YOUR GUIDE TO BEING
A CACHE CENTRE
Children & Young People
Education Support
Health and Social Care
Health
Playwork
Quality of Assessment
Your Guide to Being a CACHE Centre
Contents
01 Welcome
01
02 Becoming a CACHE Centre
04 Types of assessment
Multiple choice questions
10
Practical Assessments
10
Assignments
10
Portfolio of Evidence
10
External Assessment
10
UCAS Points
10
Online services
02
Personalised support
03
Subject Specialist support
03
Training days, information days and
bespoke activities
03
Qualifications development
03
Improving our services
03
From Approval to Centre Quality Audit
03
Registering learners
03
Assessors, internal moderators and
quality assurers
03
Requesting extra support and reasonable
adjustments for learners
03
Retaining copies of learners’ work
04
Administering external assessment
04
Flow Chart for Holistic Assessment
of QCF Portfolio Evidence
Learners' results
04
Internally Quality Assuring Portfolio Evidence
Queries
05
Flow Chart for Holistic Internally Quality
Assuring QCF Portfolio Evidence
05 Preparation, Implementation of
Assessment, Moderation and
Quality Assurance
Planning for internally assessed assignments
11
Marking internally assessed assignments
11
Moderating internally assessed assignments
11
Flow Chart for NQF Internal Moderation
Assessing Portfolio Evidence
Certificates and Direct Certificate
Claims Status
Maintaining the quality and integrity of
your qualifications
Records for Centre Quality Audit
12-13
14
14-15
16
16-17
05
06 Terms you will encounter
05
06-07
Identifying risk and extra support
08
Identified Malpractice and
Maladministration
08
03 About the qualifications
Qualification Frameworks
09
National Qualifications Framework
09
Qualifications and Credit Framework
09
Credit transfer
18
Personal Learning Record (PLR)
18
Rules of Combination (RoC)
18
Recognition of Prior Learning (RPL)
18
Value statements
19
Your Guide to Being a CACHE Centre
01: Welcome
Welcome to the Council for Awards in Care, Health and Education (CACHE) – the
UK's only specialist awarding organisation for the children and adult health and
care sectors, with a portfolio of qualifications ranging from Entry to Level 5.
Our qualifications are used by over 1,500 colleges and training providers in the UK
and abroad, and last year, over 150,000 learners registered with us through our
Centres.
We have developed this information document to enable you to become a
recognised and approved CACHE centre with easy access to all our support.
This document includes:
• an introduction to our services and the different types of support we offer
• the information that you need to develop your portfolio of qualifications
• a general overview of the qualification frameworks
• guidance on delivery, assessment and moderation/quality assurance in both the
National Qualifications Framework (NQF) and the Qualifications and Credit
Framework(QCF)
• guidance on administering those qualifications
• Value Statements for the qualification specifications for Children and Young
People, Health and Social Care, Playwork, Education Support and Health.
It couldn’t be easier!
“
Our qualifications
are used by over
1,500 colleges
and training
providers in the
UK and abroad
“
01
Your Guide to Being a CACHE Centre
02: Becoming a CACHE Centre
To apply to become a CACHE-recognised
and approved centre, all you need to do is
complete the Recognition Form on the
CACHE website www.cache.org.uk and
return it to the email address on the form.
When this has been processed and you
have completed your credit check you will
receive a Centre number and a Centre
Agreement contract that will have to be
signed and returned in order to gain
approval, at which point you will be
allocated one of our Regional Development
Executives (RDE) who will review your
staffing profile, policies and procedures
and discuss how you can achieve
Qualification Approval.
If you’ve already been approved by another
recognised UK awarding organisation you may
not need an approval visit.
When you have been approved to deliver
qualifications we will send you a Welcome Pack
and a Certificate to show that you are a CACHErecognised and approved Centre. You will also be
allocated a Customer Quality Advisor CQA), who
will then support and guide you through the
delivery of your chosen qualifications.
For full details of our approval criteria visit
www.cache.org.uk
Online services
The public CACHE website www.cache.org.uk
includes up to date information that is available
to everybody, such as news updates and case
studies, information on qualifications and service,
and links to other useful websites.
Our online registration and certification service
has been developed to make the task of
administration easy, fast and more efficient.
Our secure web area provides access to a
personal Resource Centre with qualification
support materials, documents and reports for
qualifications including registrations and
learner results.
