Adult Learning
Services
2015-16 Providers’ Handbook
v2015.3 – 13 May 2016
Welcome
We are very pleased to welcome you to the 2015-2016 Providers’ Handbook for programmes
funded by Adult Learning Services.
The handbook contains essential information on the standards and expectations that Hackney
Learning Trust and its funders require of contract holders, along with guidance on how to deliver
effective adult and family learning programmes.
The final section of the handbook contains templates, policy documents and useful contacts.
We look forward to working with you and wish you a successful year.
Adult Learning Services
Contents
Section 1
Key Performance Indicators and Targets
Section 2
Contract Management
A. Monitoring Requirements
B. Payment Structure
Section 3
Quality Assurance Policy & Framework
A. Quality Cycle
B. Lesson Observation
C. Embedding Quality Assurance in ESOL Advice Service
D. Integrating RARPA into Quality Assurance
E. Digital Literacy Strategy
Section 4
Course File
A. Admissions
- Enrolment form & Guidelines
B. Initial Assessment & Induction
- Initial Assessment and Induction
- Register & Guidelines
C. Course Delivery
- Guidelines for Classroom or Workshop Practice
- Course Timetable
- Individual Learning Plan
D. Progression & Achievement
- Learners’ Satisfaction Survey
Section 5
Family Learning
Section 6
Externally Verified Programmes
Section 7
Self-Assessment Report
Section 8
Appendices
I. Documentation Timeline
Ib. HLT MIS Procedures 2015-16
II. Payment Structure & Final Payment Policy
III. Mandatory Meetings
IIIb. CPD Programme 2015-16
IV. Complaints Procedure
V. Lesson Observation Policy
VI. Session/Lesson Observation Report
VII. Fees Policy
VIII. PCET Changes
IX. Eligibility Criteria
X. Invoice Template
XI. Data Protection Statement
XII. Equality & Diversity Policy
XIII. Adult Learning IAG (Information, Advice & Guidance) Policy & Guidelines
XIV. Ex-Offender Support Service
XV. Safeguarding Learners
XVI. List of Contacts
XVII. Definitions of ALS Quality Targets
XVIII. VLE Standards
XIX. IACL Policy
XX. Sustainability policy
XXI. IAG Individual Action Plan template
XXII. IAG Client Feedback form
XXIII. List of Abbreviations
Section 1
Key Performance Indicators and Targets
Key Performance Indicators (KPIs) 2015-16
The impact of the service will be measured against the KPIs below:
Learners
Target
% of learners that are male
30
% of learners with learning difficulties or
disabilities
20
% of learners aged 50+
15
% of learners from London Borough of Hackney
80
ALS Quality Targets 2015-16
The ALS Quality Targets below will be used to measure the performance and quality of all provision:
Activity
Target
Recruitment (see definition)
100%
Retention (see definition)
80%
Attendance (see definition)
80%
Punctuality (see definition)
80%
Achievement (see definition)
80%
Learners’ Satisfaction
90% good or very good
Lesson Observation
100% of curriculum areas are good or outstanding
Section 2
A.
Contract Management
Monitoring Requirements: Formal programmes
Payments are tied to the delivery of specific outputs within a strict and defined time-frame.
Providers must show evidence of their delivery by submitting on time the required data and
documentation, outlined in the list below:













Scheme of work (specific) for each course
Sample lesson plan for each course
Original enrolment forms for every learner on the course
Course register
Initial assessments
4 samples of individual learning plan for accredited programmes
Copy of individual learning plan for every learner on non-accredited programmes with
samples of learners’ work to evidence meeting of targets
End of course learners’ satisfaction survey
Proof of submission to the awarding body (for accredited courses)
EV (External verification) reports (for accredited courses)
Certificates (for accredited courses)
Provider’s annual self-assessment report (SAR)
Tutor qualification details
Adult Learning Services require all providers to attend a one-day induction workshop to become
familiar with the Quality Assurance Framework and our contract monitoring requirements. Please
refer to Section 8 Appendices, III Mandatory Meetings, for details of the date and times of the
induction workshop.
B.
Payment Structure
Adult Learning Courses
1st payment:
 The first payment will be 20% of the total value of your contract
 It must be claimed by 17th September 2015 and evidence must be submitted by this date
 It will be made when providers have attended the full induction workshop and submitted the
Scheme(s) of Work and Lesson Plan(s); full course timetable; Tutor’s qualification details.
 Payment date (within 30 days of invoice date) 17th October 2015.
2nd payment
 The second payment will be 20% of the total value of your contract.
 It must be claimed by 17th November 2015 and outputs must be delivered by this date
 Providers must show that at least 30% of the total contracted number of learners have enrolled
and 80% of all enrolled learners retained.
 For details of what evidence is required, please refer to the Appendix, Section II, Payment
Structure.
 Payment date (within 30 days of invoice date) 17th December 2015.
3rd payment






The third payment will be 30% of the total value of your contract.
It must be claimed by 17th March 2016 and outputs must be delivered by this date.
Providers must show that at least 70% of the total contracted number of learners have enrolled.
Providers must show that at least 80% of all enrolled learners retained.
For details of what evidence is required, please refer to the Appendix, Section II, Payment
Structure.
Payment date (within 30 days of invoice date) 17th April 2016.
4th payment
 The final payment will be the remaining 30% of the total value of your contract.
 It must be claimed by 17th July 2016 and all outputs must be delivered by this date.
 All courses must be completed by this date.
 Providers must show that at least 80% of the total contracted number of learners have achieved
and 80% of all learners retained.
 For details of what evidence is required, please refer to the Appendix, Section II, Payment
Structure.
 Payment date (within 30 days of invoice date) 17th August 2016.
The final payment will be commensurate to achievement of the key targets (i.e. Recruitment,
Retention and Achievement). (Please refer to Section 8 Appendices, II Payment Structure and
Final Payment Policy for more information.)
Family Learning, Pilots and Short Programmes
1st payment:
 The first payment will be 30% of the total value of your contract.
 It must be claimed by 17th September and evidence must be submitted by this date.
 It will be made when providers have attended the full induction workshop and submitted the
Scheme(s) of Work and Lesson Plan(s); full course timetable; Tutor’s qualification details.
2nd payment:
 The second payment will be 70% of the total value of your contract.
 It must be claimed by 17th July and all outputs delivered by this date.
 Providers must show that at least 80% of the total contracted number of learners have achieved
and 80% of all learners retained.
For details of what evidence is required, please refer to the Appendix, Section II, Payment
Structure for FL, pilots and short programmes.
Section 3 Quality Assurance Policy and Framework
A
Adult Learning Services Quality Policy
The Mission Statement commits Hackney Learning Trust to:




Maintain excellence in teaching and learning
Promote equality and widen participation in education
Ensure high levels of learner success and progression
Meet the skills needs of the economy
Hackney Learning Trust’s Adult Learning Service aims to perform at or above all relevant national
benchmarks. To achieve this we will:
1.
Foster a commitment to excellence and continuous quality improvement in all ALS staff and
providers.
2.
Follow a quality assurance framework linked to the annual quality improvement plan.
3.
Ensure that the annual self-assessment leads to annual quality improvement planning.
4.
Review performance against challenging targets.
5.
Seek feedback from learners and stakeholders to improve the quality and ensure relevance of the
provision.
6.
Review the Learner Charter (Handbook) annually to ensure it reflects recent learners’ views and
the current services and standards new learners can expect.
1.
Foster a commitment to excellence and continuous quality improvement







2.
Follow an annual quality cycle linked to quality improvement planning

3.

set and disseminate clear, challenging quality assurance targets against national benchmarks
monitor and review performance against the agreed targets and indicators
Seek feedback from learners and stakeholders to improve the quality and ensure relevance
of ALS provision


6.
ensure that all managers have the skills and knowledge to undertake effective selfassessment and quality improvement planning
monitor the implementation of curriculum area quality improvement plans and evaluate the
effectiveness of action taken
Review performance against challenging targets


5.
plan an annual cycle of activities which supports continuous quality improvement in all
aspects of the ALS work
Ensure that all ALS teams complete an action plan following their annual self-assessment

4.
celebrate outstanding performance in both service, provider and course delivery
disseminate good practice across the borough
provide support and opportunities for continuing professional development for all staff
work to ensure all staff are personally involved in the implementation of the ALS quality
systems
include quality assurance framework, policies and procedures in the induction for new staff
and providers
provide briefing sessions to ensure all staff understand the criteria by which the ALS provision
is judged
take prompt action to address areas where improvement is required
undertake surveys and other means for gathering feedback and ensure the results improve
the quality and responsiveness of our provision
communicate the outcomes of surveys to learners and other stakeholders and inform them
of what action we have taken to address issues raised
Ensure the Learner Charter is a live document



review and up-date service standards to ensure they meet requirements and support
continuous improvement
Regularly review the charter of our commitments in light of learner feedback
monitor delivery of the commitments through regular reports and surveys
B
Quality Assurance Framework
Hackney Learning Trust (HLT) is committed to securing the delivery of services of a high standard.
All contracted providers delivering services on behalf of Hackney Learning Trust are required to
follow Hackney Learning Trust’s Quality Assurance Framework. Hackney Learning Trust’s
Performance Indicators and the current Ofsted framework for inspecting Further Education and skills
will be used to measure the quality of teaching, learning and attainment.
These quality measures require contracted providers to maintain and regularly update the Course
File. (Please refer to Section 4 Course File)
Providers delivering externally verified programmes should follow the guidelines in Externally Verified
Programmes (Please refer to Section 5 Externally Verified Programmes)
Providers will also be expected to undertake an annual self-assessment of their learning
provision. (Please refer to Section 6 Self-Assessment Report)
Quality Cycle
 Course review
 Provider SAR
 Final collation of
learners’ data
 ALS Strategic
Planning
 ALS SAR
 SSA SAR
 Quality
Improvement
Plan & target
setting
Lesson Observation
Throughout the academic year providers will be required to observe their tutors according to the
guidelines below and promote peer observations (physical and virtual) among their tutors. In addition,
Hackney Learning Trust Quality Assurance team will observe tutors (commissioned and directly
employed by the Trust) during induction sessions and lessons throughout the year. The aim of
observation visits is to embed effective teaching, learning and assessment that lead to high learner
achievement, retention, progression and satisfaction. Although no grade will be given for Observation of
Teaching Learning and Assessment (OTLA), QA monitoring visits or developmental observations, there
will be an action plan for areas that require improvement.
For insufficient standards of teaching and learning, a meeting will follow between the observer, tutor
and manager within 7 working days to draw an action plan and a follow-up OTLA will be carried out
within 14 working days by a different observer.
If the provision is still found unacceptable after the second OTLA, the ALS SMT will hold a meeting with
the provider with a view to re-profile the contract for tutor and or provider. For any standard of teaching
and learning that is judged to require improvement, a support visit from the curriculum manager will
take place within 14 working days followed by another OTLA within the academic term.
Pre-arranged or surprise quality monitoring or support visits may take place at any time to a Direct
Teach or commissioned provision at the discretion of the Quality Assurance team.
C.
Embedding Quality Assurance in ESOL Advice Service












The Service adheres to the ESOL levels criteria outlined in the national ESOL Core curriculum.
These are included in the advisor’s pack, with examples of the type of language expected at
each level.
All of our advisors are PGCE qualified, with ESOL subject specialism, so are competent in the
use of the criteria outlined in the Core curriculum.
This also ensures they have the necessary skills, strategies and experience to draw out of
learners the information/ language required to make an assessment (of levels and eligibility).
Due to their classroom experience, they can also assess the suitability of the learner in an exam
versus non-exam class, for example.
A half-termly update and standardisation meeting takes place, to which advisors bring borderline
learners, for whom they had difficultly allocating a level. This ensures consistency in terms of
levelling between advisors. Advisors also bring issues which arise in their running of advice
sessions to this meeting so that they can be addressed, for example, a problem with the heating
at the venue, etc.
Advisors also consult with each other weekly, where they have difficultly deciding on a suitable
waiting list level, for example, when a learner is exam ready for speaking and listening but has
significantly lower writing, which is not basic literacy.
The above standardises the experience of learners and information being shared with them by
all advisors
All advisors are given a standardised pack containing assessment materials and information on
current offers, including sign-posting information to ICT, IAG, etc.
We use a standardised initial assessment form, which is reviewed, updated and trialled every
year to ensure it is fit for purpose. All partners have to date accepted the form, due to its
comprehensiveness (this means learners don’t need to repeat the assessment process).
Advisors are provided with guidance on how to complete the initial assessment form in the form
of an annotated IA. There is also a meeting at the beginning of the year for this.
Initial assessment forms are checked for completion at submission. Any unclear or missing
information, which may affect a learner’s placement/ placement in suitable provision is queried
either via advisor, or directly with learner.
Feedback is regularly sought from referral partners on levels allocated/ eligibility, to ensure the
suitability of referrals is high.
D.
Integrating RARPA into Quality Assurance
Staged Process
 Aims meeting needs
 Initial Assessment
 Challenging Objectives
 Formative Assessment
 Summative Assessment
Quality Monitoring
 Scheme of Work
 Session Plan
 Tutor Report
 Observations
Underpinning QI
e.g.:
 Staff Training &
Development
 Staff Support &
Appraisal
 Handbooks, Systems,
Paperwork
Self-Assessment
Judgements about
Progress and Achievement
E.
Digital Literacy Strategy
Rationale
Digital literacy can be simply defined as the ability to use a broad range of digital devices such as
smartphones, tablets, laptops and desktop PCs for learning, work and to participate in society. Users will
have a range of skills and needs. It is important for trainers to prepare learners of and at various levels
in the use of modern technology to improve their learning experience and prepare them for the world of
work and community where the use of modern technology is the norm. Hackney Council’s data suggests
that whereas as 83% of the residents have direct access to the internet (slightly lower than the Great
Britain average of 84%), 9% have said they lacked the necessary skills to access the Hackney Council
site1. In London as a whole, it is estimated that 18% of Londoners (nearly two million) do not have the
basic online skills and the groups statistically most likely to not be online include older people, disabled
people and people in social housing2. This is borne out with the Hackney data, where 80% of those aged
over 65 years, 70% of disabled respondents, 64% of benefit recipients and 65% of unemployed
respondents had not visited the Hackney Council website1. For this reason there is a big drive towards
digital literacy for Adult Learning Services (ALS), in line with Hackney Council’s Digital Champions project
and a wider government trend to support residents to gain the skills and confidence to embrace digital
technology.
The challenge faced by ALS is the wide gap between our target groups in relation to digital technology.
The majority of our learners have very basic levels of knowledge whilst others are fairly competent.
Broadly speaking our target for digital literacy may be grouped as follows:
 Elderly people – (Age UK)
 LDD
 Mental Health service users
 Learners in sheltered accommodation with no access to public digital facilities
 Learners with education below level 2
 Parents at home
 People looking for employment
 People learning for leisure
 People learning to improve their career progression
The aim of this digital literacy strategy is to align opportunities presented by digital technology to our
vision of improving the teaching, learning and assessment in order to provide an outstanding learning
experience to adult learners enrolled on our courses.
1
2
Levels and Nature of Digital Exclusion in Hackney (Update Report) April 2014
Ipsos Mori & BBC Nov 2014 Media Literacy: Understanding Digital Capabilities follow-up
Elements of Digital Literacy
Tutor’s
resources
Digital
Literacy
Learner’s
resources out
of classroom
Learner’s
learning
resources
Skills levels
a. Tutors
 CPD to develop digital literate tutors
 Avail digital technology resources in classroom
 Digital technology planned in curriculum delivery
b. Learners
 Learners able to use digital technology at various levels in classroom
 Learners improve access to learning outside the formal learning environment
 Learners use digital technology safely to improve their family & private lives e.g. banking
 Learners use digital technology responsibly to socialise, to counteract the risk of
extremism and be active citizens
Strategic objectives
The Adult Learning Services will:


