Annex A
Hospitality
Apprenticeship
Assessment
Amplification and guidance for senior chefs.
DRAFT for consultation February 2015
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Index
Section Title
Page
Summary of how the senior chef apprenticeship
assessment plans meet the criteria for
apprenticeships in England
1.
Introduction to the senior chef apprenticeship
assessment
2.
Background to the senior chef apprenticeship
assessment
3.
Overview of assessment
4.
Initial assessment
5.
Continuous assessment
6.
Criteria for continuous assessors
7.
Independent end assessment
8.
Criteria for independent assessors
9.
Management of assessment
Annex 1 Assessment evidence and methodology – Senior Chef
Culinary Arts
Annex 2 Assessment evidence and methodology – Senior Chef
Production Cooking
3
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4
5
7
8
8
12
13
24
27
31
57
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Summary of how the senior chef apprenticeship
assessment plans meet the criteria for apprenticeships
in England
1.
Synoptic
assessment
2.
Using a range of
assessment
methods
3.
Graded
assessments
4.
Delivering
consistent (reliable)
judgements
5.
Delivering accurate
(valid) judgements
6.
Ensuring
independence
7.
Affordability
8.
Manageability /
feasibility
Professional body
recognition
9.
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The range of practical and knowledge tests in the independent end
assessment has been identified for the apprenticeship to ensure that the
overall assessment process is both broad and rigorous. The final outcome
of the apprenticeship will reflect achievement in all aspects of the
standard, but will not test each component individually.
As set out above, incorporates a range of assessments that have been
identified by the trailblazer, and through wider consultation, as relevant to
determining that full competence of the apprenticeship standard is
achieved. The methods include:
 knowledge test to test essential knowledge
 practical test to determine the chefs’ ability and approach to
producing and developing high quality dishes to the standard
 business challenge to demonstrate how the chef brings
together different aspects of the standards and recognises their
relationship to the business
 structured professional discussion to bring all aspects of the
apprentices’ learning and assessment together
All assessment activities within the independent end assessment are
graded and weighted. The apprentice will be awarded a final pass or
distinction grade based on the weighted average of all four assessment
activities.
All independent assessment decisions will be made by licensed
independent assessors using mandatory criteria for independent end
assessment and standardised templates which will be developed by the
hospitality trailblazer and quality assured by an industry governing body.
The hospitality trailblazer employers together with the support of
education and training providers have developed the independent
assessment methodologies from best practice models used to assess
professional competence in the workplace.
All independent assessment will be conducted according to the mandatory
criteria for independent end assessment which will be developed by the
hospitality trailblazer, undertaken by a licensed independent assessor and
is subject to external quality assurance overseen by an industry governing
body.
The hospitality trailblazer is consulting with education and training
providers to ensure the apprenticeship is affordable.
The hospitality trailblazer is consulting with education and training
providers to ensure the apprenticeship is manageable and deliverable.
It was agreed by the trailblazer, based on consultation during the
development of the apprenticeship standard, that professional body
recognition is not presently applicable.
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1. Introduction to the senior chef apprenticeship assessment
What is the senior chef apprenticeship assessment?
This guide contains everything that organisations need to know about the assessment of the Senior Chef
Apprenticeship Standard in Culinary Arts and the Senior Chef Apprenticeship Standard in Production
Cooking (on-line link to standard – annex in printed document) to undertake:
(a) Initial assessment
 Takes place at the beginning of the apprenticeship
 Is conducted between someone appointed by the employer and the apprentice
 Identifies the apprentice’s specific training needs and informs the personal development
plan
 Starts the learning agreement between the apprentice and the employer
(b) Continuous assessment
 Takes place throughout the life of an apprenticeship
 Must be conducted by someone appointed by the employer who meets the mandatory
requirements for a continuous assessor as set out in this guide
 Helps employers ensure they are confident that apprentices are ready for independent
assessment
 Does not specify methods of assessment, but apprentices must record evidence
 Can follow the industry best practice guide for continuous assessment
(c) Independent end assessment
 Must be undertaken by an independent assessor that has not had direct contact with the
apprentice during their training and continuous assessment and who meets the mandatory
requirements
 Is subject to external verification
Who is this guide for?
There are different sections in this guide which are relevant for the following different audiences and have
been colour coded for ease of use.
Initial
assessment
a) Employers that deliver their own training and undertake all
assessments, including the independent elements of assessment
b) Employers that deliver their own training but procure the
independent assessment as a minimum
c) Employers that procure training and all elements of assessment
d) Training providers and colleges
e) Awarding organisations
f) Apprentices
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Continuous
assessment
Independent
assessment
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2. Background to the senior chef assessment
Why has the senior chef apprenticeship assessment been produced?
Apprenticeship Reform
In 2012, on the back of Doug Richard’s review, the process of designing and developing apprenticeships
was handed directly to employers. The aim of the reform is to:




Put employers in the driving seat to design industry agreed standards of competence for
apprentices
Increase the quality of apprenticeships through rigorous independent assessment
Simplify the system through short and simple apprenticeship standards in which employers
clearly define their expectations for occupational competence
Provide employers with purchasing power, rather than routing funding via training providers as it
is under the current system
Directed by the Department for Business, Innovation and Skills (BIS), an apprenticeship under the revised
system:
 Is a job in a skilled occupation, requiring substantial and sustained training, lasting a minimum of
12 months, with no exception for prior learning
 Includes at least 20 percent off-the-job training with the expectation that it is delivered away
from the workplace
 Leads to full competency in a role
 Develops transferable skills, including English and maths
Hospitality Trailblazer
Hospitality and travel employers, recognised by the Department for Business Innovation and Skills (BIS) as
an apprenticeship trailblazer, have developed two new apprenticeship standards and an approach to
assessment for key occupations:


senior culinary arts chefs
senior production chefs
An interest to develop apprenticeship standards at the end of 2013 was formalised in a letter from Simon
Vincent, Chair of the Hospitality Guild and President EMEA Hilton Worldwide to Matthew Hancock MP
Minister for Skills. Following evidence of employer commitment to develop standards for supervisors,
managers and chefs, the trailblazer, Chaired by Kathryn Porter, Divisional Resourcing Director, Hilton
Worldwide, was formally recognised by the Department for Business Innovation and Skills (BIS). The
trailblazer employers, listed below, nominated People 1st to be the management agent to co-ordinate the
development of the apprenticeship standards and approach to assessment.
The sector has already seen the business benefit of apprentices. However, the need to raise the profile of
a career in hospitality and travel has never been quite so critical. There is still the view, for example, that
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working in hospitality is a ‘part-time option’ with people ‘falling into’ management roles – it’s essential to
make these aspirational roles which are a career of choice. The new apprenticeship standard promises to
make the difference; help raise the profile of training for a career in the industry and make apprentices
feel proud that they have achieved the industry agreed level of professional competence.
Trailblazer employers, supported by professional bodies:
Hospitality Employers
Hilton Worldwide
McDonald's Restaurants Ltd
Lancaster London and the small
Bartlett Mitchell
hotel consortium
Spirit Pub Company
SSP UK
Le Manoir Aux Quat Saisons
Compass
Brownsword Hotels
Brend Hotels
Aramark
Sodexo
PGL
Frederic Robinson Limited
Kingswood
Kingswood
Hope Street Hotel
Tragus Ltd
Whitbread Group PLC
Mitchells & Butlers
Bourne Leisure
Holidaybreak
Yum brands
Greene King PLC
Dorchester Collection
Process to develop the standards and assessment
Trailblazers took part in an intensive development process in order to produce the new apprenticeship
standards and assessment plans, during the period March to November 2014. This included:





Face to face meetings supported by regular conference calls
Project management to write and develop the standards and assessment
Wider consultation with industry and trade bodies and other stakeholders
Sharing good practice with partner trailblazers
Wider contribution and support from the Trailblazer Group employers
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3. Overview of assessment
The apprenticeship assessment process is split into three steps:
Step 1
Step 2
Step 3
Initial
assessment
(link to page
9)
Continuous
assessment
(link to page
9)
Independent
end
assessment
(link to page
13)
Initial assessment takes place prior to registering the apprentice. The initial
assessment allows the apprentice and employer to produce a personal
development plan and ensures the apprenticeship is relevant to the needs of the
individual and the business whilst at the same time fully meeting the requirements
of the apprenticeship standard. These requirements are set out in the assessment
evidence and methodology in annex 1 and 2.
Continuous assessment ensures that the apprentice is on track according to their
training and development plan and that the employer is confident they have
consistently achieved the competencies contained in the apprenticeship standard
over time.
The synoptic independent end assessment is a range of practical activities and
knowledge tests designed to ensure that the overall assessment process is both
broad and rigorous. This assessment process will ensure that all apprentices are
fully rounded senior chef professionals with the transferable skills that the industry
needs. The independent end assessment will also determine if the apprentice will
achieve a pass or distinction grade which will be stated on their completion
certificate.
A summary of the end to end assessment process is given below:
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Senior Chef Apprenticeship: Assessment Summary
Initial Assessment
Continuous Assessment: min 12 or 18 months
Professional
Log
Initial
assessment
against the
apprenticeship
standard and
personal
development
plan produced
prior to
registration
What a chef
needs to
evidence
against all
knowledge,
skill and
behaviour in
the
apprenticeship
standard to
show full
occupational
competence in
the occupation
Internal sign
off of all
evidence in
professional
log; the
apprentice
has met all
the
requirements
of the
standard
within the
context of the
business and
is ready for
independent
assessment
Independent Assessment: 2 months
Business
Challenge
Certificate
Knowledge
test
Professional
Discussion
and sign-off
Practical
observation
and / or test
test
Apprentice overall final grade achieved from
all four parts of the independent assessment
Issued
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4. Initial assessment
Initial assessment allows the apprentice and employer to produce a personal development plan
and ensures the apprenticeship programme is tailored to the needs of the individual and the business
whilst at the same time fully meeting all the knowledge, skills and behaviours in the apprenticeship
standard. The personal development plan should outline the apprentice’s training and development over
the duration of the apprenticeship and show regular intervals at which the apprentice will be continuously
assessed and supported by structured performance reviews. The personal development plan also allows
the employer and apprentice to plan activities away from the workplace which will satisfy the
requirement of 20% off the job training.
The apprentice is also required to be registered on the ILR and a learning agreement established
between the apprentice and employer (based on SFA guidance for 14/15 only and subject to evaluation).
5. Continuous assessment
Continuous assessment ensures that the apprentice is on track and is demonstrating their
competence in line with the apprenticeship standard. This aspect of assessment must be carried out but
the method for doing so is not prescribed. For example employers can utilise a variety of assessment
methods or may choose to use a qualification that covers some or all or aspects of the standard (see
below).
Throughout the continuous assessment phase apprentices must capture evidence which could be in the
form of, for example, a professional log. There is no prescribed format in which to capture evidence,
however there must be a structured method or approach which:
 Includes input from both the apprentice and employer with assistance from an
education and training provider where engaged
 Records evidence of knowledge, skills and behaviour
 Will not create unnecessary duplication of record keeping (it does not require
portfolio evidence or uploading of documentation)
 Empowers the apprentice and employer and is based on a system of real-time input
of evidence against the apprenticeship standard prior to independent end assessment
 Records evidence that naturally occurs in the apprentice’s role
 Provides a reference point and easy identification of distance travelled throughout the
apprentices’ journey through to and including independent assessment
Flexible continuous assessment options
The options for conducting continuous assessment are flexible and evidence for continuous assessment
can be generated during the day to day tasks and planned work activities of an apprentice and recorded,
for example, in a professional log. Additionally, evidence of skills, behaviour and knowledge can be
generated through a variety of methods, for example, observation, professional discussion, questioning
and on-line tests. Progress must be reviewed at least bi-monthly with the line manager / employer.
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Apprenticeship standards Suitable continuous assessment methods
Knowledge