The Resource Centre will be your Centre’s
management area (a document upload area
where you can share documents between your
Centre and CACHE).
If you prefer to use hard copies of our materials
from the Resource Centre, we have printing
services that can provide your requirements:
we aim to deliver all orders within 2–5
working days.
You will be supported in accessing the online
services, and if you have any questions you
can contact our Customer Support Team.
You will be able to add to your portfolio of
qualifications at any time by applying through our
secure online system.
Our friendly Customer Support Team provides
support from Monday to Friday, 8.45am to
5.15pm (excluding public holidays and the
Christmas closure).
Tel: 08457 347 2123
Fax: 01727 818618
Email: info@cache.org.uk
“
You will be able
to add to your
portfolio of
qualifications at
any time by
applying through
our secure
online system.
“
For any further information contact our friendly
Customer Support Team – they will be happy
to help.
02
Your Guide to Being a CACHE Centre
Personalised support
From Approval to Centre Quality Audit
You will be allocated a Regional Development Executive
who will help you to identify a unique, tailored package of
support to maximise your business potential. This can
include qualification updates, portfolio development, and
support related to recruitment and progression or
attending graduation/open days.
Registering learners
You will also be allocated a Customer Quality Advisor who
will assist you with qualification delivery during on-site or
remote quality auditing visits. They can undertake further
qualification approval should you wish to add a
qualification to your portfolio. You can also request
support by email and telephone.
Subject specialist support
Besides personal support in the regions, we have a team
of in-house subject specialists who will provide up-todate qualification expertise, should you require it.
Training days, information days and
bespoke activities
We offer a wide range of training days that are listed on
our website, specifically designed to help in the delivery
of our qualifications. New events are introduced regularly
to support new qualifications and, where there is a
demand, events are held on a regional basis. We also hold
themed events to introduce new qualifications and get
customer feedback on our qualifications and services.
Qualifications development
We recommend that you register your learners with us
through our online service as soon as they start their
qualification, so that you can begin to access our support.
Following a registration of your learners you will receive
Personal Identification Number (PIN) that is unique to
each learner and can be quoted in correspondence with
us. The learner’s registration remains active for as long
as the qualification is accredited.
Assessors, internal moderators and
quality assurers
Your staffing profile will need to demonstrate that your
assessors and internal moderators or quality assurers
are occupationally competent and knowledgeable to
assess, moderate or quality assure the units or
qualifications.
It is important to remember that the Internal Moderator
or Internal Quality Assurer is responsible for the integrity
of the qualification.
Requesting extra support and reasonable
adjustments for learners
If you need to offer special consideration or adjustments
for learners, please refer to the CACHE Good Practice
Guide: The Application of Reasonable Adjustments and
Special Consideration in Vocational Qualifications,
available to download on the CACHE website.
Our Qualifications Development Team provide you with all
the information you need to plan and deliver your CACHE
qualifications and create specifications for tutors and
assessors to inform and support
your qualification delivery, assessment and
quality assurance.
Improving our services
We are always keen to improve our qualifications and
service to you and welcome your feedback. If you have
any comments on our qualifications or services please
email us at info@cache.org.uk
We have a Virtual Panel of volunteers from our Centres
who help to review our material. If this would interest
you, please contact us on 0845 347 2123 or email us on
development@cache.org.uk for further information.
Or write to us at:
Customer Support
CACHE, Apex House, 81 Camp Road,
St Albans, Herts AL1 5GB
03
Your Guide to Being a CACHE Centre
Retaining copies of learners’ work
We strongly recommend that your learners keep copies
of the evidence they submit to you for assessment and
that you issue receipts for it.
If a learner’s work is lost or stolen before they submit it,
they must make every attempt to retrieve it but if that is
not possible they and your Centre should agree a
timescale for the submission of new evidence. If it is lost
or stolen after it is submitted, you must be able to supply
sufficient evidence of satisfactory completion of the work
from your Centre records to ensure that the learner is
not disadvantaged.
Administering external assessment
You can find more information about what types of tests
are available and how to enter learners online in your
personal Resource Centre.
Learners' results
Learners’ results are published online in your personal
Resource Centre so that you can inform learners of their
individual results.
Learners who are referred or have achieved a pass grade
or above can try for a higher grade; Centres can make all
necessary arrangements and re-enter learners for any
future test dates as outlined on the Assessment
Timetable. The highest grade achieved, following upgrade
attempts, is the grade recorded on the certificate.