Keep abreast of tehnological developments with learning technology
Ensure procurrement of learning technology is appropriate and agile



Suport innovation and its effectiveness in improving learners’ outcomes
Support staff to fully understand the potential of learning technology to enhance learning
Empower learners to fully exploit their understanding of and familiarity with digital technology for
their own learning
Priorities
a. Ensure availiblity of technology resources including mobile devices to support teaching and
learning
b. Develop programme of appropriate CPD including using technologies for inclusion
c. Join networking groups to ensure currency and sharing of good practice eg JISC, HOLEX
d. Monitor embedding of digital liteacy across curriculum areas (QUIG, OTLA, SAR and QUIP)
e. Share good practice across curriculum areas
Section 4
Course File
In this section providers will find pro-forma for the delivery of their ACL and FL programmes and
guidance on how to complete them.
All documentation listed below should be kept up-to-date by the provider, in a Course File. The
file will be monitored by the Quality Assurance team.
Course File contents
Course timetable
Copies for Hackney Learning Trust
Please supply a completed course timetable detailing all
planned courses at the beginning of the academic year,
and then update the document and re-send whenever
details change or are added.
Scheme of Work
1 up-to-date copy for every course to Hackney Learning
Trust
Lesson Plans
Sample for each course to Hackney Learning Trust
curriculum managers
Enrolment forms
Originals to Hackney Learning Trust
Registers
Monthly copy of register to Hackney Learning Trust
during the course. Originals to Hackney Learning Trust
after completion of course
Initial Assessments
Individual Learning Plan
All completed Initial Assessments sent to
Hackney Learning Trust
A sample of 4 Individual Learning Plans with samples of
learners’ work showing evidence of goals achieved sent
to Hackney Learning Trust.
For non-accredited programmes, every ILP must be
submitted with samples of learners’ work showing
evidence of goals achieved.
Submission to Awarding Body
Copies to Hackney Learning Trust, if appropriate
Internal or External Verification Report
Copies to Hackney Learning Trust, if appropriate
Certificates or Records of Achievement
Copies to Hackney Learning Trust
Learners’ Satisfaction Survey
All forms and summary to Hackney Learning Trust
Self-Assessment Report
Originals to Hackney Learning Trust
A.
Admissions
Please ensure that all learners on Adult & Community Learning and Family Learning programmes
are eligible. Please note that you are expected to check and sign to confirm a learner’s eligibility, but
should not retain or take a copy of the learner’s passport or other eligibility evidence. Refer to Section
8 Appendices, IX Eligibility Criteria for a full breakdown.
A course outline should be given to every learner so that they are clear about the structure and
content of the course. The Enrolment Form should be completed and signed by every learner
and provider/tutor.
Please note: all sections of the Enrolment Form must be completed fully. This is an SFA
requirement and missing information leads to errors on our data system, which affects the
amount of funding we can draw down, which in turn affects how much provision in the
community we are able to fund.
Guidelines for Completing the Enrolment Form
(Enrolment form pdf available separately on Tutor CD or via email on request)


No learners are allowed on the course without a fully completed enrolment form.
Enrolment forms must be completed at the beginning of every course.
Completing the enrolment form
 Learners must complete parts A to J of the enrolment form.
 Learners must sign the declaration at the end of the form.
Role of Provider/Tutor:
 Ensure that the learner has accurately completed all parts of the enrolment form, especially
Section A, and has signed the declaration at the end.
 Provider/Tutor must also sign the declaration at the end of the form as proof that they have seen
evidence of the learners’ eligibility to attend the course.
All completed enrolment forms to be sent no later than three sessions / weeks after course start date to:
MIS Manager
Adult Learning Services
Hackney Learning Trust
1 Reading Lane
Hackney
London E8 1GQ
For more detailed information, please refer to the MIS Procedures (see appendix Ib)
B.
Initial Assessment & Induction
Induction
Programme directors/managers are encouraged to take an active role at the induction of learners and
whenever possible team-teach with tutor to cover non-curriculum aspects.
It is important that learners are fully aware at the beginning of any course what is expected of them by
the provider and what they may expect from the provider in return. Every learner is therefore required to
be given an induction. A good induction will improve course retention, learner satisfaction, success and
awareness of learners’ rights and entitlement, Health and Safety and Safeguarding.
Tutors should ensure that all learners receive a Learners’ Handbook at the induction.
Minimum Content of an Induction Session
Please ensure that every learner receives an induction, which should include the following
information:












Entitlements for the learner
Course information i.e., scheme of work, timetable, assessment schedule, breaks and holidays
Learner agreement
ALS Learners’ Handbook
Guidelines on use of computers and other equipment
Learning materials i.e., what the learner needs to bring with them to the course
Health and Safety – including emergency evacuation procedures
Attendance and punctuality policy
Compliments and complaints procedure
Equal Opportunities Policy (what it means & how it will be supported in and outside of the
classroom)
Safeguarding including mental health awareness, support for those experiencing abuse or
fearful of extremist activity
Other policies and procedures, as appropriate
All providers will have a minimum of one induction session formally observed by the Quality Assurance
team.
Initial Assessment
“Initial assessment is the cornerstone of adult learning programmes. Every adult has accrued different
experiences of life, work and learning which need to be reflected in each individual course of study.
Initial assessment provides the essential opportunity, early in the learning programme, for learner and
tutor to work closely together to look back at what has been learned or achieved in the past; to look
forward to what the learner wants to achieve in the future; and to identify the steps which need to be
taken, and the support required, if the learner is to attain their goal”.
(Adult Learning Inspectorate, 2005)
Purpose of Initial Assessment
 It ensures learners are on the right type and level of learning programme.
 It identifies learners’ previous experience and achievement, and uses this to improve their
progress through their learning programme.
 Where appropriate it assesses each learner’s basic and/or functional skills ability.
Management of Initial Assessment
 Tutors and project managers must give due attention to the management of initial assessments.
 Initial assessments should take place before the start of the course.
 Initial assessments should be carried out by qualified staff with the relevant subject specialism.
 Initial assessments must take into account learners’ prior learning, experience and
qualifications.
 Feedback should take place immediately after the assessment has taken place.
 Initial assessments should use a range of methods to address diverse needs e.g. visual,
language, physical, hearing.
An appropriate Initial Assessment tool will be provided, separately. These are also available on the CD
version of the Tutor’s Handbook and the VLE. Please contact the appropriate Manager (ICT, ESOL,
Functional English & Maths, Family and Community Learning) for guidance and support. Refer to
Section 8 Appendices, XV List of Contacts for the relevant contact details.
Diagnostic Assessments
The diagnostic assessment identifies specific learning strengths and needs, and usually follows an
initial assessment at the beginning of a learning programme, where there is an indication of the need
for more detailed assessment. It is related to specific skills needed for tasks. The diagnostic information
is needed to inform the ILP and provides the evidence for the appropriateness of the learning plan. It is
recommended that the diagnostic assessment is conducted by a tutor with appropriate subject
specialism.
Purpose of Diagnostic Assessment
 It enables the identification of an appropriate starting point, against which learner progress can
be measured.
 It informs the planning of an appropriate Individual Learning Plan.
 It assesses each learner’s specific learning needs.
 Information used to plan the course (Scheme of Work).
Management of Diagnostic Assessment
An appropriate Diagnostic tool will be provided, separately. These are also available on the CD version
of the tutor’s handbook and VLE. Please contact the appropriate Manager (ICT, ESOL, Functional
English & Maths, Family and Community Learning) for guidance and support. Refer to Section 8
Appendices, XV List of Contacts for the relevant contact details.
Register & Guidelines
How to use the register









No learner may be entered onto the register unless they have fully completed an HLT enrolment
form.
Punctuality must be challenged and recorded. Record lateness with number of minutes written
inside the ‘L’ mark on register e.g. L15
This register must be kept and made available at the course delivery venue at all times during
the course delivery period.
The register must be completed in block capitals at the time of a lesson using a black/blue ink
pen. Please do not use pencil.
The register is a legal document and the property of Hackney Learning Trust. It must be
presented to the Quality Assurance team during visits and submitted to the MIS Manager of
Hackney Learning Trust at the end of the course.
Funding depends on learner/enrolment numbers and attendances throughout the year. It is
essential that registers are accurate and returned promptly.
Please note that the attendance and retention target for 2015/16 is 80%.
For courses less than 16 hours in total, a copy of the register must be supplied to the MIS team
half-way through the course or after 4 weeks, whichever is the sooner. Following initial
submission, please continue to send updated registers every 4 weeks.
Please state the achievement and progression status for every learner in the space provided in
the register.
Please use the following keys to record attendances or absences:
/ = present
L = late (HLT now operate a zero tolerance policy to lateness)
O = absence
AO = authorised absence (include doctor’s appointments, interviews, carers/dependency leave etc.)
S = sick
W = withdrawn (learner has not attended 25% of the entire course or has more than 3 unauthorised
absences in a row)
Guidelines for Absence Reporting and Monitoring
The tutor/provider must:
 Tell learners that they must telephone their tutor/provider on their first day of absence.
 Follow up on any learner who has been absent for any day or part of day (and not informed the
provider). The follow up must be as soon as possible after the absence begins and a record of
the follow up should be marked in the register and monitoring form.
 Record reasons for any withdrawals from class.
 Ensure that the learner is supported on their return in catching up on any missed work.
Punctuality
The tutor must:
 Be at the training venue in time to set up before the learners’ arrival.
 Start the class at the designated time – do not wait for latecomers.
 Make late learner aware that his/her lateness has been noted.
 At an appropriate time ask the learner why s/he was late. Make it clear to the learner that lack of
punctuality will not be tolerated without good reason.
Individual Learning Plan
Every adult learner is required to have a robust Individual Learning Plan that is frequently reviewed and
updated. ILPs must show evidence of learner ownership and progress.
Please refer to the Tutors’ Handbook for subject-specific ILP templates or contact a Curriculum
Manager (ICT, ESOL, Functional Maths & English, Family & Community Learning) for a guidance and
support on how to use the forms. Please refer to Section 8 Appendices, XV List of Contacts for the
relevant contact details.
C.
Course Delivery
All courses must have a Course Timetable and Scheme of Work, which set out the aims and objectives
of the course.
Please find below guidelines on good practice in the classroom.
Please refer to the Tutors’ CD for the Scheme of Work and Lesson Plan templates.
Guidelines for Classroom or Workshop Practice
Lesson Preparation
For each session the tutor should have:
 a scheme of work for the part/s of the course that s/he is responsible for
 a lesson plan
 a register and record of work
 good quality materials that are appropriate and enough for the whole class
 adequate resources to enable teaching and learning, e.g. CD player
Lesson Delivery
The quality standards for lesson delivery are listed in the lesson observation checklist. An effective
lesson should include the following:







Checking of learners’ understanding/learning from previous lesson, homework or private study.
Clear learning outcomes are shared with the learners and these are appropriate to the level of
the group – displayed, and understood by all learners.
A range of stimulating and suitable challenging activities, appropriate to the level of the group,
which meet the needs of learners and engage them in active and collaborative learning such as
peer tutoring opportunities where possible.
Learning continuously assessed through various methods during/after each activity and
assessed against the learning outcomes set at the beginning of the session.
Differentiation and equality & diversity carefully considered and planned into the lesson.
Development of functional skills where appropriate (Language, Literacy, Numeracy and ICT).
An effective summary of the lesson and final evaluations of the learning and the setting of
specific homework or private study, if appropriate.
Good equalities and diversity practices include:
 teaching methods, teaching styles and tasks are differentiated to meet learners’ needs and
different learner styles e.g. providing documents in different formats, different print size or
different colours
 curriculum content and resources reflect diversity and inclusion
 introducing, promoting and participating in initiatives that promote equalities and celebrate
diversity
 recognising the specific needs and experiences that come with membership of a particular
community group
 creating a safe and inspiring place to learn where discussion is open, offensive views are
challenged in a creative and educative way and learners feel able to raise concerns about any
issues whether in the group or 1-1 with the tutor.
2015-16 Course timetable layout
(Electronic version available on Tutor Handbook CD or via email on request)
D. Progression and Achievement
Every learner should be given the opportunity, guidance and support to achieve and progress towards
their goal.
It is essential that the achievement and progression of a learner is recorded and monitored.
Please record achievement and progression status for every learner on the right hand columns of the
register (Please refer to Section 4 Course File, Register & Guidelines.)
Upon completion, every learner is required to complete a satisfaction survey.
Section 5 Family Learning
This section aims to give providers an overview of Family Learning and an outline of the responsibilities of
Family Learning providers and tutors.
Aims of Family Learning?
Our Family Learning provision aims to:




promote lifelong love of learning for the whole family
encourage families to learn together at home, school or in the community
help parents develop the skills they need to be confident in supporting their children’s education
offer parents the opportunity to achieve a national qualification in Literacy, Maths or English
language up to Level 2.
‘Family’ is purposefully not defined to enable adults and children with a range of relationships to
participate together. Activities focused solely or mainly on children cannot be supported. Adults taking part
in our Family Learning courses must meet the eligibility criteria as defined for SFA funded programmes in
Appendix IX.
The priority groups for Family Learning provision in Hackney are:
 learners in the most deprived communities, specifically those who do not have any formal
qualifications or have not reached level 2 in English and/or Maths
 male family members
Family Learning is divided into two strands: Wider Family Learning (WFL) and Family English, Maths and
Language (FEML)
Family Learning provision in Hackney
In 2015-16 we plan to build on the success of enrichment programmes of 2014-15 such as
staying healthy and financial literacy/management. The parents/carers will be supported
mainly through programmes that take place in community organisations and children’s
centres. These range from initial engagement programmes such as Help Your Child Develop
and Family Arts and Crafts to accredited programmes such as Functional Skills and Money
Management.
Wider Family Learning (WFL)
Wider Family Learning programmes are specifically designed to enable adults and children to learn
together, or enable parents/carers to learn how to support their children’s learning. The two key aims
are:
 to develop the skills or knowledge of both adult and child participants
 to help parents/carers to be more active in the support of their children’s learning and development
and to understand the impact of that support
Wider Family Learning programmes are often on creative and community based projects or
activities. They are planned programme of activities designed to engage adult and child learners
together over a period of time. For many adults, Wider Family Learning is the first step back into
learning. WFL programmes have processes to signpost learners to appropriate Functional Skills
programmes if their assessment shows that they have such needs.
Every WFL course should include the following:
 initial assessment to ensure that the programme can meet each learner’s needs;
 a commitment and system to signpost a learner to Functional Skills provision if the assessment
reveals a Functional English or Functional Maths need;
 an individual learning plan (ILP) for the adult and child;
 regular reviews and a measure of progression for the adult and child
 access to accreditation/opportunity for accreditation whenever possible;
 evaluation to ensure intended outcomes are being met.
Every WFL course should include the following for both the adult and child:
 learning specific to the subject area (e.g. fitness, healthy eating, Art & Craft);
 development of personal and social skills (e.g. communication, tolerance, concentration, resilience,
persistence).
Every WFL course should include the following for the adult alone:
 learning how children learn (specifically what their child is learning) and the value a family can add
by supporting that learning;
 practical examples of how to support their child;
 information, advice and guidance and support for progression – learning and activities (this service
will be supplied by Hackney Learning Trust as part of your course)
The opportunity to achieve external accreditation should always be available to those learners who
want it and should be considered when planning all programmes. Any accreditation offered through
these programmes must be current, at an appropriate level and recorded properly.
We expect the majority of the learners to be below level 2. Providers should assess all learners using
the approved qualified tutors.
Family English, Maths & Language (FEML)
FEML programmes have three core aims:
 to improve the Literacy, Maths and language skills of parents/carers and their ability to help their
children
 to improve children’s acquisition of Literacy, Maths and language skills
 to provide information and communication technology (ICT) courses
In addition to those with literacy and numeracy needs, learners that have been identified as the
national target groups for this provision include those set out in the Skills for Life national strategy.
These include unemployed people and benefit claimants, and other groups at risk of exclusion.
Providers should ensure that all learners on short and standard FEML programmes have:
 Completed initial and diagnostic assessment;
 An individual learning plan (ILP) setting out learning aims, goals and the steps the learner will take
in order to achieve their goals;
 Teachers who give regular, positive and recorded feedback and who are able to use a range of
teaching approaches;
 Opportunities to take national qualifications at the appropriate level;
 Guidance to help plan learners’ progression into other learning, training or employment
opportunities.
FEML programmes approved by the SFA are:
 Introductory family courses (2 to 19 GLH)
 Standard family programmes (20 to 49 GLH)
Programmes may be joined together e.g. a short programme followed by an adult only
programme to support a learner in progression and achievement.
It is expected that learners on FEML programmes should work towards the national qualifications in
Functional English, Functional Maths and/or ESOL.
Delivering Family Learning Programmes - Ingredients for Success
 Good Co-ordination
From our experience, the most successful courses have a named coordinator with allocated hours
for developing and delivering the programme. Tutors cannot work on their own. They need the
active support of a senior member of staff who will support the delivery of the programme from the
initial planning, marketing and recruitment stages through to helping with monitoring and
progression. The coordinator’s role is crucial to the successful continuation of Family Learning in a
school or community venue.
 Staffing and Qualifications
Family Learning tutors should be qualified, and trained in the design and delivery of participative and
interactive, learner centred sessions. Teaching materials need to be well designed and attractive.
Family Learning tutors must be qualified adult teachers (PGCE or DTLLS) before commencement of
the contract.
Hackney Learning Trust and the SFA guidance on Family programmes expects that all staff
employed in the provision of Family Learning are appropriately qualified. Unaccredited courses can
be run by school teachers with QTS. These tutors must also attend appropriate training sessions on
the Adult National Curriculum and the monitoring and assessment of adult learners.
Accredited adult courses must be delivered by qualified tutors (PGCE/ DTLLS/Cert Ed) who are
adult trained.
For vocational training the tutor should have subject specialism, a current assessor award e.g. TAQA/
CAVA and a minimum of PTLLS.
 Accommodation
A safe and healthy environment is essential for effective teaching, training and learning. Classrooms must
be equipped with suitable tables and chairs for adults to use. Other things to think about: Are families
made to feel welcome? Are refreshments available? (Parents and children will enjoy socialising with each
other over a cup of tea, juice or healthy snacks.)
 Crèche
Is there space for quality crèche provision? If you need help in providing a crèche facility for your Family
Learning provision, please contact Barri Disu on 0208 820 7119.
 Progression Routes for Learners
It is important that learners are adequately assessed and informed about how to move on, improve
their skills and gain relevant qualifications. Learners can be directed to other ACL courses or their
local FE College for further training. You can work with the Information, Advice and Guidance (IAG)
team, who can direct you to other learning opportunities in Hackney and other boroughs. Group
sessions and 1:1 advice sessions are available to help with learner progression.

Building advice and guidance into progression
Contract management in Family Learning
The Family Learning Contract
The most important thing about the contract is that it outlines the terms of your programme, specifies
the start and end dates of the course you are proposing to run, accredited or RARPA based and
shows the minimum number of learners you have to enrol.
If you have problems meeting the terms of your contract, you should contact the commissioning
and Contracts Manager as soon as possible so that your contract can be reviewed and revised if
necessary.
Enrolments and course registration
As part of our contract with the SFA, we are obliged to report on the learners who participate in
Family Learning programmes. Your initial assessments, enrolments, registers, learner
surveys/evaluations, progression data and achievement forms as well as certificates are processed
by the Management Information Services team (MIS) who feed this information to the SFA who in
turn sends these figures to the Department of BIS (Business Innovation and Skills). Your HLT
enrolments and register contribute to this overall data so are very important to us.
Monitoring
Providers should follow the monitoring requirements stated in their contracts. All monitoring
information should be sent on time by Direct Teach tutors and commissioned providers. Failure to
comply with these requirements may lead to payment being withheld and possible termination of
contracts. Please refer to the Section 2, Contract Management.
Non-Compliance
If the provider is not delivering in accordance with their contract, funding may be withdrawn or a
contract variation may be carried out.
Useful Contacts
Skills Funding Agency
Cheylesmore House
Quinton Road
Coventry
CV1 2WT
Tel: 0845 377 5000
Campaign for Learning
19 Buckingham Street
London
WC2N 6EF
Tel: 020 7930 1111
The Reading Agency
PO Box 96
St. Albans
Herts.
AL1 3WP
Tel: 020 7278 8922
National Reading Campaign
National Literacy Trust
68 South Lambeth Road
London
SW8 1RL
Tel: 020 7587 1842
Useful websites
Prevent
http://www.preventforfeandtraining.org.uk/g-guidance-and-legal-updates
www.sfa.gov.uk
Website for the Skills Funding Agency, responsible for planning and funding vocational education
and training.
www.campaignforlearning.org.uk
Co-ordinates and promotes Family Learning Festival.
www.campaignforlearning.org.uk/familylearningnetwork/
The National Family Learning Network is funded by the SFA and provides free information and
support to FL practitioners.
www.niace.org.uk
Promotes the study and general advancement of adult continuing education.
www.accessart.org.uk
An evolving collection of free-to-access visual arts learning resources.
www.readingagency.org.uk
An independent charity which inspires more people to read more. They work with public libraries,
prisons, publishers, unions, businesses, broadcasters, and others.
www.literacytrust.org.uk
Main website for literacy issues, including Reading is Fundamental and the National Reading
Campaign.
www.bbc.co.uk/learning
Online learning, advice and support on a wide range of topics.
www.bbc.co.uk/skillswise
BBC website for tutors and students providing a range of current resources.
www.bookstart.co.uk
Information and resources about early years learning and the home environment.
www.childliteracy.com
Website with advice and resources for helping pre-school children develop early skills leading to
reading and writing.
www.speechteach.co.uk
Website with resources for parents and professionals supporting children with speech difficulties,
including reading with your child.
Section 6
Externally Verified Programmes
This section gives guidelines for externally verified programmes e.g. Edexcel, OCN. Hackney Learning
Trust’s Adult Learning Services team run a number of programmes where assessment is through
portfolio based evidence. All Internal Verifiers will attend the necessary training to equip them with the
skills necessary to verify criterion-led programmes and familiarise them with procedures and
processes used by various Qualification and Curriculum Authority recognised awarding bodies.
1.
2.
3.
4.
5.
6.
7.
8.
9.
What is Internal Verification (IV)
Centre Status
Roles and responsibilities
Internal Verifier’s role
Preparation for external verifier
Centre Administrator
Standardisation
Sampling
IM Documents
a. Internal Verification Stages
b. Internal verification Sample Record
c. Internal Verification Feedback to Assessor
d. Internal verification Report
e. Quality Assurance Cycle for Externally Verified Programmes
1. What is Internal Verification?
This is a moderation process where judgment is made on each tutor across a range of units, levels
and courses. Samples of work are regularly assessed and evaluated for consistency, equality,
validity and fitness for purpose.
All centres offering criterion-led accredited provision are required to operate a rigorous and robust
quality assurance and recorded system of internal moderation that meets the regulations set by the
respective awarding body. This enables centres to confirm that:
 Learning outcomes are being achieved to the standard indicated by the relevant
assessment criteria
 Assessment standards are consistently interpreted within course teams and across their delivery
sites
 Assessment tasks are appropriate to the learners and enable them to demonstrate
the achievement of all relevant learning outcomes
 Comments and feedback to learners are clearly communicated
Below is a chart of the internal verification system used at Hackney Learning Trust, in the Adult
Learning Services department:
2. Centre Status
Hackney Learning Trust has Edexcel and OCR centre status. We are continually developing
courses, procedures and practices - therefore this information may change as we expand and
grow.
Each externally accredited Direct Teach course is internally moderated/verified by Curriculum
managers within their sector subject areas. They are responsible for arranging with their respective
awarding bodies for external verification of Direct Teach courses in their curriculum areas.
Commissioned providers are responsible for the internal verification of their programmes and for
independently liaising with the appropriate awarding bodies for external verification.
3. Roles and Responsibilities
These are the roles within the organization:
4. Lead Verifier / Internal Verifier’s roles
An internal verifier must monitor how the Quality Assurance system within the centre meets the
awarding body standards in practice and confirm that all assessment judgments have been quality
assured to be consistent and fair. Internal moderation must be conducted as an on-going process
applied throughout the duration of the course and not just at the end.
Tutors
The curriculum manager will:
a) Induct all tutors new to credit based learning
b) Make sure that all tutor assessors are appropriately qualified and experienced to deliver the
subject
c) Make formative and summative visits to each course/class to observe assessment practices
d) Check assignments to ensure they meet learning outcomes
e) Ensure assessment decisions are all evidence based and satisfy the requirements of the
awarding body
f) Write reports and keep efficient records of all visits
g) Give feedback to tutors which should be written and verbal
h) Write action plan with each tutor
i) Offer on-going support to all tutors and signpost tutors to appropriate CPD
j) Offer regular training to tutors and manage tutor forums
k) Provide tutors with a checklist of activities/duties and a calendar of Internal Moderation
events
Internal verifier/Curriculum manager’s moderation activities
The Internal Verifier will:
a) Arrange standardisation and sampling activities
b) Set up an annual calendar of meetings
c) Arrange visits of the external verifier,
d) Work closely with centre administrator for registering courses and learners
e) Ensure achievements are accurately reported to the awarding body
f) Assess learners’ work and check learning objectives against assessment activities
g) Evaluate and assess documentation
h) Keep abreast of changes in requirements from awarding body and inform tutor assessors of
these changes
Record Keeping
The Internal Verifier /Curriculum manager will:
a) Follow-up courses where the external verifier has suspended certification
b) Retain assessed records of learners work for 3 years where applicable
c) Retain a sample of assessed work (minimum of 2 portfolios per levels per sector kept for 3 years)
where applicable
d) Ensure there is appropriate recording of all internal moderation activities
e) Attend regional standardisation meetings
Internal Moderation models
Model A: A ‘round robin’ approach in which all assessing tutors act as Internal Verifiers and
have responsibility for visiting and sampling one or more programme. This is supplemented by
an annual meeting of tutors.
Or
Model B: All tutors come together at regular meetings, usually once a term, where crossmarking and/or sampling of portfolios of assessed work can take place. Designated tutors are
internal verifiers and they visit the other programmes to sample work, meet students and report
back to meetings.
5. Preparing for the External Verifier
All centres have at least one visit form the external verifier in the course of a year and it is the
responsibility of the Internal Verifier to make sure that tutors are prepare for the visit.
The External Verifier will:
 Assess a sample of assessments/folders
 Check documentation for standardisation practice and internal moderation activities
 Sign off Recommendation for the Award of Credit (RAC)
 Write a report for each course
 Prepare an annual report for the centre
6. Centre Administrator
The Centre Administrator will:
 Register courses with the awarding body
 Register learners with the awarding body
 Send assessments to the awarding body
 Send out learners’ certificates.
7. Standardisation
This is part of the quality assurance framework which enables a team of practitioners to examine the
centre’s Quality Assurance system, protocols and processes, share good practice, assess and moderate
courses across the centre and offer support to tutors.
The standardisation event takes place within each relevant curriculum area once a year. All tutors are
expected to attend and bring samples of work produced during the academic year. This event will offer
valuable support to tutors for the academic year as any inconsistency that may exist in the course and
across courses can be picked up at an early stage. It will check documentation and record-keeping across
the courses.
The aim of standardisation is to ensure quality and fairness in the assessment process and to focus on
validity, sufficiency and authenticity of the evidence. There will also be an annual evaluation of the quality
process.
8. Sampling
Sampling is a selection of learners’ work which is brought together for the Internal Verifier / Curriculum
Manager for standardisation purposes.
A tutor should select work that is of different levels, credit values, all borderline cases and a list of the
different assessments relevant to the unit.
The purpose of sampling is to ensure:
 Feedback to the learner is clear and constructive
 Assessment decisions are fair and consistent
 The Internal Verifier specifies the sample amount and checks that assessment for a given learner
is appropriate, consistent and complete
 Assessment records are clear
 Check specific learning outcomes across a number of learners
 Check levels and credit values to make sure standards are maintained across unit, modules,
and tutors
Recommendation for sampling:
All samples should consist of assessed work by several learners on a course. The sample must
include an element of random selection. In cases where a tutor is new to teaching, then 100% of
work should be assessed.
Sample should also consider:
 Delivery method, previous recommendations from Internal Verifier / Curriculum manager,
assessment method
 Borderline cases, and unit levels.
 Internal Verifier’s Record will state the list of work sampled and feedback and comments
to tutor and any actions required and outcomes.
 Tutor should act on all recommendations and action immediately so that problems are
dealt with swiftly.
 Tutor must attend sampling meetings and the Internal Verifier must inform tutors the date
and time for a sampling meeting.
The internal verifier must set up a plan of when and whose work they are going to verify. All Internal
Moderation must take place in the appropriate conditions and it is the duty of the Internal Verifier to
make sure that every aspect of the programme is carried out to a high standard. To ensure this
Internal Moderation must start before the course begins; working with the tutor to agree learning
activities, differentiation and to make sure that these activities are sufficient and fit for purpose. This
will benefit the next cohort; maintain credibility so that we know what is expected of learners and
tutors
9.
IM Documents
9a.
Internal Verification Stages
Stage 1
Internal Verifier checks:
 Suitability of venues
 Assessor qualifications
 Assignment briefs
 Make verification plan
 Select sample
 Verify learner’s work
 Record outcomes
 Feedback to assessor
 Make recommendations
Stage 2
Stage 3
9b. Internal Moderation Sample Record
This form can be used to plan and record sampling activity
Centre name:
Course title and code:
Site:
Assessor:
Learner name
Unit Unit Unit Unit Unit Comments
IM
1
Signature
2
3
4
5
Date
9c.
Internal Moderation Feedback to Assessor
(This form should be used to provide feedback following each moderation activity)
Centre Name:
Course title and code:
Class name/number:
Assessor name:
Internal Verifier’s name:
Evidenced
General Comments/evidence gaps
Feedback to assessor
Examples of good practice
Action plan
Signed:
(Internal Verifier)
Date:
Signed:
(Assessor)
Date:
9d. Internal Moderation Report
(Complete this form for each learner portfolio sampled)
Name of Awarding Body:
Name of Verifier:
Name of Learner:
Name of Assessor:
Date:
Signature ...............................................................
1. Were assessment decisions with the portfolio clear and appropriate? If not what were the
problems identified?
2. Were the assessment activities valid and appropriate for the aims of the programme and the
level and credit value of the units in the programme? If not, what were the problems
identified?
3. Was the evidence of achievement
Sufficient?
Authentic?
Current?
Valid?
Please note any problems or issues.
4. Please give brief details of any examples of good practice in assessment and/or recording
which you feel would be useful to share.
5. Please note down any proposed action.
9e.
Quality Assurance Cycle for Externally Verified Programmes
Steering Group:
QA, FL and CD teams
(Scope and set calendar of
events)
Commissioning awards
Pre-delivery quality
assurance of venues
Course development and
approval
(provider / tutor / HLT /
awarding body)
Quality Reviewer visits and
reports for centre approval
by awarding body
Delivery and assessment.
Inform tutors of awarding
body requirements.
Review of feedback from QR
centre quality action plan
Internal standardisation /
events / training / tutors / IM
Quality reviewer completes
annual review. Recommend
renewal of centre approval
by awarding body
Regional events
standardisation by awarding
body
External verifier visit
(sign off awards of credits
and send to awarding body
for certification)
Internal moderation of
learners’ assessed work (IM
and tutors). All IM activity
recorded.
Section 7
Self-Assessment Report (SAR)
At the end of the academic year providers will be required to complete a Self-Assessment Report
(SAR) based on the year’s performance. This self-assessment should be analytical and based on
evidence gathered from statistical data on recruitment, retention, attendance, learner
achievement and progression, learners’ satisfaction survey, observations of teaching learning and
assessment (OTLA) and HLT quality assurance and contract management monitoring reports,
etc.
This template is based on the requirements of the current OFSTED Common Inspection
Framework. It may be adapted to suit the strengths and areas for development for individual
providers. Each judgemental statement in the SAR should be evaluative and backed by
evidence.
Provider’s SARs together with information gathered from monthly data returns, observations of
teaching, learning and assessment, inspection reports, quality assurance visits and the action
plans will be used as evidence for the annual provider review.
Please also complete a Safeguarding Audit to accompany the SAR.
Self-Assessment Report 2015-2016
Contents
A. INTRODUCTION
A.1 YOUR ORGANISATION
A.2 YOUR SELF-ASSESSMENT process
B. SUMMARY HIGHLIGHTS
C. DATA SUMMARY
D. SUMMARY OF JUDGEMENTS
E. OVERALL EFFECTIVENESS
The judgement on overall effectiveness is based on how effective and efficient the provider is in meeting
the needs of learners and other users, and why. The final judgement of is based on:
 Effectiveness of leadership and management
 The quality of teaching, learning and assessment
 Personal development, behaviour and welfare
 Outcomes for learners.
F. EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT
Evaluate impact of leaders’ work in:





demonstrating and sustaining an ambitious culture and vision, in consultation with employers
and other stakeholders, that sets high expectations for what all learners can achieve
tackling mediocrity through robust performance management and rigorous professional
development to improve teaching and learning
ensuring that Safeguarding arrangements to protect learners meet statutory requirements,
promote welfare, equality and diversity, tackle bullying and discrimination, prevent radicalisation
and extremism and narrow the achievement gap
assuring the quality of the provision through robust self-assessment, taking account of users’
views, and use the findings to promote and develop capacity for sustainable improvement
successfully planning, establishing and managing the curriculum and learning programmes to
meet the needs and interests of learners, employers and the local and national community
Evidence – Give summary of Comprehensive CPD for leaders, managers and tutors, robust
appraisal/performance management of staff, exemplary working relationship between staff and
learners, learner satisfaction survey particularly verbal or written comments from learners, wellembedded Safeguarding practice, robust complaints and compliments procedures
G. QUALITY OF TEACHING, LEARNING AND ASSESSMENT
Evaluate the extent to which:
 learners benefit from high expectations, engagement, care, support and motivation from staff
 staff use their skills and expertise to plan and deliver teaching, learning and support to meet each
learner’s needs
 staff initially assess learners’ starting points and track their progress, set challenging tasks, and
build on and extend learning for all learners
 learners understand how to improve as a result of frequent, detailed and accurate feedback from
staff following continuous assessment of their learning



teaching and learning develop Literacy, mathematics and functional skills and support the
achievement of learning goals and career aims
appropriate and timely information, advice and guidance to support learning effectively
equality and diversity and British values (democracy, the rule of law, individual liberty and
mutual respect, tolerance for those with different faiths and beliefs) are promoted through
teaching and learning.
Evidence: Give summary of robust assessments, thorough learner and tutor inductions, tutor
qualifications, robust RARPA process, achievement data, IAG, learners travel a significant distance
during sessions and make progress overall relative to their starting point, learners enjoy and thrive in
the community of learning
H. PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE
Evaluate how well learners succeed in their learning and how well they are supported toward their
next steps, focusing on:
 learners’ development of self-confidence and self-awareness that support their quest for
successful learning
 learners’ knowledge and understanding of and ability to keep themselves safe from all forms
of risk
 learners’ understanding of their career options and preparation for the next steps
 learners ability to engage responsibly with others in a variety of contexts, as peers, trainees in
work placements and as active citizens
Evidence: Give summary of RARPA evidence of soft outcomes, destination data, post-training
feedback from learners, OTLA and monitoring reports, IAG sessions
I. OUTCOMES FOR LEARNERS
Evaluate learners’ progress to ensure:




all learners achieve and make progress relative to their starting points and learning goals
achievement gaps are narrowing between different groups of learners
learners develop personal, social and employability skills
learners progress to courses leading to higher-level qualifications and into jobs that meet local
and national needs.
Evidence: Give summary of achievement data, learner feedback, learner satisfaction survey including
unedited comments from learners.
Section 8
I.
Appendices
Documentation Timeline
Pre-contract
Before course
starts
Three weeks
after course
starts
Every
month
When course
ends
At the end of
the year
Course Delivery
MIS Documents
Course Timetable
X
Schemes of Work (specific)
X
Initial Assessments
X
Completed Enrolment Forms
X
Completed Individual (or
Group) Learning Plan
Learners’ Satisfaction Survey
X
Awarding Bodies Record of
Achievement or copies of
Learners’ Certificates
Completed Registers
X
X
X (copy)
X (copy)
SAR
X
X
Curriculum Documents
Tutor qualification details
X
Lesson plan (sample)
X
Scheme of Work (sample)
X
Please refer to the HLT MIS Procedures 2015-16 below (Appendix Ib) for detailed instructions.
HLT MIS Provider Procedures
Ib
HLT MIS Procedures 2015-16
Section A:
Submission of Course Documents
Each curriculum area has a dedicated MIS person whom the provider should contact for
submission of documents for that particular area:
Curriculum area
ESOL
24+ Courses
Family Learning
Community Learning
Pilots
Vocational
Functional English
ICT
Functional Maths
MIS person
Steven Bray
Gareth Jones
Contact number
020 8820 7186
020 8820 7169
Patricia McDaid
020 8820 7462
Farida Mumin
020 8820 7118

Please use only one form of submission to avoid duplication or confusion.

Please endeavour to send as much paperwork as possible electronically. The only
documents we require physically are enrolments and registers, and these must be
originals and not photocopies. This is a contractual requirement.
Regardless of the submission method, within three working days (subject to periods of high
volume) the MIS team will issue a “Confirmation of Receipt” via email detailing the documents
received.
In instances where the documentation/information supplied is incomplete/incorrect, providers
will be advised what needs rectifying via the “Confirmation of Receipt” or in another follow-up
email, and then have five working days to make the corrections required. The relevant course
documentation will be logged as incomplete until all issues have been resolved.
The submission methods available are as follows:
Option 1: Submission of Documentation via Email
This is the preferred method of submission
Step 1

Please group and save your documents in Word or Excel with meaningful file names
using your provider code, plus the short codes below and then adding the day and
month of the start date of the course.
You will be assigned a provider short code at the beginning of the academic year. This will be
emailed to you.
Curriculum short codes are as follows:
ENG
MAT
Functional English
Functional Maths
ESOL
ICT
FL
CL
PIL
VOC
ESOL
ICT
Family Learning
Community Learning
Pilots
Vocational
Level short codes are as follows:
X
E1
E2
E3
L1
L2
Non-accredited
Entry Level 1
Entry Level 2
Entry Level 3
Level 1
Level 2
Documentation short codes are as follows:
IA
ENR
REG
SoW
LP
ILP
SAB
EVR
CER
Initial assessments
Enrolments
Register
Scheme of work
Lesson plan
Individual learning plan
Submission to Awarding Body
External Verifier Report
Certificates
e.g. “CHM-ENG-E1-SoW_01-09”
= Academic year 2015-16, City and Hackney MIND, Functional English, Entry Level 1,
Scheme of Work, course started on 1 September 2015.
Step 2

Email all documents to: als.mis@learningtrust.co.uk and carbon copy the MIS contact
person for that curriculum area.
Option 2: Submission of Course Documentation via Post
Step 1


All documentation must be grouped and labelled accordingly by course.
Please include a front sheet stating the contents of the package.
Step 2

Documentation should be sent to the address below for the attention of the designated
MIS person for your curriculum area:
PRIVATE AND CONFIDENTIAL
*Named MIS person*
Adult Learning Services
Hackney Learning Trust
1 Reading Lane
London E8 1GQ
Note: Schools and Children’s Centres can continue to use the HLT internal post system, but
should label envelopes as described above.
Option 3: Submission of Documentation in Person

The MIS Team are available Monday to Friday from 10am to 4pm to receive documents
in person.

Only enrolment forms and registers should be submitted in person. Please
submit all other documents electronically.

Please report to the HLT Ground Floor Reception and ask the receptionist to call any of
the MIS staff members listed below. The MIS staff member will then collect the
documents from you immediately and advise you that an email receipt will follow within
four working days.
Farida Mumin
Steven Bray
Patricia McDaid
Gareth Jones
Ext 7118
Ext 7186
Ext 7462 (10am – 2pm only)
Ext 7169
Please note: The reception staff are no longer allowed to take documents from you. If
you are visiting the Hackney Learning Trust offices to submit documents, please make
sure that you come between 10am and 4pm, Monday to Friday.
Section B:
Document Requests from MIS
Procedure:
1. Providers must forward their paperwork to the MIS Team in line with the MIS
Documents Return Timeline (Appendix A & B).
2. In accordance with the aforementioned timeline, when documents are required, the MIS
team will send a document request email. Providers should submit the required
documents to us within five working days of this email. Once the paperwork has been
received, the MIS team will send a receipt and further follow-up via email if
documentation remains missing or is incomplete.
3. Following the initial five-day period, if the requested documents have not been received,
a reminder email will be sent, and another five working days will be given for the
provider to comply. Failure to submit documents in the required time will result in the
issue being escalated to the Contracts Manager, potentially causing delays to your
invoice payments.
Please note: Adhering to the MIS Documents Return Timeline is a contractual
requirement.
Section C:
Incomplete paperwork
Incomplete documents (e.g. missing date of birth on an enrolment form) will not be
accepted and providers will be contacted and expected to provide the missing information
within five working days. The documents will be acknowledged as received and issues will
be noted on the receipt. Failure to provide the missing information will result in the learner
concerned being removed from the register, potentially causing future payments to be
reduced accordingly if agreed learner number targets are not met.
Matching of Documents
 Inconsistences in the recording of a learner’s name across different documents causes
delays in the processing procedure. Providers must ensure that learner’s names are
recorded consistently across all documentation i.e. the names should match exactly on
the enrolment form, register and initial assessments.
Enrolment Forms
 All sections of the enrolment form must be completed in full. This is a condition of
funding and learners who are not prepared to disclose the required information should
not be allowed to continue on the course.
Registers
 All sections of the register must be completed in full.
 Please get each learner to authorise the spelling of their name by signing the ‘Learner
Signature’ column on the register.
 All learners who have completed the course should have an intended progression route
stated in the appropriate column.
 All learners who are withdrawn should have a reason for withdrawal stated in the
appropriate column.
 All absence including withdrawals should be recorded on the Absence Monitoring
section on the back of the register.
Initial Assessment forms & ILPs
 Providers are required to submit initial assessment forms for every learner.
 A sample of four completed ILPs must be submitted for each accredited course. All ILPs
must be submitted for non-accredited courses.
 If a learner has failed to complete any of these documents the provider must discuss the
matter with the respective Curriculum Manager who will then inform the MIS team.
Exam Certificates
 For all accredited courses, providers must submit a copy of their submission to the
awarding body, copies of External Verification (EV) reports, and finally, copies of all
learner’s certificates. Final achievement information (from EV reports) must be
submitted to the MIS team within 90 days of the course end date. Please ensure
that timetabling of EV visits throughout the year is in accordance with this
deadline.
Section D:
Provider Reports Issued by HLT

Reports will be issued to providers on a termly basis.

Information on the reports will show the status of all data received as of the end of the
previous academic term.
Term dates for 2015-16 are as follows:
Autumn term (1 September – 31 December)
Spring term (1 January – 10 April)
Summer term (11 April – 31 July)

Reports will be produced six weeks after the end of each term with the exception of the
Summer term which will be compiled as part of an end of year report to be issued in
October the following academic year. This delay is to allow for the majority of
documentation from the previous term to have been received and processed by the MIS
team before the report is generated.

Providers are requested to review reports and contact the MIS team within five working
days of receipt if you require further information or believe there is a discrepancy.
Section E:
Arranging Meetings with MIS Staff

Providers are able to arrange a meeting with MIS Staff to discuss/review provider
reports and get advice on MIS Procedures.

Please contact the MIS person relevant to your curriculum area via email and they will
respond to you within two working days to arrange a mutually convenient time to meet.
ESOL:
Steven Bray (steven.bray@learningtrust.co.uk)
Community Learning, Pilots Vocational & Functional English:
Patricia McDaid (patricia.mcdaid@learningtrust.co.uk)
24+ courses, Family Learning:
Gareth Jones (gareth.jones@learningtrust.co.uk)
ICT & Functional Maths:
Farida Mumin (farida.mumin@learningtrust.co.uk)
Please note: If you show up without an appointment there is no guarantee you will be
seen.
If you wish to discuss any issues relating to contracts and payments, please contact:
Andy Mills (andy.mills@learningtrust.co.uk)
Contracts Manager
Telephone: 020 8820 7073
Richard Creighton (richard.creighton@learningtrust.co.uk)
Project Officer
Telephone: 020 8820 7075
Appendices
Appendix A:
Adult and Family Learning
MIS Documents Return Timeline
At start of the course
1. Course Timetable
After 3 sessions (courses less than 16 weeks)/ 3 weeks (for year-long courses)
2. All Initial Assessment forms
3. Fully completed Enrolment forms
4. Scheme of work
5. Register – For courses less than 16 hours in total, a copy of the register must be
supplied to the MIS team half-way through the course or after 4 weeks, whichever is the
sooner. Following initial submission, please continue to send updated registers
every 4 weeks.
At the end of the course
6. Learner Satisfaction Surveys
7. Original register with all sections completed
8. Individual Learning Plans (ILPs)

Accredited courses – a sample of 4

Non-accredited courses – all ILPs
9. Confirmation of submission to Awarding Body
10. External Verification (EV) reports
11. Copies of certificates (when received)
Appendix B:
Informal Learning
MIS Documents Return Timeline
Before the course commences
1. Course Timetable
After 3 sessions (courses less than 16 hours) / 3 weeks (longer courses)
1. Enrolment forms
(If course/workshop is only 1 or 2 sessions the enrolment forms can be submitted when
the course has finished – within one week of course ending)
At the end of the course – within one week of the course ending
2. Learners’ end survey
3. Original register with all sections completed (including evidence of signposting)
Appendix C:
Adult and Family Learning MIS Documents Receipt
Provider:
______________________________________
Date:
______________________________________
At start of the course
1. Course Timetable
After 3 sessions/weeks(for year-long courses)
2. Scheme of work
3. Initial Assessment forms
4. Enrolment forms
5. Copy of the register – every 4 weeks
At the end of the course
6. Learners’ end survey
7. Original register with all sections completed
8. Final ILPs