Skills
Behaviours
Workbooks
Questioning
On-line tests
Professional discussion (individual and group)
Observation
Feedback
Observation
Feedback
The following gives an example of how the knowledge, skills and behaviours from one aspect of the
culinary standard could be continuously assessed. The full guidance can be found in the assessment
evidence and methodology in annex 1 and 2.
Knowledge
Apprenticeship Standard:
Culinary section
Understand how
technology supports
the development and
production of dishes
and menus
Evidence
□
□
□
Use technology
effectively when
producing dishes to
achieve the best result
□
□
Skills
□
□
□
Understand how technology used in the
business works, how to use it safely and
know what to do if it malfunctions
Understand how to analyse the use of
technology in the business and know how
to make recommendations for
improving/maximising its use in line with
menu requirements
Research new and innovative technology
appropriate to the business and know
how to produce a cost benefit analysis
Justify the use of technology in the
kitchen
Strictly follow safety instructions and
procedures when using equipment and
technology to produce dishes
Monitor working practices to ensure all
team members are following the correct
procedures when using equipment and
technology
Carry out risk assessments on all existing
and new equipment and technology and
ensure all staff are trained and competent
to reduce the risk and Use suppliers to
train team on the safe and correct use of
equipment and technology and keep up
to date records of the training
Deal with identified defects or
malfunctions safely and efficiently, and
report maintenance issues to the
appropriate person
Continuous
assessment method
Professional discussion
Observation
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Behaviours
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Use technology and
equipment responsibly
to ensure it is efficient
and maintained in
good working order
to avoid wastage
□
□
□
Works efficiently to avoid wastage
Proactively prevents faults
Takes action quickly and decisively when
issues occur
Observation
Best practice guidance
This section builds on the assessment evidence and methodology and will be designed by the hospitality
trailblazer to give advice and guidance on best practice in assessment. This section will be built up over
time and will include an on-line resource that provides for example:




Examples of naturally occurring evidence
Example project
Links to relevant resources / guidance on assessment method
Employer case studies
Employer sign-off for final independent end assessment
Once the apprentice has fulfilled the requirements of the continuous assessment and their employer is
satisfied that they are fully competent in their job role, they are ready to undertake the independent
end assessment.
Where relevant the line manager will hold internal discussions with the appropriate people for example
the continuous assessor and/ or a senior manager (someone with responsibility and accountability) as
appropriate to the business, to discuss the apprentice’s development and to agree whether the
independent assessor should now be engaged to take part in the review meeting as outlined below. At
this stage, as well as the line manager, an impartial member of the business should be confident that the
apprentice is ready for independent end assessment and to make that decision they may need a one to
one meeting with the apprentice. There are no stipulations attached to how the decision is made, but the
purpose of this stage is to avoid apprentices being put forward for end assessment before they have
achieved full competence according to the standard. The hospitality trailblazer will provide guidance on
how this process can be managed.
The line manager or other employer representative and independent end assessor will then review the
apprentice’s evidence and conduct a meeting with the apprentice to agree and sign off that the apprentice
is working at the required standard in line with the assessment evidence and methodology contained
within the Hospitality Apprenticeship Assessment amplification and guidance for senior chefs developed by
the hospitality trailblazer (Annex A to this assessment approach), and the individual is ready for the
independent end assessment. The apprentice will be required to bring to this meeting a synopsis of their
proposed business challenge which will be agreed by the employer representative and independent
assessor (see business challenge below).
The meeting is a structured process and will be recorded on a specially designed checklist and template:
readiness for end assessment to ensure the judgements are applied consistently and fairly.
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The apprentice will only be signed-off and put forward for independent end assessment when the line
manager and independent assessor are satisfied and confident the apprentice has achieved full
competence over the 18 months to meet the apprenticeship standard for the role. The independent
assessor will then register the apprentice with the industry governing body, as ready to undertake the
independent end assessment and will agree a plan and schedule of the assessment activities with the
apprentice and line manager to ensure all can be completed at the appropriate time within the two month
period.
Use of qualifications
Some employers may wish to offer qualifications for all or part of the continuous assessment of the
apprentice to provide a robust method of ensuring the apprentice is ready for end independent
assessment and /or because they are valued by the apprentice or employer. The following qualifications
are examples only and Awarding Organisations will need to follow the process below to allow their
qualifications to be recognised as meeting the apprenticeship standard.




Intermediate Food Safety (maps to food safety aspects of the apprenticeship standard)
Diploma in Advanced Professional Cookery
Diploma in Craft Cuisine
Diploma in Professional Cuisine
Awarding organisations who wish to have their qualifications recognised as meeting the evidence
requirements of the apprenticeship standard must:



Map the qualification to the evidence requirements of the relevant senior chef apprenticeship
standard
Produce a rationale for offering the qualification within the continuous assessment e.g. employer
demand
Submit both the mapping document and the rationale to the industry governing body for approval
Please note: Qualifications will only be accepted as evidence of continuous improvement
and cannot contribute to the apprentice’s final assessment or grade. The independent end
assessment will be undertaken with the Independent End Assessor.
6. Continuous assessors
The following section gives guidance for employers to help choose a suitable continuous assessor from
either within the business or from external sources, such as a training provider. The continuous assessor
may be:


A line manager, internal assessor or trainer employed in the business
An assessor procured by the employer from an education and training provider
All individuals responsible for the continuous assessment of the apprentice within the business must meet
the following criteria to ensure consistency of experience and standards:
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





Experience and knowledge in the relevant occupational area at the appropriate level which has
been gained through ‘hands on’ experience in the industry
Knowledge of the apprentice’s area of work
Understanding of the requirements of the apprenticeship standards and how these relate to the
apprentice’s workplace and associated training
Understanding of how to conduct an initial assessment and support the apprentice to develop a
personal development plan
Skills to motivate, support and give fair and constructive feedback to the apprentice
Undertakes regular and relevant continuous professional development
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7. Independent end assessment
This section outlines the mandatory requirements for independent end assessment:





Synoptic end assessment – the aim, the purpose
Achieving consistent assessment results
Criteria for each components of the end assessment (project, knowledge check, practical tests)
Grading and weighting
Certification
The independent assessment is undertaken by the apprentice after a minimum of 12months continuous
assessment for a senior production chef or 18 months continuous assessment for a senior culinary chef
and when the employer is confident that the apprentice has developed all the knowledge, skills and
behaviours required in the apprenticeship standard and is ready for end assessment.
The independent assessment is synoptic and takes place at the end of the apprentice’s training and
development. The synoptic independent end assessment ensures that all apprentices completing
their apprenticeship are fully rounded senior chef professionals. The assessment approach supports
consistent and reliable judgements, ensuring independence where required and sets out the range of
assessment activities and methods to be used, and includes grading and weighting.
The range of practical activities, challenge and tests has been identified for the apprenticeship to ensure
that the overall assessment process is both broad and rigorous. The final outcome of the apprenticeship
will reflect achievement in all aspects of the standard, but will not test each component individually.
A summary of the independent end assessment methods is given below.
Please note that the business challenge, knowledge test and practical activities can take place at any time
once the apprentice has conducted the meeting with their line manager and independent assessor and has
been confirmed ready for independent end assessment. The professional discussion takes place after all
other independent assessment activities have been completed.
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Assessment Activity
Duration
Method
Weighting
Grading
Business challenge: The apprentice will identify and research
a challenge or opportunity relevant to the business and will
make recommendations for a measurable business
improvement.
The apprentice is required to present recommendations to the
independent assessor and will be assessed on its viability for
implementation; however the apprentice will not be required to
actually implement the business recommendations as part of the
independent end assessment.
Knowledge test: A scenario based multiple choice knowledge
test covering legislative aspects of the standard, including food
safety and key elements of culinary, people and business
knowledge.
30 minutes
presentation
time
including
Q&A
Apprentice to present summary and
recommendations to the independent
assessor and can take place in the workplace
or off-site in a controlled environment.
20%
Pass or
distinction
Two one
hour tests
On-screen or paper version test externally set
and undertaken in a controlled environment
either in the workplace or off-site and quality
assured by the industry governing body.
20%
Pass or
distinction
Independent assessor observation and scoring
in the workplace.
15%
Pass or
distinction
Independent assessor observation and scoring
in the workplace.
25%
Pass or
distinction
Structured discussion between the apprentice,
employer and independent assessor and can
take place in the workplace or at an
assessment centre.
20%
Pass or
distinction
Practical observation and test: The apprentice is observed
4 hours
in the workplace by the independent assessor. The apprentice is
required to provide a two week working schedule for the
independent assessor to determine when to carry out
observations
Culinary challenge allows the apprentice to demonstrate
4 hours
culinary and other skills are demonstrated through the
apprentice producing a dish with a given recipe, a pre-planned
dish and a dish from a mystery list of ingredients.
Professional discussion is the final assessment activity
1.5 hours
within the independent end assessment.
The professional discussion is a structured discussion between
the apprentice, employer and their independent assessor,
focusing on how they have performed during the apprenticeship
and the business challenge, practical and knowledge tests.
 Business Challenge:
The business challenge presents evidence from a business-related project testing the application of higher
order skills, techniques and knowledge. It ensures the apprentice understands today’s industry and what
the consumer wants in a hospitality business. It is designed to assess apprentices in a consistent way,
irrespective of their particular workplace and their particular role within their company, and must
therefore be presented outside of day-to-day work pressures.
High-level descriptors of such a project are given below for each of the two standards:
Senior chef in culinary arts
This could be a project to identify a new or improved menu item / dish to achieve business
objectives, e.g. improved revenue or profit, research sources of supply and customer requirements,
cost, plan and make recommendations for implementation.
Senior chef in production cooking
This could be a project to identify a potential costs saving for the business through improving
efficiency, reducing waste, finding alternative ways of working to achieve business objectives,
research proposal, identify measurable improvements and make recommendations for
implementation.
Awarding organisations will devise and test both a bank of generic business-related projects to be adapted
into organisations and a template allowing individual project proposals to be approved. These projects
must ensure the business challenge meets the relevant elements of the standard. Each of these projects
will present a typical business task, appropriate for a range of businesses from SMEs to large corporates.
All of the projects will be comparable in terms of content and complexity; it is the context within which
the skills and knowledge must be demonstrated that will vary. Training providers and employers will
select the most appropriate project for each apprentice, based on their current job role.
The business challenge must allow the apprentice to demonstrate their knowledge of culinary, business
and people aspects of the standard. The Business challenge must contain:
Introduction and background
Outline of challenge or opportunity
Aims and objectives
Identification of measurable improvements and benefits to the organisation
Evidence of consultation and engagement of stakeholders
Analysis of costs
Legislative requirements explained and adhered to
Evidence of effective research
Recommendations for implementation
Validation and justification of recommendation
Proposed timeframes for implementation
The business challenge is identified by the apprentice and line manager and discussed with the continuous
assessor at least one month prior to the readiness for end assessment. This allows time for the
apprentice to prepare a brief synopsis of their proposed project which they are required to bring to the
meeting. The independent assessor and employer representative will then judge whether the proposed
project is likely to achieve the outcomes required.
Once approved, the apprentice will then be required to undertake their project, producing a summary
and recommendations to be presented to the independent assessor within their two month assessment
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period. The presentation will take place in a controlled environment either on or off-site. The
requirements for the `controlled environment' will include a quiet room, away from the normal place of
work with access to all the required equipment the apprentice requires to deliver the presentation. The
apprentice will have 30 minutes to deliver the presentation to include time for questions and answers at
the end. An employer representative can be present during the presentation as an observer only and
must not ask questions or interact with the assessment activity.
The independent end assessor will make their judgement on the quality of the work using the criteria for
assessment which will be developed by awarding organisations, and overseen by the industry governing
body, in line with the relevant elements of the standard. These criteria will clearly identify the
requirements for pass and distinction grading. The independent assessor may also note particular aspects
of the work that they wish to discuss with the apprentice during the question and answer session at the
end of the presentation, either to confirm their judgement and/or provide further information on which
to base their grading decisions.
Projects will be trialled to ensure they are valid, reliable and comparable to other projects, before being
trialled for use. Projects will be monitored over time to ensure comparability and continuing relevance.
 Knowledge test:
A bank of knowledge questions will be developed, tested and approved for the standard. The questions
will be synoptic and scenario based bringing together key elements of culinary, people and business
knowledge including legislative aspects such as food safety. The answers will be in multiple choice formats
which allows for consistent, efficient and timely allocation of marks / grades.
The knowledge tests will be taken in two sittings, each focussing on specific sections of the knowledge
requirement in the standard. A bank of questions is required for each of the tests to cover the whole
knowledge requirement and must be in the format of intelligent multiple choice questions, requiring
thought and reasoning to answer on the basis of a given scenario. The scenarios should require the
apprentice to consider a course of action or solution to a situation / problem based on a ‘real-life’
workplace activity in line with the knowledge requirements of the standard. Questions must be written
using the language and tone expected for the level of qualification, but should not seek to confuse the
apprentice with academic descriptors. Apprentices sitting the tests must be presented with an individual,
appropriate and proportional sample of these questions which reflect general coverage of the standards
to demonstrate competence within the given time constraints. It is anticipated that Awarding
Organisations will develop these tests both in content and application. Questions are subject to review
by the industry governing body. A clear rationale for pass and distinction grades must be submitted to
the industry governing body for approval.
The apprentice will have no more than one hour to complete the test and must complete two tests
within the two month independent end assessment period. If the apprentice has both tests on the same
day, they must be undertaken at least one hour apart. It is anticipated that onscreen testing will be used,
with tests being booked in advance to allow quality assurance of the exam conditions.
Apprentices will complete their knowledge tests on-screen or on paper away from the day to day
pressures of work and in a 'controlled' environment, which may be on or off-site. The requirements for
the 'controlled environment' will be clearly explained prior to scheduling the test and will include
environmental requirements such as lighting, space, privacy and the requirements for an invigilator.
Awarding Organisations should ensure they provide clear and consistent requirements for the conditions
required when taking the tests. These must not seek to exclude testing in the work place.
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 Practical observation and test:
This assessment brings together the food safety, culinary, business and people skills aspects of the
standard. The practical assessment for the culinary arts chef is in two parts:


An observation of the apprentice in the food production environment to demonstrate how they
have applied their knowledge and understanding in a real-work environment to achieve real work
objectives
A culinary test to demonstrate their high level culinary skills and behaviours.
Practical observation: The practical observation provides the opportunity for substantial synoptic
assessment against the relevant elements of the standard. The observation must be scheduled when the
apprentice will be working in the food production environment and should also:
 avoid seasonal periods of low levels of trading
 allow the apprentice to demonstrate all aspects of the standard being observed
(i.e. the apprentice must not be working alone if they are being assessed for leadership)
 take a synoptic approach to look at the overall competence, not tick tasks off in order from a
check list
In order that the criteria for observation above can be met, the apprentice is required to provide a two
week working schedule for the independent end assessor to determine when to carry out observations.
The independent end assessor must plan their observation in conjunction with the apprentice and
employer and follow best assessment practice during the four hour observation. Observations must be
planned in advance to allow for quality assurance activity.
Culinary arts chefs only
Practical test: The practical test – or culinary challenge – is observed and assessed by the independent
end assessor. The culinary challenge assesses the application of developed culinary knowledge and skills
against the relevant sections of the standard. The test must be done outside of the working kitchen
(although may be completed in the kitchen as long as test conditions can be maintained, outside of
preparation and service times). The test will:
 Have 30 minutes for the apprentice to set up the work station, ingredients and commodities, but
must not include any preparation or cooking
 Last for 4 hours
 Be conducted in a suitable environment
 Comprise three elements:
o A Signature dish
o A pre-set modern or traditional dish prescribed by the independent end assessor
o A culinary challenge
Over the three dishes the independent end assessor needs to ensure sufficient opportunity to cover the
relevant standards. In order to achieve this the apprentice must submit their proposed signature dish for
approval by the independent end assessor. Once approved the independent end assessor will also issue
the specification for the modern or traditional dish, and plan the culinary challenge.
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During the 4 hour practical assessment the apprentice will be required to produce two of each dish. No
prior preparation is required. Each dish is designed to show:
Signature dish:
Designed to highlight the apprentice’s creativity, talent and flair in designing and producing a dish.
Modern or traditional dish:
Designed to work on culinary skills not covered in the signature dish to ensure that the breadth and
depth of skills are covered. The dish specification will be provided by the independent end assessor to
the apprentice in advance so the apprentice can prepare.
Culinary challenge:
The culinary challenge involves the apprentice being issued a group of ingredients at the start of the timed
assessment. They must think on their feet and plan and produce a technically sound dish. The
independent end assessor must ensure that the ingredients supplied provide additional opportunity to
demonstrate higher level culinary skills. Appropriate templates, identifying pass and distinction criteria,
will be supplied by the awarding organisations.
Additional guidance on observations:
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The observations must be conducted on different days within the two month time period. Each
observation may, with the full agreement of the apprentice, be conducted on the same day as either the
knowledge tests or the business challenge, allowing full independent end assessment in a two days. Part of
the quality assurance will be to ensure apprentices are adequately prepared, including time prior to each
assessment.
When planning the observation the independent end assessor must satisfy themselves that there will be
sufficient opportunity to cover the required standards. The plan must not lay out the work of the
apprentice – this is part of the assessment itself.
Observation recording documents may be developed by assessors to meet the requirements of the
awarding organisations. Awarding organisations may also develop exemplar or compulsory templates. Any
template developed must allow detailed recording of how the standard is being met, and must be flexible
enough to be used in a diverse range of kitchen environments. Assessors must contextualise decisions
within the organisation’s constraints where necessary and clearly differentiate between pass and
distinction grades.
Refer to requirements for independent end assessors
Quality assurance must occur in line with awarding organisation and other regulatory body requirements.
This will include representative samples of quality assurance during assessment as well post event.
Suitable environments may be provided in assessment centres or in the workplace. Suitable environments
must contain the necessary equipment and working areas to complete the tasks required without
disadvantaging the apprentice. The independent end assessor must ensure no interruptions to the test to
maintain a fair testing experience. Full requirements will be provided by awarding organisations.
The signature dish needs to be designed by the apprentice and the independent end assessor must ensure
it is technically matched to the standard.
When developing assessment tools awarding organisations must ensure that the range of pre-set recipes
for the modern and traditional dishes to compliment likely signature dishes.
Exemplar culinary challenge ingredient lists must be completed by the awarding organisations.
 Professional discussion:
The professional discussion is a structured discussion between the apprentice, employer and their
independent end assessor, focusing on how they have performed during the apprenticeship and the
business challenge, practical and knowledge tests. It is a dual purpose assessment, primarily focussing on
the self-development, team work and leadership, reflection and review elements of the standard, but also
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addressing any identified gaps in knowledge, skills and behaviours which may not have naturally occurred
in other elements of assessment.
The relevant standards for reflection, review, team and individual performance, as well as the overall
attainment of the levels reached in the apprenticeship will be assessed through reflection of the whole
apprenticeship journey, including the end assessment activities, and supplemented with deeper
questioning. The assessor must ensure they have planned a thorough and robust discussion, whilst
retaining the flexibility to develop questions based on the answers given. It covers both what the
apprentice has done, and the standard of their work, and also how they have approached the work. This
enables the assessment to cover a broad range of knowledge and understanding, skills and behaviours,
such as
•
•
•
•
•
Application of problem solving and thinking skills;
Impact of attitudes and behaviours;
The importance of self-development;
Communication skills; and
Business and commercial understanding.
The professional discussion will be graded pass or distinction. Awarding organisations will develop
assessment frameworks and templates with clear methods of differentiating pass and distinction
characteristics of response for each level.
The secondary purpose of the interview is to address any gaps in the standard not covered in assessment
to date. It is anticipated that this will represent no more than 15% of the standard, representing specific
knowledge, skills and behaviours outside of organisational ways of working, or outside of the apprentice’s
direct role. This must be planned in advance by the independent end assessor and structured in a way
that will accurately and clearly cover the standard. This element of the professional discussion is not
graded separately; however confirms that the standard has been addressed in its entirety.
The professional discussion must be conducted in a suitable environment and accurately evidenced.
Awarding organisations will develop criteria for the environment and acceptable recording methods. The
professional discussion must be planned in advance to allow for quality assurance activity in line with
sampling requirements.
At the close of the professional discussion the independent end assessor will summarise the assessment
process, gain the employer’s agreement that the apprentice has met the professional standard and
prepare to award the overall grade for the apprenticeship.
Graded assessments
The apprenticeship includes Pass and Distinction Grades with the final grade based on performance in all
independent assessment activities. The apprentice will be awarded a final grade based on the weighted
average of all four independent end assessment activities. Please note that continuous assessment does
not contribute to the overall apprenticeship grade.
The independent assessor will assess and grade the final assessment with a pass or distinction against
defined criteria. The criteria and exemplars for assessing Pass and Distinctions will be developed by the
industry governing body working in partnership with employers, training providers and awarding
organisations to ensure consistent interpretation of these high-level criteria.
Employers are not expected to be part of this process for their own apprentices and will not be required
to make any grading judgement. Some employers may wish to volunteer staff to be Independent End
Assessors, which will be done through the awarding organisations.
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The industry governing body will oversee the verification and moderation of the assessments and the
grades awarded by different assessors to ensure that these are fair and comparable.
In the event of an appeal against the grade awarded, the industry governing body will carry out an
independent review of the evidence to confirm or modify the grade.
Ensuring independence
Independence and impartiality are achieved through the independent end assessment being undertaken by
a licensed independent end assessor. The independent end assessor will make an assessment of each
apprentice’s work, including the grade to be awarded, on the basis of evidence supplied in the business
challenge, knowledge test, practical observation and test, and through the professional discussion.
Organisations delivering the independent end assessor service will be approved by the industry governing
body, acting on behalf of the sector, and will be responsible for quality assuring the independent
assessment services.
Delivering consistent (reliable) judgements
The assessment methods described above are designed to produce end assessment outcomes that are
consistent and reliable, allowing fair and proper comparison between apprentices employed in different
types and sizes of organisation. The processes described in this section are designed to ensure the
consistent application of the assessment processes and standard.
The apprenticeship standard and assessment evidence and methodology define what is required in terms
of skills, knowledge and behaviours. Our approach puts the standard at the heart of the assessment
process, ensuring that judgments on occupational competence are consistent and that there is
standardisation and comparability between employers.
The industry governing body will develop specifications for the assessments and materials and have
specified the skills and experience required by independent end assessors. These measures will provide
the necessary confidence that those undertaking assessment have the necessary skills and industry
knowledge to make reliable judgements.
The industry governing body will invite awarding organisations to be approved to develop the
assessments and supporting materials. There will be a range of employer-defined requirements and
criteria for approving awarding organisations including:
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Proposed tools and materials to deliver the assessments
Experience in delivering assessments
Sector knowledge and understanding
Credibility within the sector
Capability and sector experience of their staff
Quality assurance processes
Employer responsiveness
Customer service processes
Training and development plans
Leadership and management arrangements
Infrastructure and geographical coverage
Quality assurance and quality control procedures
Strategic and business plans
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The industry governing body will ensure that everyone involved in assessment and quality assurance has a
consistent approach and operates at the required standard through its quality assurance arrangements
with Awarding Organisations. Although awarding organisations are the only third party assessment
organisations referenced in this approach, any organisation which can demonstrate they can adequately
meet the employer-defined criteria will be considered for approval by the industry governing body.
They will develop the assessments, quality assurance models and supporting products for independent
end assessment. These tools will be standardised and approved by the industry governing body before
being trialled and tested and then approved for implementation. Particular attention will be paid to ensure
that the tools are consistent and produce comparable results.
Independent end assessors will be required to be trained and approved in the use of the assessment
tools. They will be provided with supporting information to help ensure that all assessments are
completed consistently and against the specification. The awarding organisations will be required to have
robust quality assurance and verification processes to ensure that the quality, consistency and validity of
assessments is maintained. The industry governing body will be responsible for ensuring regular
standardisation arrangements are carried out between the awarding organisations.
The industry governing body will oversee arrangements to quality assure the independent assessment
services. This will ensure that there is a clear `line of sight' between the apprenticeship standard, set by
employers, and the quality assurance of assessments against the standard, to make sure that what
employers have specified is actually delivered.
Quality assurance arrangements will check that assessments are robust, that they assess fully against the
standard, that they are undertaken consistently and to the same standard, and that the people
undertaking the assessments have the skills and industry experience required and the appropriate training.
Immediate and appropriate corrective and remedial actions will be taken where any quality concerns are
identified or raised.
Delivering accurate (valid) judgements
The combination of four assessment methods in the independent end assessment ensures that the
assessment of each apprentice is based on their performance and reflects accurately the quality of their
work and the application of skills, knowledge and behaviours specified in the standard.
Taken together, the four components of the independent end assessment build a cumulative picture of
performance against the standard. They require apprentices to demonstrate the application of skills,
knowledge and behaviours in an integrated manner to deliver the required outcomes, enabling the
independent end assessor to make a judgement about how well the apprentice meets or exceeds the
standard.
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The use of a time limited knowledge tests externally set and sampled which bring together key
elements of culinary, people and business knowledge including legislative aspects such as food
safety
The inclusion of a business challenge research project assessed by the independent end assessor
which confirms standards alongside underpinning concepts, theory and knowledge
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The use of rigorous, observation based assessment provides a demonstration of the application of
knowledge and competence in the work environment. This is a key factor for employers in the
validity of the final assessment decision.
The use of time limited practical test to demonstrate that they can apply the knowledge, skills and
behaviours they have learned in controlled conditions, without the conflicting pressures often
present in everyday work environments. This provides a relatively high degree of consistency and
comparability, increasing the accuracy of the assessment decision.
A professional discussion is a summative interview which is conducted with an independent end
assessor allows apprentices to demonstrate how they have carried out their work. This again
increases accuracy and validity by providing the assessor with an opportunity to assess depth and
breadth in the application of underlying knowledge, skills and behaviours.
The role of the independent end assessor is critical, which is why the licensing process is central to this
approach - ensuring that assessments are only undertaken by suitably qualified and trained assessors,
using approved tools and materials, with documented criteria, as well as robust verification and quality
assurance processes. This will be overseen by the industry governing body.
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8. Independent end assessors
An independent end assessor carries out all the assessment activities required in the independent end
assessment. This individual must be someone who has nothing to gain from the outcome of the
assessment and must not have been involved in the continuous assessment or training of the
apprentice. The independent end assessor may work for the same training provider or employer as
long as they have not been directly involved with the apprentice before the readiness for independent
assessment meeting.
To ensure consistent and reliable judgements are made, independent end assessors will be licensed by
the industry governing body. This section specifies the mandatory criteria for independent end
assessors and includes:
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General requirement for generic assessor qualifications
Specific occupational attainment of independent assessors, requirements for training
and development including continuous professional development
a) Occupational Expertise of Independent End Assessors
The requirements set out below relate to all senior chef apprenticeship independent end assessors.
Independent Assessors must:
Have excellent knowledge and understanding of the apprenticeship standard as set out in
the industry set assessment evidence and methodology
Hold a recognised current workplace assessment qualification. The list of approved
qualifications will be published by the industry governing body and updated as new,
appropriate qualifications are released. Unqualified assessors working towards their
qualification must have their assessment decisions countersigned by a qualified assessor, who
must also be technically competent.
Have relevant occupational expertise and knowledge, at the appropriate level of the
occupational area(s) they are assessing, which has been gained through ‘hands on’
experience in the industry.
Practice standardised assessment principles.
Have sufficient resources to carry out the role of independent assessor i.e. time and budget.
Have advanced skills in culinary arts / production cooking depending on the framework
assessed.
Hold qualifications, or have undertaken training, that has legislative and technical relevance
to the senior chef apprenticeship standard (see part b below).
Update their occupational expertise and industry knowledge in the areas being assessed
through planned Continuous Professional Development (see part c below).
b) Qualifications and Training relevant to Independent End Assessors
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Independent end assessors must have high level vocational qualifications and experience. The following
sets out areas in which independent assessors should be able to demonstrate competence and / or
received training or achieved qualifications.
Qualifications and Training
 Level 3 or 4 Food Safety HACCP
 Health & safety
 Advanced Professional Cookery
 Craft Cuisine
 Mentoring/Coaching
c) Continuous Professional Development for Independent End Assessors
Independent end assessors also need to have occupational knowledge and skills, current and updated, to
show they can understand up to date techniques and methods used in today’s kitchens and organisations.
It is necessary for independent end assessors to maintain a record of evidence of their continuous
professional development (CPD). This is necessary to maintain currency of skills and understanding of the
occupational area(s) being assessed, and can be achieved in a variety of ways. It should be a planned
process, reviewed on an annual basis, for example as part of an individual’s performance review.
Independent assessors should select CPD methods that are appropriate to meeting their development
needs. The following provides an example of a variety of methods that can be utilised for CPD purposes.
Updating occupational expertise
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Keeping up to date with sector
developments and new legislation
Standardising and best practice in
assessment
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Internal and external work placements
Work experience and shadowing External visits to
other organisations
Updated and new training and qualifications
Training sessions to update skills, techniques and
methods
Visits to educational establishments
Trade fairs
Relevant sector websites and twitter feeds
Membership of professional bodies
Papers and documents on legislative change
Networking events
Seminars, conferences, workshops, membership of
committees/working parties
Staff development days
Regular standardisation meetings with colleagues
Sharing best practice through internal meetings,
news-letters, email circulars, social media
Comparison of assessment and verification in other
sectors
The role of the independent end assessor is critical, which is why the licensing process is central to
this approach - ensuring that assessments are only undertaken by suitably qualified and trained
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assessors, using approved tools and materials, with documented criteria, as well as robust verification
and quality assurance processes. This will be overseen by the industry governing body.
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Management of assessment
As hospitality employers have developed the apprenticeship standard and related assessment they have
committed to maintaining them to ensure they remain fit for purpose. To facilitate this process they have
elected People 1st to act as a governing body, directed by an apprenticeship council comprised of
employer members.
The governing body will provide a central point of co-ordination for the effective output of hospitality
apprenticeships and will work with industry partners and apprenticeship stakeholders to increase growth
in apprenticeship take up. Specifically, the governing body will support the system through:
a) Maintaining the industry’s standards and assessment
The governing body will continue to maintain the standards and assessment plan and will undertake any
new development as identified by the industry.
b) Licencing independent end assessors
The independent assessor will be licensed by the governing body based on the individual meeting the
criteria for occupational qualifications, experience and continuous professional development. It is
expected that the majority of independent assessors will be licensed via training providers, employers and
some direct licenses.
The licensed assessor is responsible for:
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Registering with People 1st (including registrations via awarding organisation)
Conducting the independent assessment according to the Apprenticeship Assessment Plan
Demonstrating as agreed by an OFQAL approved awarding organisation that they have actively
and sufficiently met requirements for quality assurance
Submitting end assessment results to People 1st to trigger certification via FISSS
c) Register of apprentices that start independent end assessment
The register will be maintained by People 1st to determine at any one point the number of apprentices
that have started their independent end assessment and therefore the date that they should complete it
by.
The registration fee for an apprentice will incorporate the cost of maintaining the standard, new
development and the quality assurance of assessment
d) Quality assurance of end assessment
The governing body will work with multiple OFQAL recognised awarding organisations to quality assure
the assessment performance of independent assessors and the results of independent end assessment to
ensure a standardised and consistent apprenticeship outcome is achieved.
Awarding organisations wishing to conduct quality assurance arrangements for hospitality apprenticeships
will be required to enter into an agreement with the governing body and operate to agreed criteria. Any
agreement for quality assurance must contain a robust appeals procedure.
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The hospitality trailblazer is also working with training providers, colleges and their represent bodies who
have the relevant capability, resources and experience, to ensure that the independent end assessments
are manageable, cost effective and deliverable across different types of providers and employers.
Funding Model
A mix of assessment approaches has been chosen to allow for flexibility whilst at the same time
maintaining consistency, fairness, and equal access to all. The following table outlines the possible cost
centres for resources to deliver the apprenticeship together with the estimated cost range for the
apprenticeship based on initial consultations with employers and education and training providers. Further
work is being carried out with industry education and training providers and employers to determine and
agree the cost of delivering this apprenticeship.
Activity
Possible cost centres
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Initial assessment
Training and development
Continuous assessment
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Registration and administration
Venue hire
Kitchen hire
Master classes
Print costs
On-line learning costs
Training tools
Training and assessment costs
Mentor/buddy/support
Line manager time
SME – costs to simulate some of
the activities
Internal/external training costs
Off the job training
Ingredients
Estimated cost
range
Senior Chefs in
Culinary Arts
£18,000 - £25,000
Senior Chefs in
Production Cooking
£10,000 - £15,000
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
Independent end assessment
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Independent assessor time and
expenses
Venue hire and ingredients
Tests and print costs
Assessment mentor
Employer time
Quality assurance and audit
Administration
Certification
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Annex 1
Senior Chef Apprenticeship Standard in Culinary Arts
-Assessment Evidence and Methodology-
Apprenticeship Standard
1. Culinary
Evidence
1.1
Knowledge Understand the
principles of food
preparation and
cooking; traditional
and modern cuisine;
taste; diet and
nutrition to produce
dishes and menus that
meet business and
customer
requirements
□
Skills
□
Demonstrate a range
of craft preparation
and cooking skills and
techniques to develop
and produce quality
complex dishes and
menus in line with
business requirements
Behaviours Welcome and act on
feedback to improve
quality of food
preparation, cooking
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Understand how the seven basic tastes
impact on dishes and menus
Analyse the impact of traditional vs modern
cuisine
Investigate the impact of diet and health and
how this influences preparation and cooking
techniques
Analyse the nutritional value of dishes
Understand the process of evolving a dish
from a recipe
Produce complex dishes requiring a
combination of preparation and cooking
methods and a wide range of ingredients
Evaluate finished dishes and adjust if
necessary
Control portions in line with business and
customer requirements
Receives feedback positively and uses
feedback from colleagues, customers and
specialists to improve work processes, own
and manage staff performance
Glossary
Method
How the seven basic tastes: sweet, sour,
bitter, salty, umami, pungent/piquant,
metallic influences the composition of
dishes produced; and how the flavour of a
dish can be altered without affecting the
taste.
Continuous assessment
 Questioning
 Nutritional analysis of
dishes
The nutritional value of dishes is analysed
to identify if they can be made healthier by
using alternatives to fat, sugar and salt and
by maximising nutritional content during
cooking.
Possible Skills and techniques may include:
- Baking, Blanching, Boiling, Boning,
Braising
- Caramelizing, Casserole, Creaming
- Deconstructing, Deep frying, Dry
roasting
- Frozen, Frying
- Gelling, Glazing, Grilling
- Marinating
- Powdering, Pressure cooking, Purée
- Reduction, Roasting
- Sautéing, Shallow frying, Simmering,
Steaming, Stewing, Stuffing, Sweating
- Whipping
Feedback you are looking for includes was it
profitable? Was it well received by customers?
Wastage?
Independent assessment
 Written test?
Continuous assessment