You will need to register your learners before they can
undertake any external assessments. Dates for the
assessments are on the External Assessment Timetable,
which is published on the website each year.
• Examiner marked assessments have set submission
dates. When a learner is ready to submit their
assessment to CACHE, you can enter them via
cachezone. They need to attach a signed copy of the
External Assessment Cover Sheet to their work.
If a learner wants to resubmit their work to try to
improve their grades they need to be entered as
outlined above, tick the re-submission box on the sheet
and enclose a copy of the original assignment.
• Note: To ensure that the learner has every opportunity
to upgrade, make a copy of assessments before
submitting them to CACHE, because original scripts are
not returned until the ‘Request for Re-mark’ period
has elapsed.
• Externally assessed tests must be taken on the
published date and at the specified time. You may find
the following guidance useful:
General, Vocational and Diploma Qualifications:
Instructions for conducting examinations (on the Joint
Council for Qualifications website: www.jcq.org.uk)
The Application of Reasonable Adjustments and Special
Consideration in Vocational Qualifications (on the CACHE
website www.cache.org.uk).
Note: Test papers are available in Welsh upon request.
• Paper-based tests (multiple choice and short answer)
are available on set dates or within test windows. You
enter learners via cachezone and provide CACHE with
delivery instructions and/or test venue details so that
test papers can be packaged correctly.
• Online tests (multiple choices) are available both on
demand and on set dates.
04
Your Guide to Being a CACHE Centre
Queries
Although we aim to ensure a fair and consistent result for
every learner, you may feel that a grade does not reflect
predicted performance; in these instances you can
contact us using the Results Enquiries form on the
CACHE website.
Certificates and Direct Certificate Claims Status
If you are a new centre you will need to achieve a ‘No
Risk’ Quality Audit to gain Direct Certificate Claims Status,
which means that once a learner has completed their
learning, you can claim a unit or qualification certificate
through our online services. Your Customer Quality
Advisor will explain this to you when they make their first
support/centre quality audit visit.
If a learner has registered for a full qualification but is no
longer able to complete the full qualification you can
request certificates for the units that have been achieved.
You should not withdraw the learner from the
qualification until you have received the unit certificates.
Centre quality audits are sometimes carried out remotely
away from your Centre. In this case you will be able to
upload documentation online on your personal Resource
Centre or provide remote access to your Centre’s intranet.
Key Centre staff will be contacted by telephone as part of
this process along with, where appropriate, learners,
employers and/or other stakeholders.
Whether the audit takes place during a visit or via a
remote activity, you will always receive a written request
and a formal written report of the findings on a Quality
Audit (QA) form, which may include actions for
improvement (see Sanctions Tariff and Sanctions Policy
on our website).
If actions are required you will receive a SMART (specific,
measurable, attainable, relevant, timely) action plan on
the QA form and support will be provided until the actions
are completed.
Maintaining the quality and integrity of your
qualifications
You will receive an annual quality audit to check that your
policies and procedures are kept up to date and that your
approach to internal quality assurance ensures the
integrity of the qualification. You will need up-to-date
versions of the following documentation:
• Staffing profile that meets the requirements
• Internal quality assurance plan that covers
all qualifications
• Internal quality assurance process and approach that
includes standardisation
• Learner evidence that meets the learning criteria
• Your policies and procedures (if any changes have
been made)
05
Your Guide to Being a CACHE Centre
Records required for Centre Quality Audit
You will be required to keep the following records for evidence of a clear audit trail of the assessment
process and to demonstrate the effectiveness of the internal quality assurance process.
CACHE
Requirements
Examples of Possible Evidence
Health and Safety
Policy
• Providing a safe learning environment for learners, which may
include checking placement safety
Complaints
Procedure
• Providing opportunities for learners who may have a complaint
that could be escalated to CACHE
• Complaints Process showing how a learner can raise any
concerns about their learning experience at the Centre.
Withdrawal
Process
Malpractice and
Plagiarism process
Learner Induction
• How you withdraw a qualification and / or withdraw a learner
from CACHE qualifications
• Process to safeguard the integrity of the qualification
• How learners are introduced to the requirements of the
qualification and the routes available to complain or appeal.
• Learner Appeals Procedure showing how learners can appeal
against an assessment decision made by the Centre and how this
can subsequently be escalated to CACHE.