Accredited courses – a sample of 4

Non-accredited courses – all ILPs
9. Confirmation of submission to Awarding Body
10. External Verification (EV) Report
11. Copies of certificates
Course: ____________________________________________
Count
Received Comments
Received By:
________________________________________________
Signature:
________________________________________________
Please keep a copy of this receipt as proof you submitted documents to the Adult Learning Services MIS Team.
II.
Payment Structure
Please refer to the following Payment Schedules for details of how and when invoices will be paid. Please note that the Payment
Schedule is also included in your service contract with Hackney Learning Trust.
Adult & Community Learning Programmes Payment Schedule
Payment % of
Payment Trust
Invoice Payment
Contractor’s outputs upon
stage
total
amount
P/O
date
date
which payment is conditional
contract
No.
(within 30
value
days of
invoice
date)
[Insert
[Insert
(i) Contract managers,
1st
[Insert
[Insert
[Insert
invoice payment
coordinators and tutors attend
%]
value]
PO no.] date]
date]
full one-day Induction
workshop organised by the
Trust and held at Hackney
Learning Trust’s office.
(ii) Full Schemes of Work for
each course
(iii) Sample Lesson Plans for
each course
(iv) Full course timetable
(v) Full course information
(vi) Qualified tutor(s)
2nd
[Insert
%]
[Insert
value]
[Insert
PO no.]
[Insert
invoice
date]
[Insert
payment
date]
At least 30% of total annual
learners achieved;
At least 80% Retention for all
learners enrolled.
Required evidence of Contractor’s outputs
(i) Attendance register for Induction workshops
(ii) Full Schemes of Work available for QA
inspection & submitted
(iii) Sample Lesson Plan available for QA
inspection & submitted
(iv) Full course timetable completed and submitted
(v) Tutor’s CV & teaching certificates
(vi) Provide copies of all marketing and publicity
materials used by the Contractor for courses
including SFA logos
(i) Enrolment forms for every Learner on the
course(s)
(ii) Monthly update of course Register(s)
(iii) Initial Assessment (& Diagnostics
Assessment) carried out
(iv) Individual Learning Plans for every Learner on
non-accredited course(s) and sample of Learners’
work. Sample ILPs for accredited courses
(v) Learners’ Achievement & Progression forms
(for any completed Courses)
(vi) Learners End of Course Surveys (for any
completed courses)
(vii) Copies of Learners’ Certificates – (for
accredited courses) or status confirmation from
examination body
(viii) Specific scheme of work for each Course
(ix) Completed registers for completed Courses
3rd
[Insert
value]
[Insert
PO no.]
[Insert
invoice
date]
[Insert
payment
date]
At least 80% of total annual
learners achieved qualifications/
outcomes;
[Insert %]
At least 80% Retention for all
learners enrolled.
(i) Enrolment forms for every Learner on the
Course(s)
(ii) Monthly update of course Register(s)
(iii) Initial Assessment (& Diagnostics
Assessment) carried out
(iv) Updated Individual Learning Plans for every
learner on non-accredited course(s) and sample
of Learners’ work. Sample ILPs for accredited
courses
(v) Learners’ Achievement & Progression forms
(for any completed courses)
(vi) Learners End of Course Surveys (for all
completed courses).
(vii) Copies of Learners’ Certificates – (for
accredited courses) or status confirmation from
examination body.
th
4
[Insert %]
[Insert
value]
[Insert
PO no.]
[Insert
invoice
date]
[Insert
payment
date]
Recruitment of 100%
Achievement Rate of at least
80%.
At least 80% Retention for all
learners enrolled.
Completed Self-Assessment
Review
Provision of any outstanding
information or
documentation.
(i) New enrolment forms for every Learner on the
course(s)
(ii) Monthly updated Register and final completed
Register(s)
(iii) Any new Initial Assessment (& Diagnostics
Assessment) carried out
(iv) Individual Learning Plans for every Learner on
non-accredited course(s) and sample of Learners’
work.
(v) Updated sample ILPs for accredited courses
showing reviews and final progression
(vi) Learners’ End of Course Survey (for all
completed Courses)
(vii) Learners’ Achievement & Progression form
(viii) Copies of Learners’ Certificates – (for
accredited courses) or status confirmation from
examination body
(ix) Self-Assessment Report submitted for
learning provision
(x) Final registers for all completed Courses
Family Learning, Short Programmes & Pilot Programmes Payment Schedule:
Payment
stage
% of
total
contract
value
Payment
amount
Trust
PO
No.
1st
30%
[Insert
value]
[Insert
PO no.]
Invoice
date
[Insert
invoice
date]
Payment
Contractor’s outputs upon
date
which payment is conditional
(within 30
days of
invoice
date)
[Insert
(i)
Contractor’s
payment
Authorised Officers,
date]
Co-ordinators and
tutors attend the full
Induction workshop
organised by Hackney
Learning Trust.
(ii)
Schemes of work for
each course
(iii)
Sample Lesson
Plans for each
Course
(iv) Full
course
timetable
(v)
Full Course
information
(vi)
Qualified tutor(s)
Required evidence of Contractor’s outputs
(i) Attendance register for Induction workshops
(ii) Schemes of work submitted
(iii) Lesson Plans submitted
(iv) Full course timetable completed
and submitted
(v) Tutors’ CV & teaching certificates submitted
(with the exception of qualified teachers
currently working in Hackney schools)
nd
2
70%
[Insert
value]
[Insert
PO no.]
[Insert
invoice
date]
[Insert
payment
date]
100% recruitment of contractual
target
At least 80% of total contracted
learners achieved qualifications
or learning aims.
Retention of at least 80% for all
learners enrolled.
(i) Enrolment forms for every learner on the
course(s)
(ii) Monthly update of course Register(s)
(iii) Initial Assessment & Diagnostics Assessment)
carried out
(iv) Completed Individual Learning Plans for
every learner on non-accredited course(s) and
sample of Learners’ work. Sample ILPs for
accredited courses
(v) Learners’ End of Course Surveys (for all
completed courses)
(vi) Copies of Learners’ Certificates – (for
accredited courses) or status confirmation from
examination body.
Final Payment policy (for ACL and FL provision only)
In the current Adult Learning Service payment structure, the final payment is tied to
Recruitment, Achievement and Retention.
Providers should aim to meet the KPI targets of 100% Recruitment, and at least 80%
Achievement and 80% Retention to receive full payment
If a provider does not meet the above targets, payments may be reduced commensurate to the
levels of recruitment, achievement and retention.
Approval process:
The Contract Development Manager and the MIS team will be responsible for collating the
evidence on recruitment, achievement and retention and calculating the final amount payable
to the provider, using the formula below.
Providers shall be informed formally by the Commissioning team (Andy Mills), via email.
Formula for calculating final outputs-related payment:
% of recruitment target minus (-) achievement x retention (or success rate*) multiplied (x)
by amount payable in Payment Stage 4.
*Success rate =
Achievement rate x Retention rate
Target rate
(100%)
Example 1: If Recruitment is 95% of total target and Success Rate is 55%, the final payment
to the provider equals 95%-55% x amount of the final instalment.
Example 2: If Recruitment is only 50% of the total target and Success Rate is 60%, then the
final payment to the provider would be = 50%-60% x amount of the final instalment. This will
give a negative result, which means that Hackney Learning Trust will claw back some funding
from the provider.
III.
Mandatory Meetings
Dates for your diaries
Attendance at the sessions outlined below is compulsory.
Title of meeting
Date, time and venue of meeting
ACL and Family & Community Learning 8 September 2015
Providers’ Induction training
9am – 3pm
The Tomlinson Centre
Queensbridge Road
London E8 3ND
Tel: 020 3076 1500
ACL and FL Tutors’ Induction
(FL providers and tutors who are based
in a school will receive 1-2-1 induction
from the FL team)
9 September 2015
9am – 3pm
The Tomlinson Centre
Queensbridge Road
London E8 3ND
Tel: 020 3076 1500
Family Learning and Adult Learning
Contract Meetings
By invitation from the relevant manager
Professional training and
development sessions
See Appendix IIIb for CPD programme
There will also be termly Tutor Forum in each curriculum area. Dates to be arranged and
communicated by curriculum managers.
IIIb
Continuing Professional Development (CPD) Programme 2015-16
This academic year, we have set aside three specific days dedicated to continuing professional
development. On these days, some subject areas will have subject-specific training in the morning;
generic CPD for all tutors will be in the afternoon. The tables below show what is scheduled for your area
– please check with your curriculum manager if you have any queries (see contacts below).
If you are usually teaching on an Adult Learning Services course on that day, you are required to attend
and will be paid as usual. If you do not usually teach on that day, you will be paid at admin rate if you are
able to attend. Please ensure you book your training in advance.
We want to make sure the CPD programme is as responsive as possible to the needs of tutors, so please
let us know your thoughts about the training offered and your ideas about what other sessions you would
like to see.
ESOL:
Alice Robson (commissioned provision) – alice.robson@learningtrust.co.uk
Silvia Perin (direct teach) – silvia.perin@learningtrust.co.uk
Functional Skills:
Functional Maths – Joanne Barrett – joanne.barrett@learningtrust.co.uk
Functional English – Maxine Collins – Maxine.collins@learningtrust.co.uk
ICT:
Susana Jaime (direct teach) – susana.jaime@learningtrust.co.uk
Lal Ahir (commissioned provision) – lal.ahir@learningtrust.co.uk
Family and Community Learning:
Barri Disu – barri.disu@learningtrust.co.uk
Wednesday 14th October 2015
Subject area
9:30am - 11:30am
ESOL tutor’s seminar: Reading topics tbc
Venue: HLT Building 1 Reading Lane (MR2
flr 3)
Functional
Functional Skill and enriched learning
English/Maths including trips – Maxine Collins & Joanne
Barrett
Venue: HLT Building 1 Reading Lane (MR1
flr 3)
ICT
Teaching and supporting learners with
Moodle Lal Ahir/Susana Jaime
Venue: HSC Room 53
Family &
Family & Community Learning forum - ProCommunity
forma and paperwork
Learning
Barri Disu & Tabita Thompson
Venue: HLT Building 1 Reading Lane (MR6
flr3)
ESOL
12:30pm – 3pm
Generic CPD
FGM and honour based
violence – IMECE Turkish
Women’s Group – HLT Building
1 Reading Lane (MR5 flr 2)
Thursday 11th February 2016
Generic CPD 9am – 4pm
Dyslexia & Dyspraxia – practical classroom strategies – NIACE
The Tomlinson Centre,
Queensbridge Road, London E8 3ND
Tel. 020 3076 1500
Friday 20th May 2016
Subject area
9:30am – 11:30am
12:30pm – 3:30 pm
Generic CPD
Multimodal
communication and
teaching: meanings
beyond words – Trainer:
John Sutter, Learning
Unlimited
HLT Building, 1 Reading
Lane (MR 1 flr3)
ESOL tutor’s seminar: Marking and assessing
writing
Trainers: Alice Robson & Sally Doman - HLT
Building 1 Reading Lane (MR1 flr3)
Functional
Differentiation to ensure challenge for all
English/Maths
learners (evidencing RARPA) Trainer: Joanne Barrett
HLT Building 1 Reading Lane (MR 4 flr3)
ICT
“Education…let’s get mobile” & “The Virtual
Reality Travel Agency” – hands on experience of
possibilities of using VR in Education – Trainer:
Martin King - Hackney Service Centre Room 53
Family &
RARPA in Family and community learning Community
Trainers: Barri Disu & Tabita Thompson
Learning
HLT Building 1 Reading Lane (MR6 flr 3)
N/B Light lunch in MR1 11:30-12:30. Please note that we are unable to cater for any special diet.
ESOL
Other subject specific CPD – date and venue to be confirmed
Subject area
ESOL
ESOL tutor’s seminar: Reading topics tbc HLT building 1 Reading Lane
Functional English/Maths
Digital technology – raising achievement for L1 & L2 Joanne Barrett & Maxine Collins
HLT building 1 Reading Lane
Practise using SMART phones in the class –
Susana Jaime & Lal Ahir
HSC Room 53
Digital literate families –
Richard Lackrage
HLT Building 1 Reading Lane
ICT
Family learning & Community
Learning
IV. Complaints Procedure
Our promise
ALS is committed to providing a quality service and achieving the highest standards of conduct. One of
the ways in which we can continue to improve our service is by listening and responding to the views of
our learners, partners and tutors.
Therefore we aim to ensure that:
 making a complaint/compliment, whether you are a learner, a tutor or a provider is as easy as
possible;
 we treat a complaint as a clear expression of dissatisfaction with the Adult Learning Service
which calls for a response;
 we treat it seriously whether it is made in person, by telephone, by letter, by fax, or by e-mail;
 we deal with it promptly, politely and, where appropriate, informally (for example, by telephone);
 we respond in an appropriate way - for example, with an explanation, or an apology where we
have got things wrong, or information on any action taken etc;
 we learn from complaints and compliments, use them to improve our service, and publish
information on complaints - for example, in our Self-Assessment Report (SAR).
 This section explains how to make a complaint/compliment about the Adult Learning Service
How to Make a Complaint
To pro-actively minimise exam related complaints, tutors, managers and examination administrators
must at all times adhere to the Instructions for Conducting Examinations issued by the awarding
body e.g. Edexcel, ESB, City & Guilds, NCFE, OCR, OCN and the Adult Learning Services quality
assurance policies e.g. Internal Verification procedures. Although appeals relating to externally
certificated courses will be specific to the assessment process of a particular awarding body, the matter
will be handled within the procedures and practices of Hackney Learning Trust.
In the first instance learners should talk to their tutor and bear in mind that she/he may pass the
information to the relevant person for further action. All, tutors, learners, providers should ensure that
they follow the internal complaints procedures for the organisation they are working for or studying at.
If the complainant is not satisfied with the response then they can contact Hackney Learning Trust in
writing, or by fax, e-mail or telephone. They can also complain in person (by appointment please).
If you are writing, faxing or e-mailing your complaint/compliment, please provide your telephone number
if a response by telephone would be convenient. If you are e-mailing, please state if a reply by e-mail is
required, and if not please provide a full postal address.
Your complaint/compliment should be directed to:
Head of Adult Learning Services
Hackney Learning Trust
1 Reading Lane
Hackney
London E8 1GQ
Tel: 020 8820 7339
Email: ACLinfo@learningtrust.co.uk
Fax: 020 8820 7174
What happens next?
 We will reply in 15 working days when we get your complaint.