Observation
Independent assessment
 Practical test
Continuous assessment
 Observation
 Professional
discussion
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and presentation
1.2
Knowledge Know how to
research industry and
food trends and how
they influence dishes
and menus
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Receives feedback positively and
constructively and uses it to improve own
performance
Identify the information required and where
it can be sourced
Identify suitable research methods for the
business
Understand how research is used within the
business
Analyse changes in external factors in
comparison to the business offer, assess the
impact and identify opportunities
Research the influence of different
agricultural and food manufacturing
methods on food preparation and cooking
Research different design innovations and
their impact on food preparation and
cooking
Information includes customer feedback,
business strategy, sales mix, balance of price
and offers.
External factors may include:
- customer preferences for food and
drink
- wider social trends
- the economic climate
- environmental issues
- health and diet issues including all
allergens / trading standards
- political developments
- technological developments and
innovations
- Legislation relevant to the business
Questioning
Independent assessment
 Practical
Independent Assessment
 Practical
 Professional
discussion / interview
 Industry related
project proposed by
employer and
Apprentice and
agreed by End
Assessor.
Project Guidelines / Criteria
to be developed
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Skills
Create, review and
refresh menus in line
with business and
customer
requirements
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Behaviours Show commitment to
developing skills and
knowledge; trying out
new ingredients and
dishes; practicing and
reflecting on different
preparation and
cooking techniques
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Plan menus to take into account available
sources of produce, equipment, facilities
and skills, are logistically viable and
sustainable
Realistically calculate menu costs
Develop balanced, creative and imaginative
menus which are appealing and attractive to
customers and take into account:
- the requirements of customers in terms
of diet, nutrition, taste and price
- the service style and image of the
organisation
- supplier reliability to supply produce
consistently to the quality required
- the use of local and seasonal produce
where possible
- essential sales mix required by the
business
Analyse feedback to regularly review and
refresh menus
Knowledge is used to develop dishes and
menus taking into account appropriate
constraints and costs e.g. only have one grill
and have lots of grill items on the menu i.e.
menu is designed around the resource
available.
Brings back new ideas from trade
fairs/shows, events and other activities
Conducts skills sessions for junior chefs
Seeks advice and guidance from expert
chefs
Uses social media and other credible
sources to generate and stimulate new
ideas
Engages with skills competitions and raises
aspirations
Examples of other activities includes: Visits
to producers, processors (e.g. abattoirs)
and suppliers.
Menu costs include:
- proportions of main and
accompaniments
- staffing and produce costs
- main sources of revenue
- energy usage
- impact of seasonal variation and
food miles on food costs
- cost to profit margin ratios
Trade shows include national, regional and
local.
Independent assessment
 Project and / or
practical e.g. Create a
dish that’s relevant and
justify your choice, cost
it, other factors?
 Observed assessment
Continuous assessment

Observation

Professional
discussion
Expert chefs can be from apprentices own
employer, or external to the business.
Research from credible sources includes
Sector Skills Council and Professional
bodies.
Engaging with skills competitions ranges
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1.3
Knowledge Understand how
technology supports
the development and
production of dishes
and menus
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Understand how technology used in the
business works, how to use it safely and
know what to do if it malfunctions
Understand how to analyse the use of
technology in the business and know how
to make recommendations for
improving/maximising its use in line with
menu requirements
Research new and innovative technology
appropriate to the business is researched
and know how to produce a cost benefit
analysis
from raising awareness of them to
colleagues, encouraging colleagues to take
part, competing in skills competitions,
mentoring or coaching others who take
part. Skills Competitions include:
- Future Chef
- Roux Scholarship
- Young chef of the year
- WorldSkills Olympics
The individual may also show a desire to be
part of Professional body membership, for
example:
- Royal Academy of Culinary Arts
- British Culinary Federation
- Craft Guild of Chefs
- WACs accreditation
Kitchen technology ranges from
computerised technology for activities such
as labelling, ordering and food safety
management to that used in the storage,
preparation, cooking and presentation of
dishes.
Continuous assessment
 professional
discussion
How technology is used in the business is
investigated in terms of how it functions, its
safe use, whether it poses a risk, how
broken or malfunctioning equipment is
dealt with and alternative uses.
New and alternative technology relevant to
the business is researched and compared to
the technology currently used in the
business to make recommendations which
could be made to improve dish quality,
introduce new menu items, to improve
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processes / procedures or to produce
dishes more effectively or efficiently, with a
cost benefit analysis.
Skills
Use technology
effectively when
producing dishes to
achieve the best result
□
□
□
□
□
1.4
Behaviours Use technology and
equipment responsibly
to ensure it is efficient
and maintained in
good working order
to avoid wastage
□
□
□
Knowledge Understand how
seasonality,
provenance and global
environmental factors
impact on food
commodities and
□
Justify the use of technology in the kitchen
Strictly follow safety instructions and
procedures when using equipment and
technology to produce dishes
Monitor working practices to ensure all
team members are following the correct
procedures when using equipment and
technology
Carry out risk assessments on all existing
and new equipment and technology and
ensure all staff are trained and competent
to reduce the risk and Use suppliers to train
team on the safe and correct use of
equipment and technology and keep up to
date records of the training
Deal with identified defects or malfunctions
safely and efficiently, and report
maintenance issues to the appropriate
person
Works efficiently to avoid wastage
Proactively prevents faults
Takes action quickly and decisively when
issues occur
The use of equipment and technology is
monitored to
 ensure it is being used safely and
according to safety instructions and
procedures
 identify and deal with faults, defects
or malfunctions before they
become a risk to safety or to
service
 assess whether it could be used
more effectively or efficiently, or
needs to be replaced in the longer
term.
Examples:
Records of completed monitoring
checklists, risk assessments, defects and
maintenance logs, and training records.
Continuous assessment
 professional
discussion
 observation
Uses technology in the way it is designed,
according to safety, legislation to meet
compliance, such as correct personal
protective equipment, and business
procedures and supervises others to do the
same.
Continuous assessment
 Fault finding exercise
Investigate the impact of geography, global
environmental factors, farming techniques,
animal husbandry, and slaughtering or
processing techniques on the supply of food
commodities
Planned dishes and menus take account of
quality, price, consistency and availability of
food commodities and display an
understanding of how these can be
maximised through using food in season,
using alternative cuts of meat or
Continuous assessment
 Professional
discussion
Independent assessment
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Skills
therefore on planning
dishes and menus
□
Analyse the advantages and disadvantages of
purchasing food commodities seasonally and
of different provenance
ingredients, and/or alternative suppliers.
Select and use
methods to prepare,
produce and present
the highest quality
dishes and menus
using the best available
ingredients
□
Develop effective plans for the production
of complex dishes incorporating:
- ingredients
- quantities (and varying quantities)
- cooking times
- temperature
- equipment
- presentation
- nutritional value (complex process)
- taking into account potential allergens to
comply with current
Select and use appropriate methods for
producing required dishes and justifies
decision
Pays attention to and has an eye for detail
Can spot quality ingredients and when they
are substandard and takes action when
substandard ingredients are delivered and
prevents use
Processes, preparation and cooking
methods used to produce dishes are
selected based on the composition of
different ingredients
Continuous assessment
 Observation
 Questioning
 Dish production plans
Expectation that someone at this level is
not the only chef in the kitchen, going to
have to ensure the product is the same if
they are not there EXAMPLE dish
specification
Independent assessment
 Practical
Has the confidence to reject food
commodities on delivery and actively
encourages the team to do the same if
there is the potential to compromise
quality. E.g. pre-packaged food without
labels
Link to 1.1
□
Behaviours Seek out the finest
ingredients, using the
most appropriate
techniques to create
the best possible
dishes and menus
□
□