Equality and
Diversity
Prior Achievement
• Diversity or Equal Opportunities Procedure which includes a
Centre inclusion statement detailing how learners with specific
needs will be initially assessed and supported to achieve.
• Recognition of Prior Learning (RPL) Process showing how the
Centre supports applications for RPL from learners.
• Credit Transfer and Accumulation Process to evidence how the
Centre supports the accumulation and transfer of credits for its
learners, including the recording of exemptions.
Quality Assurance
• Internal quality assurance strategy/policy/procedure giving an
overview of the organisational approach.
• Documented internal QA approach including clear guidelines and
relevant documentation.
• Internal quality assurance plans which include information about
planning for internal quality assurance.
• Sampling methodology with a clear rationale for the approach
used which covers all assessors, all assessment methods, and all
levels of units for each qualification over the study time of
a cohort.
• Internal quality assurance reports with clear feedback and
actions as required for each assessor and evidence that any
actions set or feedback given to assessor is implemented and
re-checked.
• Standardisation minutes showing that effective standardisation
activities have been carried out and that all assessors and all
internal quality assurers have attended.
06
Your Guide to Being a CACHE Centre
CACHE
Requirements
Learner Tracking
Systems
Examples of Possible Evidence
• Learner data - securely stored auditable evidence to include:
name, date of birth, CACHE PIN, Unique Learner Number (ULN),
contact address, workplace address with contact details.
• Learner records – securely stored auditable evidence to support
the potential loss of learner work to include: assessor name,
internal quality assurer name, registration date, contact sheet,
assessment plans, learner feedback records and achievements.
• ULN Acquisition Process - arrangements to obtain ULNs and
access personal learner records.
• Learner tracking - administrative systems in place to track the
progress of learners, electronic or paper based, and hold and
transmit details of assessment outcomes to CACHE securely.
Staff Records
and Resource
• Staff CVs showing the competence of assessors to assess, the
competence of internal quality assurers to internally quality
assure and the vocational competence of assessors, in line with
the requirements of the assessment strategies for the units that
they assess.
• Continuing Professional Development (CPD) records for
assessors and quality assurers relevant to the units they assess
or quality assure.
Partnership
Activities
Supporting
Authorisation for
Certificates Claimed
Learner
Assessment
Evidence Records
• Partnership Roles and Responsibilities Summary – evidence of
the respective roles and responsibilities of each partner where a
Centre operates in partnership with another organisation for the
delivery of CACHE qualifications
• Authorised evidence of learner achievement to support
electronic claims for certification, including evidence of who
authorised the claim, dates certificates were claimed, who
administered the electronic certification claim.
• Learner assessment evidence for sampling.
• Recognition of Prior Learning (RPL) evidence to support all
claims for RPL on behalf of learners.
07
Your Guide to Being a CACHE Centre
Identifying significant risk
If a significant breakdown in the quality assurance systems at your Centre is identified you will receive extra support
to get you back on track.
If this fails, a member of our Subject Specialist Team will investigate, normally at short notice. Under these
circumstances, learner registration and/or certification rights would be suspended until any remedial actions have
been addressed. These visits are usually free unless extra on-going monitoring is required.
Identified malpractice and maladministration
Malpractice covers any deliberate activity, neglect, default or other practice that compromises the integrity of the
assessment process and/or the validity of certificates and which contravenes regulations.
CACHE is required to investigate all cases of malpractice whenever it finds evidence that results or certificates may be
invalid. This could lead to awards not being made, certificates not being issued and future entries and registrations not
being accepted.
The CACHE
Centre must:
CACHE Subject Specialist Team will:
Notify CACHE in all cases
• Investigate allegations of suspected malpractice
and maladministration
Take advice from CACHE
on the required action
• Prepare a written report of the findings and set actions
for resolution of the matter
Cooperate with the
CACHE investigation
• Send copies of the report to the Centre
Cooperate with the
CACHE investigation
• Monitor the implementation of the agreed actions
08
Your Guide to Being a CACHE Centre
03: About the Qualifications
Qualification Frameworks
Qualification levels are contained in two qualification 'frameworks' that CACHE award:
• National Qualifications Framework
• Qualifications and Credit Framework (the framework for vocational, or work-related qualifications)
The frameworks group together qualifications that place similar demands on your learners. However,
within any one level, qualifications can cover a wide mix of subjects, and take different amounts of
time to complete.
The frameworks can also help you see how one type of qualification can lead on to other, higher levels
of qualifications.