If you complaint requires more detailed investigation, this may take longer. We will keep you
updated on the process and let you know when you can expect the full reply.
The full reply will include details of who to contact next if you believe we have not dealt with your
complaint properly.
If you are still not satisfied, you can ask for your complaint to be referred to the Head of
Hackney Learning Trust, Anne Canning.
You can get extra advice on this procedure from our Complaints Officer on 020 8820 7036.
V.
Lesson Observation policy
1.
Policy Statement
Adult Learning Services (ALS) aims to formally observe each course at least once in an academic year.
Additionally, providers are also expected to observe all of their courses at least once in an academic
year. Lesson observations and quality assurance visits will enable us to monitor the quality of teaching,
learning and assessments across all Sector Subject Areas (SSA) including the identification of good
practices and areas of development that need to be addressed. The results of these visits will inform
the service on how to improve the learners’ experience and inform our annual training programme, SAR
(Self-Assessment Report) and QUIP (Quality Improvement Plan).
2. Rationale
Lesson observation is an important component of quality assurance in all programmes. Hackney
Learning Trust’s ALS will ensure that this is a fair, valid and reliable process that takes into account the
totality of the learning experience, the environment and the context in which learning takes place. Adult
Learning Services uses themed quality assurance monitoring visits/developmental observations and
detailed observations of teaching, learning and assessments to improve our service to the learners.
Adult Learning Services actively promotes the co-observation and cross-moderation of the observation
process, both within the service and with external institutions, in order to ensure judgements are fair,
consistent and excellent standards are being upheld.
3. Observers
All lesson observations will be carried out by trained and qualified staff. Observers from Hackney
Learning Trust will sometimes conduct joint lesson observations with a provider’s course
coordinator/subject specialist as a means of capacity building their quality assurance framework and
will also conduct co-observations. When co-observations take place to a HLT funded provision the
observer from Hackney Learning Trust will, as normal, take the lead on the overall judgements
regarding teaching, learning and assessments in line with the current OFSTED’s Common Inspection
Framework and recommend areas for improvement within a given timeline through the use of an action
plan. Observers are required to use the standard pro-forma which is located in the Tutor and Provider
Handbooks.
Process of Lesson Observation Sessions






ALS courses will be observed at least once in an academic year, by Hackney Learning Trust’s
quality monitoring team. In addition, courses may also be observed, at least once in an
academic year, by their centre/contract manager or nominated curriculum manager.
Training providers may be given notice prior to the lesson observation visit. However,
impromptu observations are also carried out at the discretion of the quality assurance team of
the Adult Learning Services.
Before carrying out a pre-planned observation of teaching, learning and assessment,
the HLT observer will e-mail the tutor and his/her manager the previous observation
report at least 7 days in advance. The aim is to refresh the tutor on areas for
development that were previously identified as progress against these areas will be
assessed during the observation.
Observation visits will be brief for inductions and for themed quality assurance
monitoring visits. Detailed/full lesson observations will take up to a minimum of 45
minutes or last the length of the class being observed at the discretion of the observer.
The observer will, where appropriate, seek the views of the learners which will be
recorded in the lesson observation report.
Where possible observers will provide verbal feedback to the tutor during break or
immediately after the observation session or at the earliest convenient time for the



tutor, but no longer than three working days after the observation.
Lesson observations will be quality assurance monitoring visits, developmental or
detailed observation of teaching, learning and assessment. The observation report will
be moderated by the QA team internally and sent to the tutor and his/her manager
within 7 working days.
A written feedback report will be sent to the tutor no later than 7 working days after the
lesson observation. This report will include recommendations and actions which will be
followed up to ensure that they have been actioned. In the event of the standards of
teaching, learning and assessment being insufficient a support visit will take place
within 7 working days followed by another detailed observation by a different observer
from Hackney Learning Trust. If the second observation shows no improvement, the
matter will be escalated to the SMT for a decision and immediate action which could
involve a meeting with the respective managers to review or re-profile the contract with
the provider or tutor.
Where teaching, learning and assessment are just adequate, a quality assurance
support visit will take place in the term followed by another detailed observation before
the end of the course. It is important to note that even where teaching, learning and
assessments are of high standard or excellent, support visits may take place to monitor
progress against areas for development or the sustainability of the strengths previously
observed.
Impromptu quality assurance monitoring or support visits take place to explore a
specific theme to mitigate risks to the service in a timely fashion e.g. attendance and /
or punctuality / check tutor’s folders or briefly observe teaching, learning and
assessment. Although these could be as brief as ten minutes, the observers’
judgements will feed into the overall assessment of the quality of the provision and
identify strengths or areas for improvement. The findings could also prompt a detailed
observation or inform specific CPD for the tutor such as peer observation (physical and
virtual).
4. Factors that judgements on the quality of a lesson/session
Judgements for lessons will not be based on only a snapshot of the observed session. The following
factors might also affect the overall judgement of the quality of the lesson:
 Poor tutor or learner attendance and/or punctuality
 Health & safety issues e.g. poor accommodation
 Learners not being aware of safeguarding procedures
 Missing paperwork (register, scheme of work, etc.)
 Classes not carried out in the quality assured room/venue
 Poor learner progress
 Poor resources
5. Preparations
It is important that the tutor has the following documents ready and accessible to the observer at the
beginning of the session/observation:
 Lesson plan for the session
 Scheme of work
 Attendance register
 Copies of initial assessments/diagnostics where appropriate
 Individual Learning Plans, including updated reviews where appropriate
 Examples of learner’s folders and practical work
 Records of assessments and achievement
6. Support & Development for Tutors
Observers will share with the tutors and the centre/project manager results of the observation, in a
written report. When co-observation of teaching, learning and assessment occurs the lead observer will
share the judgements with the co-observer and agree on key points to feedback to the course tutor and
manager. Tutors and providers will be expected to carry out the recommended actions (or areas for
improvement) specified on the written report within the timescale indicated. Progress on areas for
development will be reviewed at the next lesson observation.
Tutors should receive support (through training; meeting other tutors to share good practice; one-toones, peer observations (physical and virtual), forums, team teaching and so on) from the centre /
project managers as well as the ALS team to complete the actions detailed. Any recommended actions
/ areas for improvement should be followed up within 10 working days after the lesson observation
session, either by the centre/ project manager or the ALS Quality Assurance team and progress
recorded at the next lesson / session observation report.
7. Appealing Against the Written Report
Following a lesson observation the project manager & tutor will where possible receive brief oral
feedback at the end of the lesson and a written report from the observer within 7 working days. If the
tutor or manager wishes to challenge any comments or judgements made by the observer, he or she
should try to resolve these differences during the verbal discussion or feedback. If the issue is still not
resolved, the tutor or project manager can appeal against the report by submitting a letter to the Head
of Adult Learning Services within 14 working days of the report, at Hackney Learning Trust, 1 Reading
Lane, London, E8 1GQ.
The written appeal should contain the following information:
 Name of complainant
 Organisation / Provider Name
 Date of lesson observation report & name of observer
 Reasons for the appeal.
The tutor is then entitled to have a second independent lesson observation, which will be carried out by
a different observer, appointed by the Head of Quality Assurance. No action plan for the tutor or project
manager will be implemented until the second observation has taken place and a new report has been
completed.
If the tutor or project manager is satisfied with the second lesson observation report then it will be used
as a basis of an action plan for the tutor.
If the second report shows substantial agreement with the first, that judgement prevails and an action
plan is drawn up accordingly. However, if this observation is still not to the expected standard, a
contract meeting will take place immediately. The likely outcome will be a withdrawal of the particular
course.
8. Contacts
If you have any queries, please contact Hackney Learning Trust’s ALS Office Manager on 020 8820
7339 or write to:
Office Manager
Adult Learning Services
Hackney Learning Trust
2nd Floor, Technology & Learning Centre,
1 Reading Lane, London E8 1GQ.
VI. Session / Lesson Observation Report
Observation of Teaching, Learning & Assessment
(OTLA) form 2015-2016
* May be applicable to non-formal classes & IAG group sessions
Date & session
Subject/ Aim of session:
Provider & Venue:
Tutor /facilitator name and status
(QTS/QTLS)
Number on the register:
Adults:
Number in class:
Adults:
Number of latecomers:
Adults:
Start- End of lesson:
Start- End of observation:
Name of observer:
Documents
Seen
Y/N
Comments
Lesson plan for the lesson
Scheme of work
ILPs (including reviews if
applicable)
Attendance register/rate*
Examples of learners’ folders
and/or practical work
Records of assessments and
achievement (e.g. Initial
assessment)
Discussion with other
members of staff e.g. SSA
manager/coordinator*
Descriptors for learning and teaching

initial / diagnostic assessments
inform lesson planning and
scheme of work

staff use appropriate skills,
teaching and learning methods and
resources to effectively promote
learning *

learners enjoy learning and make
progress relative to their prior
attainment and potential *
Evidence/Evaluative commentary

activities are adapted to make sure
they build on and extend active
learning for all learners*

continuous assessment of
/feedback on learners’
performance and progress is
timely, fair, consistent and reliable*

learners develop ideas and
increase their understanding and
confidence *

learners develop the literacy,
numeracy, language and key skills
required to complete their
programmes and progress

technology is used effectively to
promote learning

opportunities have been created to
enhance the learning experience
e.g. visits /speakers/ sports /walks
etc

learners receive appropriate and
timely information, advice and
guidance on their next step in
training, education and
employment*

learning, teaching, training and
assessment promote equality and
recognise diversity*

learners are aware of and attain
their learning goals, and have
challenging individual targets *

learners’ work meets or exceeds
the requirements of the
qualifications, learning goals or
employment

learners are punctual and attend
regularly *

learners are aware of the
complaints/ compliments
procedure and their rights and
responsibilities *

learners are aware of safeguarding
arrangements and how to be safe
including E-safety *

health and well being are promoted
and learners are aware of how to
apply safe working practices in
class /work /home *
Descriptors
Accommodation/resources
Evidence/Evaluative commentary
equipment and materials used are
relevant to the learning environment*
accommodation is suitable for
effective teaching, training and
learning*
learners have access to resources for
independent study
safe and healthy environment*
resources and accommodation allow
all learners to participate fully*
suitable crèche facilities
Learners’ Voice Box
Overall effectiveness
Strengths/Areas of good practice:
Issues from previous Lesson Observation
New areas for Development
Action
By whom By when Outcome
Post-observation discussion with tutor:
Tutor’s continual professional Development (CPD) during the last 12 months?
Area of learning grade characteristics:
Outstanding teaching and learning
 Enthusiastic, authoritative
 High level of subject expertise
 Inspirational
 Setting high expectations
 Changing pace and methods of delivery
 Learner centred
 Highly effective differentiation (extension and support tasks)
 Challenging coursework and homework
 Tutors promote independent research
 Lessons are stimulating/focused/fun
 Learning is assessed regularly by formal and informal methods
 Learners are highly motivated
 High levels of autonomy and self-reliance
 Learners aspire to achieve
 Learners ask challenging questions
 Lively debate
 High level critical and evaluative skills
 Learners can evaluate their own performance
 Learners are involved in planning their own learning
 Learners are committed, focused and punctual
Good teaching and learning
 Lessons have clear aims and objectives
 Lessons are well planned
 Lessons achieve the assessment criteria of the course effectively
 Teaching methods suit the purpose
 Regular assessment of learning
 Purposeful atmosphere
 Tutors are supportive and encouraging
 Behaviour management is effective
 Learners respond positively and purposefully
 Many learners are able to work autonomously, but a few remain dependent on the tutor
 Most learners achieve assessment targets on time
 Most learners are focused and punctual
 Most learners are able to evaluate their own performance accurately
 Learners understand the assessment criteria fully
 Most learners have a positive rapport with the tutor and are confident enough to ask questions.
Teaching and learning that requires improvement
 Tutor’s subject command is adequate
 Lessons are planned but do not always contain differentiation tasks
 Syllabus is covered by the scheme of work but there may be lack of variety in teaching styles,
methods and pace
 Lessons that require improvement are often overly tutor led
 Lack of emphasis on need for learners to develop autonomy
 Learners have an adequate understanding of how to progress
 Most learners achieve the assessment criteria
 Not all learners can evaluate their own performance
 A minority of learners have poor punctuality and attendance
Inadequate/insufficient teaching and learning
 A significant proportion of learners do not progress well enough because teaching and training
is ineffective
 Much teaching and training fails to capture learners’ interest, and activities are not sufficiently
well matched to learners’ needs to provide a suitable level of challenge
 Some tutor/trainers’ command of the subject is inadequate for the level demanded by the course
 Assessment is inadequate and some learners do not know how to improve
 Initial assessment is inadequate for a significant number of learners and/or many learners do
not receive the additional support that they have been identified as needing
 Many parents and employers do not have sufficient information about learners’ progress.
 Unsuitable learning environment and/or resources.
RARPA – prompts for observer











Learning aims are appropriate to an individual learner or group of learners and
clearly stated. Initial assessment has been carried out for each learner.
Initial (diagnostic for skills for life courses) assessments establish the learner’s starting point –
Outcomes clearly recorded on ILP
Diagnostic assessment provides an accurate basis on which to plan an appropriate
programme of work
Identification of appropriately challenging learning objectives – check for clearly
stated and suitably challenging objectives for all programmes and wherever
feasible, individually for each learner.
ILP sets appropriately learning objectives (initial, renegotiated and revised).
ILP is used to record and review learners’ progress towards achieving their goals.
Learner ownership of the ILP.
RARPA during programme (formative assessment), including tutor feedback to
learners, learner reflection, progress review.
Forms of assessment and recording are suitable for the course and teaching
programme e.g. records of learner self-assessment, group and peer assessment,
tutor records of assessment activities and individual or group progress and
achievement, learners’ file, diaries, audiotapes, displays, individual or group
testimony, and other forms of appropriate evidence.
Assessment is used to monitor progress and provide areas for development for learners
VII.
Fees Policy 2015-16
i.
Introduction:
A fees policy was introduced in 2008-09 to standardise the process of charging fees to
adult learners who enrol on an adult learning programme.
All providers funded to deliver adult & community learning programmes for Hackney Learning
Trust will be required to adhere to the guidelines set out in this document.
Charging adult learners a fee to participate in learning will ensure a greater level of
commitment and a sense of responsibility amongst learners towards their own learning. Fees
will also help providers with their administrative costs, which are not funded by Hackney
Learning Trust.
Providers must inform Hackney Learning Trust how much they are charging for fees.
ii.
Fees Guidelines:
The level of fee charged to the learner depends on the types of programmes and the types
of learners.
Programmes that require specialist resources and equipment may charge learners a higher
fee than a basic course.