Written justification
produced for use of
ingredients and
sources of supply for
dishes produced in
end assessment
practical
Continuous assessment
 Observation
 Questioning
Independent assessment
 Project and/or
practical
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1.5
Knowledge Understand how to
maximise yield and
minimise wastage of
ingredients and other
resources
□
□
□
□
Skills
Work consistently to
accomplish the best
result
Behaviours Challenge personal
methods of working
and seek methods for
improvements,
recognising the impact
that personal
performance has on
achieving efficient and
effective results
□
□
□
□
□
Understand gross profit, identify the costs
of ingredients and resources available
Understand how storage and stock rotation
are used to maximise the quality and shelflife of ingredients
Identify the yield from ingredients and what
ingredients provide the best yield and the
impact of cost fluctuations on yield
Understand the importance of using
standardised recipes and specifications to
control portion sizes and minimise waste
including plate waste
Displays an understanding of how much
ingredients and resources cost a
Kitchen processes include delivery, storage
and rotation of stock, food preparation,
cooking, presentation, food safety, waste
prevention, minimisation, recycling and
disposal and utilities.
Consistently present dishes as per standard
Monitor production yield, portion control
and costs are to ensure budgetary targets
are achieved
Monitors kitchen processes;
standardisation; amount of dishes
bought/sold; food % over the month and
uses the results to identify opportunities to
maximise yield and minimise wastage.
Demonstrates an understanding of how
personal performance can positively impact
on the overall performance of the business
through taking responsibility and ownership
of own performance improvement through
seeking and acting on feedback, actively
engaging in networking and other
opportunities to develop knowledge and
understanding and to learn new skills.
Demonstrates and takes ownership for own
performance and personal development
Meets or exceeds targets
Continuous assessment
 Questioning
Independent assessment
 Project?
Resources include utilities, people,
materials, equipment
Improving Yield for example:
- Different types of meat which
provide the biggest yield for the
dishes
- Using seconds/ingredients in
season.
Continuous Assessment
 Observation
 Questioning
 Trend analysis
Continuous assessment
 Observation
 Questioning
 Appraisals
Independent assessment
 Professional
discussion / interview
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1.6
Knowledge Know how to produce
menu items to
standard whilst
working in a
challenging, timebound environment
□
□
□
□
Skills
Work methodically
handling many tasks at
once and ensuring
they are completed at
the right moment and
to the required
standard
□
□
□
□
□
Behaviours Remain calm under
pressure to deliver the
required outcome
□
□
□
□
Identify business levels, required staffing
levels and organises tasks and rotas
accordingly
Understands the skills and capabilities of
team and allocates tasks accordingly
Prioritise tasks to maintain standard to
produce quality food consistently within
cost limitations
Understands how to be flexible within the
needs of the business, what can do wrong
and how to develop and implement
contingency plans
Prioritise and allocate tasks a to optimise
performance in line with business needs
Fully brief team on tasks and timings so they
understand what is going to happen in
accordance with plans and standards
Guide and support team members to
produce dishes in line with plans and
standards
Monitor performance against time available
to ensure task completion, adjusting pace
and working methods as needed
Monitor progress against plans at key
intervals and performance plans adjusted as
needed
Approaches tasks in a methodical and
controlled manner, displaying a sense of
urgency without compromising quality
Promotes an open communication
Maintains focus on task objectives
throughout performance
Approaches potential issues and problems
during production in a controlled and
decisive manner
Displays an understanding of business levels
and sales turnover, skills and capabilities of
the team, required staffing levels and
current sickness or absenteeism levels to
include holiday and maternity or other
special leave, and cost limitations when
planning, prioritising and allocating tasks
and producing rotas to ensure menu items
are consistently produced to business
standards and specifications.
Link to 1.1 (Menu planning)
Continuous assessment
 Questioning
Uses understanding of business levels and
turnover, skills and capabilities of the team,
required staffing levels and current sickness
or absenteeism levels, and cost limitations
when planning, prioritising and allocating
tasks and producing rotas.
Continuous assessment
 Observation
 Questioning
Monitors performance and progress of
preparation and cooking activities and takes
corrective action such as supporting team
members, re-allocating or re-prioritising
tasks to ensure menu items are consistently
produced to business standards and
specifications.
Recognise and understands pressure points
Example: want someone to speak up when
they are having difficulties which may affect
production of dishes
Independent assessment
 Practical
Independent assessment
 Practical
Continuous assessment
 Observation
Independent assessment
 Practical
Aware of verbal use of language, potential
impact of poor verbal communication e.g.
swearing
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□
Applies techniques to minimise the negative
impact of pressure, working with the team
to overcome obstacles which may affect the
flow of operations
□
Recognise the importance of food safety
management procedures
Understand responsibilities of own role,
employers and employees in respect of
food safety legislation and procedures for
compliance
Identify how the legislation is enforced
Understand the importance of, and
methods for, temperature control
Know how to control contamination and
cross-contamination
Recognise the importance of high standards
of personal hygiene
Understand the importance of cleaning
schedules and the procedures for cleaning,
disinfecting, sanitising and waste disposal
Understand requirements relating to the
design of food premises and equipment
Recognise the importance of, and know
methods for pest control
Identify why microbial, chemical, physical
and allergenic hazards are important to
food safety
Know methods and procedures for
controlling food safety to include critical
control points, critical limits and corrective
actions
Understand requirements for monitoring
and recording food safety procedures
Know methods for, and the importance of,
2. Food Safety
2.1
Knowledge Know the food safety
practices and
procedures to ensure
the safe preparation,
cooking and
presentation of food
□
□
□
□
□
□
□
□
□
□
□
□
Full working knowledge of HACCP, critical
control points, hazards, contamination and
food safety legislation to be able to
implement and maintain successful food
safety management in the business.
Scores on the doors; EHO sign off; food
hygiene
Continuous assessment
 Observation
 Questioning
Independent Assessment
 Test – not multiple
choice (Intermediate
Level 3 Food Safety)
Recommended this is
undertaken within 3 months
of commencing the
apprenticeship.
If individual has the
qualification already, they
don’t need to do it again.
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□
□
Skills
Prepare, cook and
present food to
agreed food safety
practices and
guidelines, ensuring a
clean and hygienic
kitchen environment is
maintained at all times
□
□
□
□
□
□
□
Behaviours Take responsible
decisions that support
high standards of food
safety practices
□
□
□
□
□
evaluating food safety controls and
procedure
Understand the requirements for induction
and on-going training of staff
Recognise the importance of effective
communication of food safety procedures
Maintain clean and hygienic working areas at
all times
Maintain own personal hygiene at all times
Check food before and during operations
for any hazards
Follow correct procedures for dealing with
food hazards
Follow organisational procedures for items
that may cause allergic reactions
Prevent cross-contamination between
different types of food
Check methods, times, and temperatures
used to make sure food is safe following
operations
Keep necessary records up to date
Promotes and drives best practice and leads
by example
Takes personal responsibility for making
things happen
Acts within limits of own job role
responsibilities
Demonstrates compliance at all times
Full working knowledge of HACCP and
COSHH, critical control points, hazards,
contamination and food safety legislation to
be able to implement successful food safety
management in the business.
Continuous assessment
 Observation
 Questioning
 HACCP records
Independent assessment
 Practical
Continuous assessment
 Observation
 Questioning
Independent assessment
 Practical
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2.2
Knowledge Know the quality
points to look for in
ingredients and how
to handle and store
them to maintain
quality, in line with
food safety legislation
□
□
□
□
□
□
□
□
□
□
□
Skills
Ensure ingredients are
stored, prepared,
cooked and presented
to deliver a quality
product that is safe for
the consumer
□
□
□
Understand the importance of making sure
food deliveries are undamaged, at the
correct temperature and within use-by-date
Understand the importance of preparing
food for storage
Know why food must be put in the correct
storage area
Know the temperature food should be
stored at, how to store food at the correct
temperature and why this is important
Understand the importance of keeping
storage areas clean and tidy and know how
to deal with them if they are not
Identify what types of food are raw
Identify why types of food are ready-to-eat
Understand why stock rotation procedures
are important
Understand why food beyond its ‘use-bydate’ must be disposed of
Understand the implications of noncompliance are understood
Understand why HACCP should be
effectively implemented
Understand traceability and food chain
Manage and monitor processes and working
practices; and make recommendations
where appropriate
Effectively implement HACCP and food
safety management in accordance with
business and legislative requirements
Full working knowledge of the
requirements of food safety management
systems.
Continuous assessment