National Qualifications Framework
The National Qualifications Framework (NQF) sets out the level at which a qualification can
be recognised in England, Northern Ireland and Wales.
Only qualifications that have been accredited by the three regulators for England, Wales and Northern
Ireland can be included in the NQF. This ensures that all qualifications within the framework are of
high quality, and meet the needs of learners and employers.
Qualifications and Credit Framework
The Qualifications and Credit Framework (QCF) contains vocational (or work-related) qualifications,
available in England, Wales and Northern Ireland.
These qualifications are made up of units that are worth credits. You can study units at your own pace
and build these up to full qualifications of different sizes over time.
Units and qualifications also range in difficulty, from entry Level to Level 5 (similar to the levels in
the NQF).
“
All qualifications
within the
framework are
of high quality,
and meet the
needs of
learners and
employers
“
09
Your Guide to Being a CACHE Centre
04: Types of assessment
Multiple choice questions
External assessment
Where a multiple choice question (MCQ) test is
required, CACHE offers both:
You will be asked to enter your learners for
external assessment in order to apply
standardised and consistent assessment to a
qualification across all Centres and for all
learners. The assessment is carried out
independently of anyone who might have an
interest in, or benefit from, the outcome of the
assessment decision.
• Computer-based tests – available both on set
test dates and as on-demand tests (depending
on the qualification)
• Paper-based tests – available both on set test
dates and as on-demand tests.
Practical assessments
For a few qualifications, learners will need to
complete practical assessments including a:
• Professional Development Profile (PDP)
Your learners’ work is either sent to a designated
external examiner appointed by CACHE who has
received training and standardisation guidelines
for marking that particular assessment or it is
marked electronically.
• Practice Evidence Record (PER)
• Practice Evidence Record Diary (PERD)
• Portfolio.
UCAS Points
Our unique Extended Diploma holds the
following UCAS points.
See the qualifications specifications for more
detailed information.
Grade
Tariff points
A*
420
A
340
B
290
• Assignment Guidance.
C
240
They can be downloaded from the
CACHE website.
D
140
Portfolio of evidence assessment
(Knowledge and competency)
E
80
Assignments
The assignments for each qualification are
published in the qualification specification. For
information about the language used in
assignments and what is required to meet the
grading criteria see
• Finding the Level
“
You will be
supported in
implementing a
range of
recommended
assessment
methods
“
You will be supported in implementing a range of
recommended assessment methods that will
enable learners to provide the evidence to meet
the assessment criteria of each learning
outcome and unit. You will find these assessment
methods in the ‘How to guide” on the CACHE
website. You will be supported in developing
holistic assessment for your learners (See
holistic assessment flowchart below)
10
Your Guide to Being a CACHE Centre
05: Preparation and Implementation
of assessment, moderation and
quality assurance
You will be supported by your Customer Quality
Advisor or one of our Subject Specialist to plan
and implement the following:
Moderating internally assessed assignments
You will be supported to:
Planning for internally assessed assignments
• Produce an internal moderation procedure for
moderating internally marked work
Submission dates are set for mandatory internally
assessed assignments. You will be responsible for
publishing the submission date for each internal
assignment and ensuring that it is communicated
to and understood by the learners. We also
recommended that you have systems in place to
cover circumstances where learners do not meet
the submission date.
• Appoint an Internal Moderator to ensure that the
Centre's internal moderation procedure is met
and appropriate standards are upheld. Internal
moderators have a responsibility to ensure that
markers mark according to the assessment
criteria outlined in the CACHE guidance (See
Internal Moderation flow chart below)
Marking internally assessed assignments
Internally assessed assignments are marked and
internally moderated or quality assured within your
Centre. Some are accompanied by grading criteria
to assist learners and tutors in the interpretation of
the assignment and the levels required. Where a
grading sheet is supplied it must be used to ensure
that there is a standard approach to the collection
of evidence.
Concise and meaningful comments written in ink
should be provided for the learner. They may be
written on the learner's paper if this is in
accordance with the marking policy of your Centre.
You should retain a copy of the comments made to
the learner. These may be required
if a learner's work is lost or for external quality
assurance purposes.
“
Internally
assessed
assignments
are marked
and internally
moderated
within your
Centre.
