills, recognising that this is an ongoing process.

that we will provide a safe and healthy, quality learning environment.

that we will actively operate and monitor a Zero-Tolerance Promise on any form of discrimination.

that the teaching you receive will be evaluated. Where feedback is used to enhance the quality of our teaching.

that we will provide you with access to appropriate resources to enable you to complete your studies.

that we will support your learning, health, spiritual, religious, personal needs and well-being, to help you complete your award/s.

that staff will be respectful, professional and efficient in all of their dealings with you.

that we will seek to create and maintain an atmosphere and environment which is conducive to learning.

that we will monitor admissions, progression and completion data and feedback from students with a view to continually enhancing the quality of our provision .

we will provide a range of enhancement, celebration and cultural activities, for learners who want to take part.

that we will respect your right to confidentiality within the realm of UK legislation.

that we will comply with all relevant UK legislation and enforce and uphold this in our daily operations.

What we expect of you: that you will check your application and registration details and report any

mistakes or omissions immediately.

that you take part in any and all interview and induction activities promptly and professionally.

that you will actively contribute to a safe and healthy, quality learning and working environment.

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that you will actively subscribe to our Zero-Tolerance Promise on any form of discrimination and report any incidents in accordance with our Equality and Diversity Policy.

that you will respect and work in accordance with our security and safeguarding policy and procedures; ensuring that you use the security and visitor systems and procedures in place and do not compromise anyone else‟s safety and security.

that you will report any concern of any matter to an appropriate staff member.

that you will take responsibility for your own learning and assist in creating and maintaining an atmosphere and environment which is conducive to learning for all.

that you take responsibility for seeking any support you need or think you might need.

that you use our facilities with respect and consideration for others.

that you will be courteous, efficient and behave in a professional manner.

that you will behave responsibly and respect other learners, staff and the local community both on and off-site.

that you provide the information requested by tpm and that you keep tpm advised of changes to the data held on your learner record.

that you will comply with all tpm‟s rules, policies and regulations and all relevant legislation.

that you will work with staff to promote and implement the principles of this Charter.

Give us feedback on how we are doing All courses ask for your views, normally at your assessment visit with your personal assessor; at the end of each unit delivery in teaching; during learning or social support reviews; in Learner Surveys twice each year; in learner responsive surveys by the SFA Framework for Excellence each year; and of course at anytime you feel relevant to any member of staff, using the Learner Voice System or our Learner Survey Questionnaire form from our website. tpm surveys learner views regularly. The results of these surveys are analysed and considered carefully by our management team. As the questionnaires are often anonymous, you may not receive an individual response from tpm but your views will be considered along with those of other learners, and improvements to teaching, resources or facilities are made accordingly.

Complaints and grievances If you have a problem, you can contact your Personal Assessor, Teacher, Business Development Consultant or a Company Director. It is important to tell us about any problems as soon as you can as it is often easier to deal with problems at an early stage. tpm also has a formal procedure for learner grievances.

Assessment appeals procedure The assessment appeals procedure is the method of appealing an assessment decision made by your Assessor. The procedure is presented in the front of your Awarding Body Standards and in Appendix 3. of your Learner Handbook.

Learner discipline You should note that there are disciplinary procedures for learners who break tpm regulations or fail to comply with instructions regarding conduct and misuse

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or abuse of tpm resources and facilities. These are referred to in this charter and in our various policies. Further information is available in your Learner Handbook.

We hope that your relationship with tpm will be one which you value both during your time with us and after you leave. We would like you to continue your relationship with us after completing your award.

After you leave You can expect:

that you will receive a qualitative exit interview process.

that we will use the information that you provide at the end of your time with us to shape and inform decisions about the delivery, leadership and management of future courses and services.

that we will discuss progression routes and opportunities with you and provide support and or referral relevant to any decision you make.

What we expect of you

that you help us by completing the exit interview and leaver destination survey on request.

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Appendix 11 – Customer Complaint and Feedback Form

1. Details of the person making complaint/feedback

2. Tpm staff member(s) concerned:

First Name: Name:

Surname: Position:

Company

Position:

Address: Name:

Position:

Phone Numbers:

Date

3. Details and nature of the complaint: Please give a detailed account of the nature of the complaint/feedback, including times, dates, names and place where the incident occurred.

Please continue on a separate sheet(s) if required

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4. About the staff member(s) concerned:

Has the issue of concern been discussed directly with the staff member(s) concerned?

Yes: No:

If No, please state why)

Where was this and on what date(s)?

Was your complaint shown appropriate concern by our staff?

Did the staff member(s) act effectively and efficiently to your concerns?

What action did the staff member(s) agree to take?

Has this been done?

5. Resolving your complaint:

The issue(s) you have raised will be given the most immediate attention by a company director, upon receipt. Please indicate the intervention that would most immediately address your concerns and enable us to restore our usual high level of service.

6. Company Director dealing with this issue (tpm use only)

Jean Haram Paula Hayes Brian Quinn

Date received

Date resolved

Please return immediately to: The Directors, Training Plus (Merseyside) Ltd 62-64 Lime Street Liverpool L1 1JN or by direct fax on: 0151 709 1457

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