Observation
Questioning
HACCP records
Independent Assessment

Test – not multiple
choice (Intermediate
Level 3 Food Safety)
Recommended this is
undertaken within 3 months
of commencing the
apprenticeship.
If individual has the
qualification already, they
don’t need to do it again
HACCP and food safety management:
- Food is checked to ensure it's
undamaged, at appropriate
temperature and within ‘use-bydate’ on delivery.
- Any important labelling information
is looked at and retained.
- Food is prepared for storage and
placed in storage as quickly as
necessary to maintain its safety.
- Storage areas are clean, suitable
Independent assessment
 Practical
(implementing
processes)
(this may have to be through
a project if an organisation
has systems set up centrally
HACCP)
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Behaviours Use a considered
approach to managing
ingredients to maintain
their quality and safety
□
□
□
Recognises changes in ingredient quality or
availability promptly and adjusts plans and
activities accordingly
Prioritises objectives and plan work to
make the best use of time and ingredients
Accurately calculates risks, and makes
provision so that unexpected events do not
impede the achievement of objectives or
compromise food safety
and maintained at the correct
temperature for the type of food.
- Food is stored so that cross
contamination is prevented.
- Stock rotation procedures are
followed.
- Food that is beyond ‘use-by-date’ is
safely disposed of.
- Necessary records are kept up to
date
Where applicable food samples
should be retained for due diligence
Any changes in ingredients may affect the
final outcome of the dish and final allergens
etc.
Continuous assessment
 Observation
Independent assessment
 Practical
3. People
3.1
Knowledge Understand how
personal and team
performance impacts
on the successful
production of dishes
in different working
environments
□
□
□
□
□
Identify the members, purpose, objectives
and plans of the team
Understand the types of support and
advice that team members are likely to
need and how to respond to these
Know the standards of performance for the
work of the team
Recognise the importance of and being able
to show team members how their
performance contributes to achievement of
team objectives
Understand the need to consider the skill
and knowledge level of the team in relation
Organisational structure, job
descriptions/responsibilities, PDR/PDD
Continuous assessment
 Questioning
 Professional
discussion
Independent Assessment
 Professional
discussion
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to the menu and business requirements
Skills
Support team
members and ensure
dishes provided are of
high quality, delivered
on time and as
described on menus
□
□
□
□
Behaviours Encourage team to
take pride in their role
through a consistently
positive and
professional approach
□
□
□
□
□
□
□
3.2
Knowledge Know how to identify
and respond to
individuals’ needs in
different situations and
communicate with
customers and
□
□
□
Encourage and support team to achieve
team objectives and provide recognition
when objectives have been achieved
Give support and advice to team when they
need it especially during periods of change
Respond positively to others when
approached with issues or potential
problems
Continuously assess the delivery of menu
items during service o ensure they are
delivered on time and as described on
menus
Give timely and appropriate feedback to
team
Shows respect for the views and actions of
others
Works to develop an atmosphere of
professionalism and mutual support
Models behaviour that shows respect,
helpfulness and co-operation
Keeps promises and honours commitments
Wins, through personal performance, the
trust and support of the team
Gives honest feedback in a professional and
appropriate manner
Recognise the equality, diversity and
inclusivity to create an effective workforce
Understand how the use of language, body
language, gestures and tone of voice may
appear to others
Identify ways to minimise misunderstanding
PDRs
Succession planning
Continuous assessment
 Observation
 Questioning
Continuous assessment
 Observation
Knowledge of appropriate employment
legislation
Equality: Perceptions of gender, criminals,
age, sick leave,
Continuous assessment
 Observation
 Questioning
 Professional
discussion
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colleagues from a
diverse range of
backgrounds and
cultures
□
□
□
and improve communication with others
Identify the challenges in communicating
with people from a diverse range of
backgrounds and cultures
Understand that people from different
countries or diverse cultures will have
different needs
Know how to base own opinions and
actions towards people from a different
country, age or diverse culture as an
individual and not on common perception,
stereotypes, prejudice or old information.
Understand how own use of language, body
language, gestures and tone of voice may
appear to people from different countries
or diverse cultures and how theirs’ may
affect your perceptions of them.
Independent assessment
 test (case study)
Ways to minimise and improve
communication may include taking the time
to listen closely to what they are really
saying, learning conventions for
introductions and greetings, not using own
fluency as a way to overpower others,
learning some simple phrases in another
language, gesturing, avoiding idioms,
explaining acronyms, using pictures and
diagrams.
Different attitudes, expectations and
service ethics may include: different
timekeeping, timescales, decision-making
processes, perceptions of status and role,
attitudes to men and women,
communication styles and conventions,
business relationships, business meeting
conventions, attitudes to emotion, levels of
hierarchy and
Formality.
Skills
Use effective methods
of communication and
operate in a fair and
empathic manner that
□
□
Communicate in ways that can be
understood
Work in ways that balance other people’s
expectations with the need to achieve
Own opinion are formed through asking
the person, judging them on their work,
getting to know them.
Effective communication skills:
- open and closed questioning
techniques
- negotiation
Continuous assessment
 Observation
 Questioning
 Professional
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achieves the desired
result and
demonstrates a
customer centric
culture
Behaviours Actively listen and
empathise with other
peoples’ point of view,
respond politely and
promote a fair, nondiscriminatory and
equal working
environment
□
□
□
□
□
□
□
3.3
Knowledge Know how to
recognise and develop
talent, understanding
the principles of
coaching and
mentoring team
members to maximise
their performance
□
□
□
□
business objectives
Make enough time and effort and respond
flexibly and positively so that own working
practice engages and includes people
Deal constructively with situations that you
find unclear or confusing when working
with people and maintain respect for
individuals when you are unable to
understand or empathise with their views
or behaviour
Creates an environment of trust and mutual
respect where s/he has no authority, or
shared authority, over those s/he is working
with
Is open to the positive potential of cultural
diversity in the generation of ideas and in
developing workplace productivity
Shows sensitivity to the different levels of
English language skills people have and
shows willingness to adapt language in the
interests of mutual understanding
Is sensitive to how own language, tone of
voice and behaviour may be interpreted by
others
Recognise the performance standards
required by the business
Identify methods for assessing individual
performance against standards
Identify development opportunities
relevant to the needs of individuals, team
and the business
Recognise poor performance and
understand when and how to conduct
formal capability vs disciplinary action or
-
listening
body language
dealing with conflict (link to 3.5)
discussion
Safeguarding: bullying and harassment
If you have one refer to staff personal
handbook
Continuous assessment
 Observation
Legislative requirements include: breaks,
maternity, paternity, WTR, employment of
young people, language in relation to age
and sex discrimination.
Continuous assessment
 Professional
discussion
 Questioning
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□
□
□
Skills
Share experience and
knowledge to enable
team members to
develop their skills ,
knowledge and
techniques
□
□
□
□
□
□
□
□
grievance procedures, understanding own
level of authority and when to gain the help
or support of others e.g. HR
Understand legislative requirements to
manage performance
Understand how to develop and nurture a
flexible workforce, where the team are
valued
Know how to engage in an effective
recruiting process, understanding the
importance of planning and working with a
of talent feeding succession plans
Manpower planning (employee cycle)
Work with team to identify their learning
and development needs
Identify Individual objectives and barriers to
learning
Coach and mentor individuals
Enable team to identify different learning
opportunities to practice skills and apply
knowledge
Give honest and constructive feedback to
team about their performance, progress and
their learning experience
Support team to identify further training
and development opportunities on
completion of coaching and mentoring
Evaluate the effectiveness of own coaching
and mentoring for the individual and
business
Demonstrate the investigation and feedback
skills required to manage a disciplinary or
grievance procedure
Are coached and mentored to build their
confidence and enable them to
-
take increasing responsibility for
development
look at issues in an informed and
unbiased way
progress towards development
objectives
increase their performance
contribute to the success of the
business
Continuous assessment
 Observation
 Professional
discussion
Coaching and mentors others in own team,
outside in other businesses,
internal/external
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Behaviours Celebrate personal
growth and
achievement of team
members
□
□
□
□
3.4
Knowledge Have an understanding
of leadership styles
and skills in a business
environment
□
□
□
□
□
Skills
Motivate and inspire
others to perform
their role to the best
of their ability in line
with the business
□
□
Openly praises colleagues for a job well
done
Encourages and recognises creativity and
innovation within the team
Recommends team members for internal
and external awards where available and
appropriate
Manages succession effectively and
encourages individual progression,
potentially out-side the kitchen to drive
breadth of culinary experience
Identify situational leadership styles and
compare to that required of the business
Know how to select and successfully apply a
range of different methods for motivating,
supporting and encouraging team members
and recognising their achievements
Understand where to obtain support to
manage elements of the business
Recognise when and how to apply a range
of leadership skills
Understand the local culture and articulate
application
Steer team successfully through difficulties
and challenges, including conflict, diversity
and inclusion issues within the team
Motivate team to present their own ideas
and listen to what they say
Treats all team members equally and fairly
and does not change own approach to an
individual who has handed in their notice or
is moving from the team.
Continuous assessment
 Observation
Situational for example, before service,
during service, after service, team briefings,
away days
Continuous assessment
 Questioning
 Professional
discussion
Motivation: Marlow’s hierarchy of needs,
Hertzberg
Motivational factors for coming to work
include money; career development; status;
praise or a simple ‘thank you’; family
security.
Independent assessment
 test
Motivational factors during shift include
breaks; finishing work early; choosing
weekend shifts; option of paid overtime.
Elements of the business include for
example stock control; food hygiene;
people management.
Communicating the objectives, monitoring
and feeding back on performance - why did
you make that decision at that time?
Continuous assessment
 Observation
Delegate work down to the team and
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□
□
□
Behaviours Authentically live the
culture and values of
the business
□
□
□
□
□
3.5
Knowledge Recognise how all staff
and teams are
dependent on each
other and understand
the importance of
teamwork both back
and front of house in
achieving business
objectives
□
□
□
□
□
□
□
□
Skills
Maintain harmony
across the team and
with colleagues in
other parts of the
organisation,
□
□
□
Encourage team to take the lead when they
have the knowledge and expertise and
demonstrate willingness to follow this lead
Make time available to support others
Monitor activities and progress across the
team without interfering
Creates a sense of common purpose
Seeks to understand people's needs and
motivations
Demonstrates aspirational behaviour
Maintains kitchen culture in absence of
senior chef
Demonstrates agility to accommodate
change effectively
Identify standards of performance and
behaviour
Identify current and future work being
carried out
Understand working culture and values
Know the process for decision making
Understand line management
responsibilities and relationships with other
departments