“
Each assignment should be marked in accordance
with the CACHE grading criteria and will be
awarded a grade on the scale of A*–E,
Pass/Merit/Distinction, or Pass only, according to
the qualification. Where appropriate, the overall
number of points achieved for each unit
determines the grade category for the whole
qualification. The learner's copy of the overall
grading structure is in the Qualification
Specification. Grading sheets can be found in the
Qualification Specification on the back of the Unit
Submission Form.
11
Your Guide to Being a CACHE Centre
Internal Moderation Flow Chart for NQF qualifications
Identify Tutor, Marker, Internal Moderator as required
Stage 1
Qualification planned and unit assignment hand-in dates documented
Stage 2
Marker and Internal Moderator meet to agree what is expected for
the candidate to achieve the unit assignment
Stage 3
The learner completes the work for marking on the agree date
Stage 4
The marker marks the work within the agree timescale
Stage 5
After the first marking in accordance with the quality specification,
the marker should provide the Internal Moderator with
• A learning assessment
• Completed grading criteria for the unit
• Learners’ submission form with constructive feedback
• Copy of the set work for the unit
Stage 6
Internal Moderator will select 10% or 5 scripts, whichever is greater,
and moderate the work, remembering to sample across grades
and markers
12
Your Guide to Being a CACHE Centre
Stage 7
The Internal Moderator will feed back to the marker, who will return
the work to the learner for referrals or upgrade
Stage 8
Details of the moderation process and feedback must be recorded (a
copy of the CACHE Internal Moderator Report Form can be
downloaded from the CACHE website www.cache.org.uk)
Stage 9
When all the scripts are marked for final upgrades they should be
input on the online system at CACHE
Stage 10
When the required number of units and grades have been uploaded
(including grades for the units externally assessed by CACHE) a
certificate will be created. A list of units and grades achieved by the
learner will be displayed on the back of the certificate
Stage 11
The Internal Moderators Report (IMR) has to be retained for the
Centre Quality Audit, NB NOT to be sent to CACHE
Stage 12
During the Centre Quality Audit, the Customer Quality Advisor will
request the Internal Moderator's Report and any development
comments shared between the marker and the moderator
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Your Guide to Being a CACHE Centre
Assessing portfolio of evidence
Each unit is divided into learning outcomes. These are defined as:
• Competence and skills based
• Knowledge and understanding based.
Competence/skills-based learning outcomes generally begin with ‘Be able to’ and the associated assessment criteria
will predominantly reflect that the evidence must be observable.
For most CACHE qualifications this is normally within the learner’s work role in a real work environment, but Centres
should always check the specific unit guidance.
Knowledge/understanding-based learning outcomes generally begin with ‘Know’, ‘Understand’ or ‘Know
how to’.
Centres should always check the specific unit guidance for the unit they are assessing.
Combining both competence and knowledge by using oral questions and answers and or professional discussion
maybe used alongside assessing competence in order to assess that the learner has the knowledge as well as the
competence to perform the task.
Flowchart for Holistic Assessment of Portfolio Evidence
Stage 1
Identifying assessors who are occupational and knowledgeable for
assessing the appropriate unit
Stage 2
Planning holistic assessment when undertaking more than one unit
Stage 3
Providing learners with appropriate assessors as soon as the
delivery of the qualification starts
Stage 4
Planning Individualised learning that includes knowledge and skills
competencies. Assessment cycle ~ planning, evidence production,
feedback & review
14
Your Guide to Being a CACHE Centre
Stage 5
Tracking individual learner progress with tracking system that clearly
demonstrates the induction, planning, assessment and completion
of learners
Stage 6
Directing the learner in producing evidence that can easily be
followed and encourage to cross reference work
Stage 7
Identifying relevant assessment methods linked to learning
outcomes. Use diverse evidence methods that you can find in the
‘How to guide’ on the CACHE Website www.cache.org.uk
Stage 8
Internal Quality Assurer to provide constructive feedback to
assessors through the Internal Quality Assurance process
Stage 9
Applying for Special Considerations if learners require it (See
CACHE Website www.cache.org.uk )
Stage 10
Completing the Unit Assessment Records in ink and signed by
the Assessors
You will find it helpful to familiarise yourself with the Assessment Strategies from the following Sector
Skills Councils:
• Skills for Care and Development: www.skillsforcare.org.uk
• Skills for Justice: ww.skillsforjustice.com/websitefiles/SfJ_Assessment_Strategy_October_2010.pdf
• Training and Development Agency: tda.gov.uk
• LLUK now the LSIS (Learning and Skills Improvement Service): lluk.advice@lsis.org.uk
15
Your Guide to Being a CACHE Centre
Internally quality assuring portfolio of evidence
You will be supported to provide the following for