Fee-paying: Adult learners over the age of 19, residents of Hackney, who are enrolled on
an adult & community learning, should pay the full administrative fee that is charged by
the provider.
Concessionary: Adult learners who fall into any of the categories below should be
eligible for a fee reduction:
o They are on means tested state benefits or job-seekers allowance, or
are dependent on someone on such benefits
o They have learning difficulties
Non-fee-paying: If a learner is enrolled on a Basic Skills, ESOL and Family
Learning course, or has a physical disability they should not be required to pay a
fee.
VIII. PCET changes
Tutor Qualifications
All teachers in the post-compulsory sector need to have an approved teaching qualification – for
example, a Diploma in Teaching in the Lifelong Learning Sector (DTLLS), a Certificate in Education or a
Post Graduate Certificate in Education (PGCE).
For vocational training the tutor should have subject specialism, a current assessor award e.g.
TAQA/CAVA and a minimum of PTLLS.
IX. Eligibility Criteria
For a learner to access courses funded by Adult Learning Services, one or more of the following
eligibility criteria must be applicable and the learner must be eligible on the first day of starting the
learning aim.
The learner is
 citizen of the United Kingdom and Islands, has Right of Abode (the right to live permanently in
the United Kingdom without any immigration restrictions), or is a citizen of a country that is
within the European Economic Area (EEA),
 receiving Jobseeker’s Allowance (JSA),
 receiving Employment and Support Allowance (ESA) and is in the work-related activity group
(WRAG),
 receiving Universal Credit because they are unemployed, and mandated (required) to undertake
skills training, or
 in custody and has been released on temporary licence (RoTL) following learning outside a
prison environment and not funded through OLASS.
For more detailed information please refer to: https://www.gov.uk/government/publications/sfafunding-rules-2015-to-2016
X.
Invoice template
CONTRACTOR’S LETTER HEADED PAPER
[Insert your Organisation’s name and address here]
INVOICE
Purchase Order Number:
Invoice No:
Invoice Date:
London Borough of Hackney
Hackney Learning Trust
Central Payments Team
PO Box 494
Northwich
CW9 9AZ
DESCRIPTION
Amount due
For the Provision of [Name & reference to contract] – Insert
description of the payment stage or what the invoice relates to of the
Services.
TOTAL
NB All invoice numbers should start [insert if applicable] followed by the invoice number
e.g. 001 for the first payment, 002 for the second payment and so on.
Finally, the code should be followed by your organisation’s initials. An example of a 2nd
invoice for services run by Hackney Learning Trust would be [ALS-14/15–002–HLT]
XI. Data Protection Statement 2015-16
Hackney Learning Trust’s ALS is registered under the Data Protection Act 1998. The information
supplied on this form will be retained by Hackney Learning Trust and the providers with whom you
study. The information will also be forwarded to the Chief Executive of Skills Funding Agency (SFA)
and, where required, the Young People’s Learning Agency for England (“the YPLA”) to enable those
organisations to fulfil their statutory obligations, principally under the Apprenticeships, Skills, Children
and Learning Act 2009. Both organisations are registered as data controllers with the UK Information
Commissioner’s Office. The SFA funds adult further education and skills training, including
apprenticeships, in England. The YPLA is responsible for arranging the provision of funding for the
education and training of young people in England. The SFA processes learner data on behalf of the
YPLA. The information you provide may be shared with other organisations for purposes of
administration, the provision of career and other guidance and statistical and research purposes,
relating to education or training. Other organisations include the Department for Education, the
Department for Business, Innovation and Skills, Local Authorities, Connexions, Higher Education
Statistics Agency, Higher Education Funding Council for England, educational institutions and
organisations performing research and statistical work on behalf of the SFA, the YPLA, or partners of
those organisations. The SFA also administers the learner registration service (LRS) which uses your
information to create and maintain a unique learner number (ULN). At no time will your personal
information be passed to organisations for marketing or sales purposes. The YPLA, the Chief Executive
of SFA and their partners may wish to contact you from time to time in respect of surveys and research
to monitor performance, improve quality and plan future provision and to inform you about courses, or
learning opportunities relevant to you.
XII. Equality and Diversity Policy
Our Vision
The Adult Learning Service (ALS) is committed to widen participation and make learning more inclusive
for all adult learners by:
 promoting diversity and equality of opportunity,
 challenging and eliminating discrimination and all forms of exclusion; and
 improving access for all.
We recognize that all sections of society may experience prejudice and discrimination. Discrimination
affects people in complex ways and some individuals may experience multiple disadvantages. Whilst
some groups have relatively easy access to quality services, the basic needs of others can at times be
missed. ALS is committed to attaining excellence in the delivery of services to everyone in the
community regardless of:
 gender (including gender reassignment)
 age
 disability
 race
 class
 religion/belief
 sexuality or sexual orientation
 responsibility for dependents or any other unjustifiable grounds
Our services are guided by assessed need and eligibility criteria. However, the application of the criteria
will be applied fairly and consistently in an equitable, non-discriminatory manner.
Discrimination will be unlawful in relation to:
 all our educational services/provision, and in the following areas of employment: recruitment and
selection terms
 conditions of employment
 access to training
 development and promotional opportunities.
This document applies to all permanent and temporary staff, consultants, contractors, providers and
learners and all, without exception, must adhere to the requirements stated.
Our principles are:
 Diversity is the recognition, acceptance and valuing of the existence of the unique differences
that exist between and within groups.
 Inclusion is an active and on-going process by which we seek to develop cultures, policies and
practices and remove barriers to learning.
 We work with the social model of disability that is the organisational, environmental or attitudinal
barriers that can increase the level of disadvantage.
 All learners have an equal right to access high quality services and information that meet their
needs.
 Every service user and employee is entitled to an environment (physical or online) free from
discrimination and harassment.
 Everyone is treated differently yet fairly, objectively and with respect for their culture, values and
beliefs.
 We believe that all providers, staff and partners have a responsibility in promoting equalities and
challenging discrimination and stereotyping.
 All provision should operate in an open and accountable fashion.



We encourage and work in ways that enable the involvement of people in decisions that affect
them.
Equalities should be a central part of the setting’s planning, policy-making, service delivery and
employment processes.
It is important for tutors to develop an awareness of the barriers that can prevent learners from
receiving a quality service.
Access for All
Tutors are able to adjust their teaching style or arrange special accommodation to support learners’
individual learning needs but will require information about the need.
We accept that people may have reservations about declaring a disability or their needs. They might
fear discrimination or being treated differently. An individual has the right to withhold this information or
to request limited disclosure to other parties.
However, this may limit the type of reasonable adjustments we are able to make to overcome the
barriers in accessing services, information or employment.
In order to make these adjustments, some information relating to an individual’s needs may have to be
disclosed to other members of staff or our partners. Detailed information about the nature of an
individual’s needs or medical information will be treated with the utmost confidentiality. If the information
is relevant to making adjustments then it will only be passed to the appropriate personnel, with the
consent of the employee.
XIII. Adult Learning IAG (Information, Advice & Guidance) Policy & Guidelines
The aim of this policy is to provide clear guidance to practitioners and learners on Adult and Family
Learning courses and to other service users, on the role of IAG in relation to adult learning classes and
the importance of creating ease of access to all adult learners.
IAG encourages and facilitates progression and lifelong learning for all. We aim to raise awareness of
the service, providing information on educational, training and employment opportunities and offering
further in depth advice and guidance. In addition, the aim is to support organisations in developing their
capacity to extend IAG provision.
IAG is promoted and delivered in the following way:
 IAG advisers attend tutor and provider inductions and forums, introduce themselves and explain
what the IAG service offers and our expectation that tutors deliver initial IAG

All tutors should inform all learners of the IAG service and how they can access it. This is
initially addressed by the course tutor during induction and subsequently using the ILP
as a tool to discuss the learner’s progression and future goals. Depending on the course
subject and length, IAG should be explored towards the end of the course and included
in the Scheme of Work. Further IAG can be provided by the tutors particularly with regard
to their specific subject.

The Curriculum Managers will remind and encourage providers and tutors to promote IAG
where possible, and to refer learners for 1:1 appointments and/or workshops

Resources to facilitate IAG include:
o A Community Development leaflet including advisor roles and contact details
o Learner referral form for tutors to submit to advisors
o Termly directory of courses and contact numbers
o A short film featuring ALS learners that is currently being piloted as a tool for tutors to
promote IAG
NB: IAG should be included in the scheme of work and in lesson planning. The QA team will check that
IAG is included in delivery and will ask learners if they are clear about how to access the service. The
end of course survey also asks learners this question.

Learners who have specific support needs will be signposted to the appropriate organisation or
service

Termly workshops are delivered for ALS and FL learners on “Next Steps in Adult Learning” and
“Employability and Motivation”. These are delivered by outreach advisors in different community
venues to widen access. Learners are encouraged to arrange 1:1 appointments after these
sessions. All tutors are sent details of these sessions in advance.
After the group session the adviser will:






Carry out an evaluation of the session
Carry out follow up IAG work/research for learners
Carry out 1-1s with learners that require in depth IAG and produce an individual action plan
Inform Curriculum Managers/tutors of outcomes and work carried out with providers and
learners (with learners’ consent)
Ensure learner and session data is inputted on to the ALS IAG database
Track all learners and record any progression outcomes

Advisors are able to visit specific centres and deliver a bespoke IAG session where there is a
particular need e.g. organisations working with mental health service users, classes of learners
with an interest in a particular progression route

Advisors deliver IAG sessions in accordance with the ALS IAG Statement of Service:
o Deliver skilled and up-to-date IAG that is timely and appropriate to the learner, supporting
learning effectively
o Inclusive, accessible and confidential service
o Empowering, motivational, aspirational
o Informed by local Labour Market Information
o Place learner voice and involvement at the heart of the service

ALS has achieved the Matrix Standard which is the quality framework for the effective delivery
of IAG

The IAG service is delivered by experienced staff qualified to level 6 NVQ in IAG. High
standards of delivery are ensured by the ALS quality assurance and improvement procedures.
The service is also committed to raising standards and widening access to the profession by
means of capacity building and developing volunteers e.g. Community Learning Champions
XIV.
Ex-Offender Support Service
Adult Learning Services includes a dedicated Ex-Offender support service which provides an
education and employment advice outreach service. The aim is to engage and keep exprisoners in learning and training to break their cycle of crime. Our advisor offers one-to-one
advice, referring clients on to courses or to other services where appropriate. A key feature of
our service is the development of training courses and projects that will better meet the needs of
this client group so that they are more likely to stay engaged.
We gather views from service users and run pilot programmes to trial new initiatives.
We also provide training which is inclusive so that ex-offenders are not stigmatised but are offered
sufficient support, including job brokerage by specialist training facilitators. This also aids retention
and achievement of trainees.
As well as working with ex-prisoners in the community, our Ex-Offender Outreach Worker makes
regular visits to prisons, both in and out of London, to meet inmates who will be returning to Hackney on
release.
XV. Safeguarding Vulnerable Learners
Educational providers have responsibilities to ensure the safety of children, young people and vulnerable
adults. ALS staff and providers have a duty with regards to children and young people in so far as they come
into contact with them and through their contact with parents. They have a direct responsibility for the
safeguarding of vulnerable adult learners.
Definition of Vulnerable Adults
Persons aged 18 or over and:
 In need of support because of a physical, sensory or learning disability, mental health issue,
age, substance mis-use or an illness
 Requiring assistance in the conduct of his/her affairs
 Receiving a social care service or direct payment
 Receiving a health service
 Living in sheltered housing or homeless
 Detained in custody or under a probation order
 In an abusive relationship
 At risk of hurting themselves or others
 At risk of cyber-bullying or cyber-grooming
This list is not exhaustive and any adult could potentially be the victim of abuse. (SVG Act, 2006)
Safeguarding action is intended to prevent and reduce the risk of harm to vulnerable adults from abuse or
other types of exploitation, whilst supporting individuals in maintaining control over their lives and in making
informed choices without coercion.
Safeguarding action may be needed from abuse which could include:
 Physical, including domestic violence
 Sexual, including exploitation, trafficking and slavery
 Psychological/emotional, including: grooming for sex or extremism
 Financial or material including forced sale of body organs
 Wilful neglect and acts of omission by others
 Bullying including online bullying and prejudice-based bullying
 Racist, disability-based, homophobic, transphobic, or other lesser known traits for abuse (e.g.
albinism)
 Gender-based violence e.g. ‘honour’-crimes and female genital mutilation (FGM)
 Radicalisation and/or extremist behaviour
 Forced marriage
 Substance misuse
 Digital technology misuse (phone, web) e.g. sexting, phishing, scams and identity theft
This list is not exhaustive and safeguarding action may be needed for any other issue which may arise
and pose a threat to a learner/s or their family, friends or general public.
What to look out for
 multiple bruising or finger marks
 injuries the person cannot give a good reason for
 deterioration of health for no apparent reason
 sudden weight loss/gain
 withdrawal or mood changes
 inappropriate or inadequate clothing
 an individual who is unwilling to be alone with a particular carer or other person
 unexplained shortage of money
 violent or prejudiced language or behaviour
 bullying or harassment
What you should do
 Ensure safe learning environments through fully inclusive and integrated practices
 Do act if you suspect a vulnerable person is being abused
 Do talk to the person – listen carefully-give them your full attention but let them know you have
to report this & write short notes of details as soon as possible afterwards
 Do telephone the contact numbers below – even if you are not sure
What you should not do
 Do not ignore it
 Do not promise to keep it a secret
 Do not put it off
Who to contact at Hackney Learning Trust if you suspect abuse is taking place
Elena Brooks 0208 820 7339
Elena.brooks@learningtrust.co.uk
Andy Mills 0208 820 7073
Andy.mills@learningtrust.co.uk
Barri Disu 0208 8207119
Barri.disu@learningtrust.co.uk
We adhere to the following principles in our Safeguarding Practice:
Empowerment - Presumption of person led decisions and informed consent.
Protection - Support and representation for those in greatest need.
Prevention - It is better to take action before harm occurs.
Proportionality - Proportionate and least intrusive response appropriate to the risk presented.
Partnership - Local communities and services together preventing, detecting & reporting neglect and
abuse.
Accountability - Accountability and transparency in delivering safeguarding.
For more information please go to:
 https://www.gov.uk/search?q=safeguarding+vulnerable+adults
XVI.
List of Contacts
Job Title
Name
Contact number
Head of Adult Learning Services
Trish Smith
020 8820 7593
Head of Quality Assurance &
Curriculum
Nene Mburu
020 8820 7149
Community Development Manager
Jill Gander
020 8820 7470
Functional Skills Managers
Joanne Barrett – Functional Maths
&
Maxine Collins – Functional English
Susana Jaime
&
Lal Ahir
020 820 7072
Silvia Perin
&
Alice Robson
020 8820 7171
ESOL Advice Service Manager
Khadijah Amani
020 8820 7043
Family & Community Learning
Manager
Barri Disu
020 8820 7119
Family Learning Curriculum
Coordinator
Outreach Education Employment
Advisers
Tabita Thompson
020 8820 7269
Dawna Lee / Crystal Butler / Naina
Kent
020 8820 7278 /
7079 / 7172
Ex-offender Outreach Worker
Alison Kakande
020 8820 7086
MIS Manager
Farida Mumin
020 8820 7118
Marketing Co-ordinator / MIS Deputy
Manager
MIS Support
Steven Bray
020 8820 7186
Gareth Jones
020 8820 7169
MIS Assistant
Patricia McDaid
020 8820 7673
Contracts Manager
Andy Mills
020 8820 7117
ALS Project Officer
Richard Creighton
020 8820 7075
Office Manager
Elena Brooks
020 8820 7339
ICT Curriculum Managers
ESOL Curriculum Managers
020 820 7463
020 8820 7533
020 8820 7016
020 8820 7167
XVI.
Definitions of ALS Quality Targets:
Recruitment
Recruitment is the number of eligible learners successfully engaged onto a contracted
learning programme.
Retention
The retention rate is the number of learners completed, divided by the number of learners
who started, multiplied by 100.
Attendance
This figure can be calculated by totalling the number of learners who are present for each
lesson divided by the total number of lessons, multiplied by 100. (Unauthorised absences
must be recorded in the register as “Absent”).
Punctuality
Calculate punctuality by totalling the number of learners who arrived on time and dividing
this figure by the total number of sessions/lessons, multiplied by 100.
Achievement
The achievement rate is the number of qualifications learners have fully obtained divided by
the number of completed qualifications with a known outcome, multiplied by 100. For
contractual purposes, partial achievements are not included as achievements. For nonaccredited learning, achievement is defined as the attainment of objectives and targets set
out in the Individual Learning Plan (ILP).
Success rates
Success rate is calculated as the number of qualifications achieved divided by the number of
starters, multiplied by 100. It can also be derived by multiplying achievement rate by retention
rate, divided by 100.
Learners’ Satisfaction
Learners expressing that they are content and happy with their course.
Lesson Observation
Formal report of the quality of teaching and learning (please refer to Section 3 for more information).
XVIII.
VLE Standards
The following Virtual Learning Environment (VLE) standards have been developed to set the
minimum expectations for the online provision to ensure that all learners on ALS courses have a
corresponding VLE course. The aim of the standards is to provide and facilitate exemplary
course provision through dynamic materials and e-learning resources. It is important that all
tutors are fully aware of these and aim to achieve the highest level of attainment. An outstanding
use of the ALS Moodle website will help to enhance learner satisfaction and success. Tutors and
Providers should be aware of these.
The standards include the following prerequisites:
Minimum standard:
 Scheme of Work
 Lesson plans
 Uses weeks/topics layout to group resources effectively
 News Forum for notices to students
 A completed Course Summary (including key words) to enable course searching
 Links to external websites
 Uploaded documents relating to the course such as theory hand-outs, practise
exercises/activities (tasks), etc.
 Active students, that is enrol learners and encourage them to use the VLE. Feedback forms to
collect student opinion/data such as the ALS Evaluation form.
Good:
 Active discussion forum or scheduled chat sessions.
 Use the Upcoming Events function in the Calendar (e.g. assignment dates, visits, tutorial)
Interactive self-marking Moodle Quizzes.
 Use Moodle Assignments to set, collect and mark students work such as assessments or
homework, e.g. induction quiz.
 Use Moodle Glossaries to provide a searchable bank of terms or concepts.
 Clearly signposted extension and support activities/resources to provide differentiated learning.
For example advanced or extension tasks, you tube videos, frames, etc.
 ILP for each learner (if plan available online).
 Have NLN resources on it (if available for that topic).
Outstanding:
 Regular use of student blogs to aid reflective learning or record progress.
 Use of Wikis to allow collaborative student work. Make use of Moodle forums to deliver
Podcasts.
 Embed video or sound clips in Moodle course.
 Include some self-created interactive content (e.g. PowerPoint, Hot Potato, EXE or similar)
RSS Feeds to stream relevant news to your course page.
Adapted from Weston College case studies on good e-practice.
XIX. ALS Informal Adult & Community Learning Policy
Vision:
Informal adult and community learning is learning that promotes empowerment, personal development,
welfare, civic participation and engagement rather than focusing solely on the pursuit of a qualification.
The SFA Adult Safeguarded Learning funding will contribute to IACL to enhance the formal learning
programme. IACL will create the opportunity to engage adults in enrichment activities that can also
contribute to local neighbourhood projects, supporting community empowerment and extending social
inclusion.
There will also be an emphasis on activities funded by the participants themselves and groups that
organise and drive their own learning.
Aims:
 Increase the reach and stretch of the funding, maximising the use of resources, including
spaces for learning
 Promote IACL and engage in collaborative partnerships
 Create opportunities for learning & enrichment activities, supporting innovative approaches
 Increase access to, and use of, information technology, digital communication and new ways of
learning
 Support community projects and community-led development that respond to local priorities
 Maximise number of learners engaged with a focus on disadvantaged group and on increasing
equality of access
 Promote further learning and facilitate progression, offering routes for those looking for a way
into formal learning
 Develop a more inclusive learning landscape achieving outcomes for both individuals and for
communities;
We will do this by:
 Identifying and publicising existing informal learning activities and groups in the borough by
means of outreach and partnership work
 Subsidise existing provision in the community e.g. by contributing to some running costs
 Funding and monitoring new IACL courses annually through the commissioning process
 Introduce fee paying courses where appropriate
 Developing the Community Learning Champion model of engagement, training volunteers to
widen participation & develop their own projects on a local level
 Capacity building community groups by means of advice, information, sharing good practice and
training with a view to ensuring the sustainability of projects
 Fostering creative partnerships and exchanging help in kind
 Joining up with other relevant agendas including formal learning, creative arts,
 Sporting, environmental and cultural initiatives
Procedure for funding learning groups in the community:
 ALS target groups will be prioritised i.e. migrant communities, parents of under achieving
children, ex-offenders, workless, LDD including those with mental health issues, those with low
level qualifications
 Proposals will be submitted to the Curriculum Group identifying aims of learning activity and
costs
 Senior Management Team to assess all proposals to ensure value for money
 Senior Management Team to agree elements to be funded and a simplified
 SLA/contract to be issued
 Costs will be decided on a case by case basis depending on the needs of the learners