consistent internal quality assurance:
• an internal quality assurance strategy and approach
that includes an internal quality assurance plan with a
clear rationale for the sampling approach taken,
sample assessment plans, decisions and feedback to
learners for each assessor over a stated period of time
• recorded feedback to assessors with the findings, the
need for any action with time goals and feedback on
the completed action where necessary
• clear, auditable records completed and stored safely
• standardisation activities involving all assessors and
all internal quality assurers over a stated period of
time to arrive at a benchmark for practice within the
Centre and maintenance of that level of practice
• evidence for all units claimed through Recognition of
Prior Learning (RPL), exemptions and equivalences
• securely stored auditable evidence including, name,
registration date, contact sheet, assessment plans,
feedback records and achievements
• CVs and certificates that demonstrate vocational
competence and competence to assess in line with the
assessment requirements
• evidence of current, relevant continuing professional
development (CPD)
• holistic internal approach to uphold the integrity of the
qualification (See Holistic Internal Quality Assurance
Flowchart below)
Flowchart for Holistic Internal Quality Assurance QCF of Portfolio Evidence
Stage 1
Planning Internal Quality Assurance Strategy approach (Link this to
relevant Risk assessment of Assessors)
What, why, and how in line with each qualification
Stage 2
Identifying through your own method of staffing grid,
Assessors/Trainers/Internal Quality Assurers for all qualifications
Also linked to Assessment strategy of Sector skills for relevant units
Stage 3
Providing an internal quality assurance sampling grid/plan for
each qualification
Identify all predicted sample of assessors, evidence methods, unit
levels and assessment cycle. (NOT all learners or units)
Stage 4
Sampling of assessment practice. Good practice is to sample
throughout the lifetime of the qualification
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Stage 5
Feeding back to assessors following sampling using positive and
constructive comments
All actions to be timed monitored and signed off with relevant support
given to achieve completion
Stage 6
Standardising activities
• Informed by results of Internal Quality Assurers sampling and
issues arising.
• Assessment methods/process
• Documentation
• Sufficiency of evidence.
• Level (ref Finding the Level document)
Stage 7
Reviewing and evaluating the internal quality assurance and
assessment process and procedures
Stage 8
Recording completion of unit: the Centre administrator records the
out-come online
Any issues contact Cache Customer support
Stage 9
Certificating: When the required number of units have been uploaded
(including grades for externally assessed units by Cache) the
certificate will be created. A list of units achieved by the learner will
be displayed on the back of the certificate
Quality assuring procedures are externally quality assured during
your Centre Quality Audit process
Internal moderation and Quality assuring
procedures are externally quality assured
during your Centre Quality Audit process.
Externally quality assuring
You will be requested to provide a sample of learners’
work during your Centre Quality Audit, covering all levels
of attainment and specific assessment methods. Where
issues are identified further work will be sampled
relevant to the issue identified. The amount of learner
assessment evidence sampled will depend on the
individual circumstances of your Centre.
Evidence supporting the assessment judgements made
for Recognition of Prior Learning (RPL) claims will be
monitored. Evidence retained for claims made to CACHE
on behalf of learners for exemptions and equivalences
will be sampled.
You will receive a completed report with feedback on the
sampling of learners’ assessment evidence, identifying
whether the minimum requirements for internal quality
assurance and assessment judgements are being met.
This may include minor actions for improvement.
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Your Guide to Being a CACHE Centre
06: Terms you will encounter
Your Customer Quality Advisor or Subject
Specialist will discuss and support you with
the following:
Credit transfer
Credit transfer is the process of using credits
awarded in the context of one qualification or
awarded by a different awarding organisation
towards the achievement requirements of
another qualification.
Every awarding organisation in the QCF must
support credit transfer by recognising credits of
all other QCF organisations.
Credit transfers should be submitted to CACHE
Customer Services with a copy of the certificate
issued, if it was not issued by CACHE. We will
authenticate the credit value within the Rules of
Combination for the qualification against which
credit is being claimed. The final decision
regarding credit value that can be transferred
rests with CACHE if we are awarding the
qualification for which credit is being claimed.
Recognition of Prior Learning (RPL)
RPL enables individuals with existing learning
and achievements to achieve QCF qualifications
without having to repeat learning. It is an
alternative route to recognition, not a short cut.