Payment schedule will be made up of two payments, split 30%:70%, payable on receipt of
required MIS evidence. Exceptions may be made to this formula e.g. with proven providers
where financial risk is lessened
For next academic year, IACL awards will be part of the routine commissioning process
Quality Assurance
 Facilitator qualifications will be dependent on the proposed course or project
 Pre-contract checks required prior to delivery including: DBS check for facilitators, venue H&S
check, safeguarding procedures in place, public liability insurance
 QA will be appropriate to the learning activity: at least one contract monitoring visit per group,
Course Outline/Scheme of Work and evaluation form completed
 Recommendations made for quality improvement, as appropriate
 Any areas for concern will be taken up via the contract management process
NB: IAL (now IACL) was introduced in September 2010 as an Ofsted learning category. According to
the latest Ofsted consultation document on IAL, it has not been decided whether, “Surveys or thematic
visits can provide a suitable methodology for the inspection of aspects of IAL.”
MIS requirements
 Provision should be a minimum of 9 learning hours
 Timetable of sessions/Course Outline
 IACL Enrolment Form for each learner attending *
 Register for courses running over several dates
 Evaluation form completed by each learner
 Certificates (where applicable)
* The enrolment form is a key monitoring tool as it is the means by which engagement of adult learners
in the community is demonstrated. Each participant must complete the form fully which will also enable
the Trust to analyse learner profiles and inform future planning of IACL.
Learning groups will also be required to facilitate IAG visits/referrals to promote progression to further
opportunities.
XX. Sustainability policy
The Adult Learning Service’s Sustainability Policy
The Adult Learning Service (ALS) is committed to promoting sustainability. Concern for the environment
and promoting a broader sustainability agenda are integral to ALS’s professional activities and the
management of the organisation. We aim to follow and to promote good sustainability practice, to
reduce the environmental impact of all our activities and where possible to encourage and support our
learners, training providers and partners to do the same.
Principles
Our Sustainability Policy is based upon the following principles:
 To comply with, and exceed where practicable, all applicable legislation, regulations and codes
of practice.
 To integrate sustainability considerations into all our decisions.
 To ensure that all ALS staff are fully aware of our Sustainability Policy and are committed to
implementing and improving it.
 To minimise the impact on sustainability of all office and transportation activities.
 To make learners, providers, partners and suppliers aware of our Sustainability Policy, and
encourage them to adopt sound sustainable management practices.
 To review, annually report, and continually strive to improve our sustainability performance.
Practical steps
In order to put these principles into practice we will:
Travel and meetings
 Walk, cycle and/or use public transport to attend meetings etc, apart from exceptional
circumstances where the alternatives are impractical and/or cost prohibitive. Long journeys
within the UK will normally be undertaken by train. Include the full costs of more sustainable
forms of transport in our financial proposals, rather than the least cost option which may involve
travelling by car or air. Where the only practical alternative is to fly, we will include costs for full
air fares rather than budget airlines in our financial proposals, and appropriate offsets.
 Avoid physically travelling to meetings etc where alternatives are available and practical, such
as using teleconferencing and efficient timing of meetings and coordination to avoid multiple
trips. These options are also often more time efficient, while not sacrificing the benefits of
regular contact with learners, training providers, and partners.
 To reduce the need to travel to meetings and elsewhere, and facilitate regular provider contact,
we will provide a mobile phone to ALS staff free of charge for the duration of their employment
at the Learning Trust.
 Reduce the need for our staff to travel by supporting alternative working arrangements,
including working from home and promote the use of public transport.
Purchase of equipment and consumption of resources
 Where possible, minimise our use of paper and other office consumables, for example by
double-siding all paper used, and identifying opportunities to reduce waste. As far as possible
arrange for the reuse or recycling of office waste, including paper, computer supplies and
redundant equipment.
 Reduce the energy consumption of office equipment by ensuring lights and other equipment
including radiators are switched off when not needed.
 Purchase goods from a supplier committed to renewable energy. Seek to maximise the
proportion from renewable energy sources, whilst also supporting investment in new renewable
energy schemes.
 Purchase fair-trade products and avoid buying bottled water.
 Working practices and advice to learners, providers and partners.



Train volunteers, fund, support, and undertake voluntary work with Hackney community and / or
environmental organisations whose objective is to offset carbon emissions.
Ensure that our IAG team incorporates sustainability issues in its advice to clients.
Include a copy of our Sustainability Policy in the Providers and Tutors’ Handbooks which we
issue each year.
Monitoring and reporting
Our Sustainability Policy will be monitored and reported on annually via our website, VLE, SAR,
Learner/Provider feedback, against the objectives, targets, indicators and targets below.
Sources of impact Objectives - Policies and Targets Indicators Actions
Travel by ALS staff
Incorporate the above two measures into the induction for new staff and advice for existing employees.
Office energy consumption
 To minimise energy consumption.
 To minimise the impact of the energy used by supporting renewable energy sources
 All lighting to use low energy bulbs. As office equipment is replaced, purchase the most energy
efficient equipment when compared with alternatives of a similar cost and performance.
Maximise the proportion of electricity used from renewable energy sources, whilst also
supporting investment in new renewable energy schemes.
 Ensure computer equipment is set to go to standby when left for a short period and equipment
turned off at night where practical.
 Install thermostat for heating, if practicable.
 Develop target for the proportion of electricity from renewable and investment in new schemes.
 Produce advice for employees.
Paper
Where possible minimise paper use by printing double-sided pages. Total paper consumption per FTE
will not increase.
Monitoring and reporting
Our Sustainability Policy will be monitored and reported on annually via our website, VLE,
SAR, against the objectives, targets, indicators and targets see below.
Sources of
impact
Objectives
Policies and Targets
Indicators
Actions
Travel by
ALS staff
To minimise carbon
emissions
and other impact by
avoiding
unnecessary
business travel. To
minimise the
impact of
necessary staff
business travel by
maximising the use
of public
transport, walking or
cycling.
To offset the
residual carbon
emissions from
business travel
100% of all journeys to
work by staff by public
transport, walking or
cycling. 90% of the
number of journeys and
80% of the distance of
journeys by staff on
ALS business by public
transport, walking or
cycling. All distant travel
within UK will normally be
undertaken
by train. Reduce year
on year the total carbon
emissions from ALS
travel per full time
equivalent (FTE) and
turnover. Increase year
on year the proportion
of replacements to out of
office meetings (e.g.
teleconference)
compared with the total
number of meetings.
Number of
business
journeys by mode
/ distance
travelled by
mode per
annum. The
ratio of distance
(km) travelled by
train to distance
travelled by air
(km).
Amount of
carbon
emissions offset
per annum.
Number of
replacements to
out of office
meetings (e.g.
teleconference)
per annum.
Record all lengths of
business travel by
mode and calculate
emissions / warming
potential
Record the number of
out of office meetings
and alternatives
(teleconference)
where it is a
replacement for
meetings
Office energy
consumption
To minimise
energy
consumption To
minimise the
impact of the
energy used by
supporting
renewable energy
sources
All lighting to use low
energy bulbs. As office
equipment is replaced,
purchase the most
energy efficient
equipment when
compared with
alternatives of a similar
cost and performance.
Maximise the proportion
of electricity used from
renewable
energy sources, whilst
also supporting
investment in new
renewable energy
schemes.
Total carbon
dioxide
emissions from
ALS office energy
use and
average per
FTE turnover.
Total ALS office
energy use and
average per FTE
turnover.
Proportion of total
ALS electricity
used from
renewable
sources
Ensure computer
equipment is set to go
to standby when left for
a short period and
equipment turned off at
night where practical.
Install
thermostat for heating, if
practicable. Develop
target for the
proportion of
electricity from
renewables and
investment in
new
schemes.
Produce
advice for learners
and guidelines for
training providers
Paper
consumption
To minimise
paper use
To minimise the
impact of
producing the
paper used
Total paper
consumption per FTE will
not increase. All direct
paper consumption will
be on
100% recycled paper
Total direct
paper
consumption
and average per
FTE and £
turnover
Baseline for
monitoring paper use to
be established and
paper use monitored
Produce advice for
employees
50% of paper
consumption through print
orders will be on recycled
paper. All new printers to
be capable of duplex
printing
To minimise the
amount of waste
generated. To
maximise the
proportion of waste
recycled
All waste office paper
and toner cartridges will
be recycled. All glass,
cans and plastic bottles
will be recycled. All
redundant office
equipment will be sold or
donated for reuse or
recycled. As office
equipment is replaced,
purchase the most
resource efficient
equipment (e.g. toner
waste etc) compared with
alternatives of a similar
cost and performance.
Number / weight
of bags of rubbish
generated per
annum and
average per FTE
and £ turnover
Number/ weight
of bags of paper
recycled per
year
Develop system to
record waste generated
Water use
To minimise
office water use
As equipment is
replaced, purchase the
most water efficient
equipment when
compared to alternatives
of a similar cost and
performance
£ saved
annually on
purchase of water
Review measures that
could be taken to reduce
water use Produce advice
for staff, learners and
training providers
Working
environment
To reduce the
Involve staff in
100% of staff
impact of emissions / environmental
satisfied with their
toxins from office
sustainability activities and work environment
equipment
raise individual awareness
of environmental issues
Waste
generation
Create a healthy
working environment
– including having plants
in the office
Consumption
of other
products
To reduce the
impacts of
beverages purchased
and to
support fair-trade.
100% of tea and coffee
purchased fair-trade.
All waste bags to be made
from recycled
and / or biodegradable
plastic. Use re-used
office equipment where
practical
£ savings per
annum on waste
bags and new
equipment
Reduce the impact of
products purchased
(including product miles)
Local
community
To support
Hackney businesses,
trainers, and partners
and contribute to our
local community and
the environment
Purchase products and
use suppliers locally
wherever practical.
Promote two days
voluntary work by every
employee per year
Number of
person days of
voluntary work
undertaken per
year
Create a viable
partnerships that promote
sustainability
*The policy document is informed by; the European Union’s Sustainability Policy, Hackney’s
Sustainable Community Strategy 2008-2018 and Ofsted’s 2010 guidelines on inspecting and
reporting on progress in sustainability development
For more information please refer to http://archive.excellencegateway.org.uk/page.aspx?o=167934
XXI
IAG Individual Action Plan
This document is for internal Adult Learning Services use only, and is only included here for
reference purposes.
This document is for internal Adult Learning Services use only, and is only included here for
reference purposes.
This document is for internal Adult Learning Services use only, and is only included here for
reference purposes.
XXII IAG Client Feedback Form
This document is for internal Adult Learning Services use only, and is only included here for
reference purposes.
This document is for internal Adult Learning Services use only, and is only included here for
reference purposes.
XXIII. List of Abbreviations
ACL
Adult & Community Learning
ALS
Adult Learning Services
AP(E)L
Accreditation of Prior (Experiential) Learning
ASL
Adult Safeguarded Learning
Cert Ed
Certificate in Education
CPD
Continuing Professional Development
DTLLS
Diploma in Teaching in the Lifelong Learning Sector
ESOL
English for Speakers of Other Languages
EYP
Early Years & Play
FL
Family Learning
FEML
Family Literacy, Maths and Language
GLH
Guided Learning Hours
HLT
Hackney Learning Trust
IAG
Information, Advice & Guidance
ICT
Information & Communications Technology
IfL
Institute for Learning
ILP
Individual Learning Plan
KPI
Key Performance Indicator
LDD
Learning Difficulties & Disability
LLUK
Lifelong Learning UK
LS
Learning Support
MIS
Management Information Systems
OCN
Open College Network
PCDL
Personal and Community Development Learning (an alternative term for ACL)
PCET
Post Compulsory Education Training
PGCE
Post Graduate Certificate of Education or
Professional Graduate Certificate of Education
PTLLS
Preparing to Teach in the Lifelong Learning Sector (previously referred to as a
passport or an initial award)
Quality Assurance
QA
QTLS
RARPA
Qualified Teacher, Learning and Skills (the term which describes the status of
those
who areand
licensed
to practise
as aand
teacher
in the sector)
Recognising
Recording
Progress
Achievement
SAR
Self-Assessment Report
SFA
Skills Funding Agency
SENDDA
Special Educational Needs and Disabilities & Discrimination Act
SoW
Scheme of Work
WFL
Wider Family Learning