Learners will be awarded credit using RPL when
they have successfully demonstrated that they
meet all the learning outcomes and assessment
criteria of a QCF unit. CACHE cannot award credit
for the partial completion of a unit.
You can use RPL flexibly along with other
assessment methods, as long as there is a full
audit trail.
Personal Learning Record (PLR)
Learners over the age of 16 can use their ULN to
access their online Personal Learning Record
(PLR) which will show all their credit and
qualification achievements in the QCF. With each
learner’s permission, you will also be able to
access their Personal Learning Record to view
their previous achievements which will help you
to ensure that opportunities for credit transfer
are maximised for each learner.
Rules of Combination (RoC)
QCF Rules of Combination (RoC) specify the
number of credits that need to be achieved
through the completion of specific combinations
of units to achieve a QCF qualification. For
detailed information see the Qualification
Specifications on the CACHE website or through
cachezone. Information on RoC is also available
on the Register of Regulated Qualifications (RRQ)
http://register.ofqual.gov.uk
“
Internally
assessed
assignments
are marked
and internally
moderated
within your
Centre.
“
Learners will need to be issued with a Privacy
Notice in relation to the use of their personal data
on the PLR. Further information on this is
available on www.learningrecordsservice.org.uk.
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Your Guide to Being a CACHE Centre
Value statements
Values in Childcare for Children and Young People
For values to be meaningful, they must be owned at a
personal level and then integrated into our work.
• the contribution and expertise of staff in the care and
education field and other professionals with whom
they may be involved
• upholding CACHE's Equality and Diversity statement.
Values in Playwork
This statement of values should underpin the content and
delivery of all CACHE Children and Young People’s
qualifications and every aspect of the assessment.
For values to be meaningful, they must be owned at a
personal level and then integrated into our work.
The CACHE learner will put the child or young person
first by:
This statement of values should underpin the content and
delivery of all CACHE Playwork qualifications and every
aspect of the assessment.
• ensuring their welfare and safety
• showing compassion and sensitivity
• respecting them as individuals
• upholding their rights and dignity
• enabling them to achieve their full learning potential
• never using abusive language or physical violence
• respecting the parent, or those in a parenting role,
as the primary carer and educator of the child or
young person
• respecting the contribution and expertise of staff in the
child care and education field and other professionals
with whom they may be involved
• respecting the wishes, needs and with customs, values
and spiritual beliefs of the child and their family
• upholding CACHE's Equality and Diversity statement
• honouring the confidentiality of information relating to
the child or young person and their family, unless its
disclosure is required by law or is in the best interest
of the child or young person.
Values in Health and Social Care
For values to be meaningful, they must be owned at a
personal level and then integrated into our work.
This statement of values should underpin the content and
delivery of all CACHE Health and Social Care
qualifications and every aspect of the assessment.
The CACHE learner will put the individual first by:
• providing individualised care
• ensuring the individual's welfare and safety
• All children and young people need to play. The
impulse to play is innate. Play is a biological,
psychological and social necessity, and is fundamental
to the healthy development and well-being of
individuals and communities.
• Play is a process that is freely chosen, personally
directed and intrinsically motivated. That is, children
and young people determine and control the content
and intent of their play, by following their own instincts,
ideas and interests, in their own way for their
own reasons.
• The prime focus and essence of playwork is to support
and facilitate the play process and this should inform
the development of play policy, strategy, training
and education.
• For playworkers, the play process takes precedence
and playworkers act as advocates for play when
engaging with adult led agendas.
• The role of the playworker is to support all children
and young people in the creation of a space in which
they can play.
• The playworker's response to children and young
people playing is based on sound up to date knowledge
of the play process, and reflective practice.
• Playworker's recognise their own impact on the play
space and also the impact of children and young
people’s play on the playworker.
• Playworker's choose an intervention style that enables
children and young people to extend their play. All
playworker intervention must balance risk with the
developmental benefit and well-being of children.
• showing compassion and sensitivity
• upholding the individual's rights and dignity
• never using abusive language or physical violence
• respecting the wishes, needs and preferences of
the individual and their family
• honouring the confidentiality of information relating to
the individual and their family
Council for Awards in Care, Health and Education
Apex House, 81 Camp Road, St Albans, AL1 5GB
T: 0845 347 2123 F: 01727 818618
www.cache.org.uk
Patron: Her Majesty the Queen
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