Recognise power, influence and politics
within the business
Identify information and resources which
colleagues may need
Recognise specific agreements with
colleagues
Understand the impact of aligned objectives
Establish working relationships with all
colleagues
Recognise, agree and respect the roles and
responsibilities of colleagues and,
particularly in situations of matrix
effectively review the effectiveness of the
delegation.
Check and challenge – check the quality of
product and speed of the product.
Continuous assessment
 Observation
Continuous assessment
 Questioning
 Professional
discussion
Continuous assessment
 Observation
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identifying and dealing
with challenges and
problems
constructively to drive
a positive outcome
□
□
□
□
□
□
□
Behaviours Be solution focussed
to achieve the
required outcome and
support positive, open
communications that
help team members
achieve the best result
for customers and the
business
□
□
□
□
□
management, their managers' requirements
Take into account the priorities,
expectations, and authority of colleagues in
decisions and actions
Demonstrate understanding from
colleagues’ perspectives and provide
support, where necessary, to move things
forward when difficult situations and issues
arise
Fulfil and communicate agreements made
with colleagues
Promptly advise colleagues of any difficulties
or where it will be impossible to fulfil
agreements
Identify and sort out conflicts of interest
and disagreements with colleagues in ways
that minimise disruption to the work being
carried out
Share information and resources with
colleagues to make sure that all parties can
work effectively
Provide feedback to colleagues on their
performance and seek feedback from
colleagues on own performance in order to
identify areas for improvement
Presents information clearly, concisely,
accurately and in ways that promotes
understanding
Seeks to understand people's needs and
motivations
Clearly agrees what is expected of others
and holds them to account
Considers the impact of own actions on
others
Says no to unreasonable requests and
Continuous assessment
 Observation
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□
potentially offers solutions /
recommendations
Considers the impact of decisions on brand
/ business parameters
4. Business
4.1
Knowledge Understand how to
□
develop creative,
profitable and
□
competitive menus
and dishes in line with □
the business strategy;
its customer profile;
culture and constraints
□
Skills
Actively use
techniques and
respond to
opportunities that
help improve
competitiveness,
business performance,
revenue, profit
margins and
customers’ experience
□
□
□
□
Understand what information is required to
make menu decisions
Analyse the menu offer, and the relative
profitability based on sales
Carry out a local SWOT analysis
competitor and own Identify the impact of
resources which may impact the provision
of a new or modified service
Identify and consider business limitations
and constraints
Produce a SWOT analyses and identify
areas where the current offering could be
improved and / or streamlined to improve
profitability and / or quality
Identify and prioritise gaps in the market
and commercial opportunities which align
to organisational
strategic objectives and brand image
Produce project plans for the development
and launch of a new or modified dish or
menu/event idea etc, which include all
resources needed, timescales and deadlines
and how success will be measured
Prioritise opportunities, taking into account
ease of implementation, with return on
investment (ROI) calculated, and alignment
with the overall service offering
Information is required; sales analysis,
resources, food availability, trends,
environmental changes, customer feedback,
food e.g. allergy regulation/legislation
SWOT analysis: strengths, weaknesses,
opportunities, threats
Continuous assessment
 Questioning
 Professional
discussion
 Market research
analysis
Continuous assessment
 Observation
 SWOT analysis
 Project plans
Independent assessment
 Project (possibly
linked to practical)
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Behaviours Demonstrate a keen
business sense with a
passionate enthusiasm
to provide customers
with the best possible
experience
4.2
Knowledge Know how to support
the overall financial
performance of the
business
□
□
□
□
□
□
□
□
□
Skills
Monitor costs, use
forecasting to set
realistic targets,
effectively control
resource allocation
and prepare financial
cases for development
projects
□
□
□
□
□
Actively seeks opportunities to improve
competitiveness, business performance,
revenue, profit margins and customers'
experience and encourages colleagues to do
the same
Is open to and acts feedback received from
customers and colleagues
Responds positively to change
Identify the range of management
information and how it is used in the
business
Understand what financial information is
important and why
Understand the benefits of managing
budgets and processes
Understand cost benefit analysis and how to
use to make recommendations
Identify the differences between capital and
revenue budgets and Identify budget
variances and their reasons are identified
and evaluate possible courses of action
Understand the budget planning cycle and
how to influence it
Use realistic key performance indicators
based on up to date and accurate
management information
Purchase ledgers, stock control
Analyse weekly sales, wage cost and food
cost forecasts and deal with potential issues
identified
Compare actual costs with forecasted
budget and deal with variances
Thoroughly research, cost and clearly
Continuous assessment
 Observation
Independent assessment
 Project possibly
linked to practical
Management information such as gross and
net profit, revenue, payroll
Centralised – to be explained
Capital and revenue – to be explained
Cost benefit analysis to support
recommendations, for instance, for team
contract types; the introduction of new or
updated technology and other resources;
the introduction of new dishes and menu
items; events; promotions
Continuous assessment
 Questioning
 Cost benefit analysis
 Analysis of variances
and records of action
taken
Independent assessment
 test (case study)
Budget planning and influence – to be
explained
Continuous assessment
 Observation
 Examples of weekly
sales, wage cost and
food cost forecasts
and reconciliations
 Examples of business
cases for new
projects
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□
□
Behaviours Be financially aware in
approach to all aspects
of work
□
□
□
□
□
□
4.3
Knowledge Understand the
principles of
sustainable
procurement and
waste management
□
□
□
□
□
□
□
□
communicate business cases for new
development projects
Develop processes to drive relevant kitchen
cost/targets
Communicate relevant financial information
to the team, monitoring and responding to
outcomes
Assesses ingredients in stock on a day to
day basis and flexibility to adjust menu to
make dishes from ingredients which are due
to expire
Identifies when wastage can occur and takes
action to minimise it
Takes action to discourage theft
Makes financial information available,
demonstrating a conviction and confidence
Shares information and offers a transparent
approach to finances
Responds ethically to actions compromising
best practice
Identify and explain barriers to using
sustainably sourced food in the business
Know how to overcome these barriers
Recognise the benefits to the business of
using sustainably sourced food
Understand how resources can be wasted
in the kitchen and how this can be reduced
Recognise the financial and environmental
benefits of preventing waste
Identify methods for minimising, re-using,
re-cycling and disposing of waste
Understand the implications of waste
management legislation on the business
Understand the implications of government
initiatives for encouraging responsible waste
Continuous assessment
 Observation
 Professional
discussion
Continuous assessment
 Questioning
 Professional
discussion
Independent assessment
 Project
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□
Skills
Implement sustainable
procurement
practices, minimise
wastage and minimise
resource allocation
□
□
□
□
□
□
□
□
disposal
Analyse the advantages and disadvantages of
using local vs national vs international
sources of commodities when reviewing
current suppliers
Ensure contracts with suppliers meet
organisational requirements
Periodically review and evaluate suppliers to
achieve a balance of quality, price and
sustainability
Use quality marks and guidelines when
choosing suppliers
Investigate methods of reducing the number
of vehicle journeys made when arranging
the delivery of stock
Effectively minimise, re-use or recycle
wastage from preparation and cooking
Periodically review different waste disposal
and treatment options for different types of
waste to find new and better ways of
managing waste
Periodically review kitchen waste
management procedures to ensure
compliance with legislation, environmental
and government initiatives
Develop and implement effective stock and
resource management
Ensure stock is checked on delivery to
make sure the quantities and quality are as
ordered; stock is handled, stored and
rotated to maximise quality and shelf-life
Continuous assessment
 Observation
 Professional
discussion
 Waste management
records
 Stock management
records
Independent assessment
 Practical (evidence of
effective waste
management and use
of sustainable
produce)
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Behaviours Visibly discourage
waste and champion
sustainable working
practices
□
□
□
□
4.4
Knowledge Know legislative
responsibilities and the
importance of
protecting peoples’
health, safety and
security
□
□
Sets a an example to others through
consistently keeping waste to a minimum
Works with colleagues, producers and
suppliers to find ways of reducing potential
food waste
Conducts or organises awareness raising
training for colleagues
Implements and promotes initiatives to
improve waste prevention and sustainable
working practices
Continuous assessment
 Observation
 Records of training
conducted
 Examples of initiatives
implemented
Relevant legislation includes:
Analyse the requirements of relevant
legislation, and the impact of non- Regulation (EC) No. 852/2004 on
compliance; and compare to the procedures
the hygiene of foodstuffs
in the business to ensure compliance
- The Food Hygiene (England)
Recognise and understand own
Regulations 2006 (as amended)
responsibilities in relation to processes and
- RIDDOR
best practice
- COSHH
- Health & Safety at Work Act
- Food Labelling Regulations
- Building regulations
- Accessibility
- First Aid
- Sale of Goods Act
- Weights and measures
- Workplace Health and Safety 1992
- Working at Height
- Manual Handling
Continuous assessment
 Questioning
 Professional
discussion
Independent assessment
 Test
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Skills
Comply with legal
requirements and
inspire customer
confidence by
maintaining the safety
and security of people
at all times
□
□
□
□
□
□
□
Behaviours Advocate the
importance of working
safely and legally in the
best interest of all
people
□
□
□
□
4.5
Knowledge Know how to identify,
plan for and minimise
risks to the service
and operation
□
□
□
□
□
Establish, monitor and consistently manage
procedures to comply with legislative and
business requirements
Regularly consult colleagues on matters of
health, safety and security
Train team in food safety commensurate
with their tasks
Provide the right workplace facilities
Prominently display H&S posters
Communicate to the regulatory bodies,
managing challenge
Ensure all legislative requirements are
accommodated when changes are
enforced/planned on the kitchen
Sets an example to others by working
cleanly, safely and securely at all times
Conducts or organises awareness training
for colleagues
Remains composed and have confidence to
question/challenge
Acknowledges team member feedback and
respond accordingly
Analyse food safety and other potential
risks from a variety of hazards in the
kitchen and associated areas
Identify implications of food safety and
health and safety legislation in relation to
risk management systems
Understand the implications to the business
of poor risk management and noncompliance
Understand the environmental factors and
the impact on people and their performance
Know how to manage unforeseen situations
e.g. fire, injury, EHO, food poisoning
Procedures for cleaning; pest control;
chemical control, use and storage; personal
protective equipment use; food holding and
storage; food handling; and supplier delivery
and storage
Continuous assessment
 Observation
 Records of
consultations with
colleagues
 Team training records
 Monitoring records
Continuous assessment
 Observation
Understand the principles of risk, what to
do in different situations and how to
minimise risk to comply with due diligence.
Continuous assessment
 Questioning
 Professional
discussion
 Analysis of risks
Independent assessment
 Test
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Skills
Risk assess situations,
identifying and
isolating matters of
concern, by
establishing the cause
and intervening
accordingly to
minimise any risk to
people and comply
with legislation
Behaviours Think and act quickly
to address problems
as they arise and keep
customers satisfied
and operations flowing
smoothly
□
□
□
□
□
□
□
□
□
□
Eliminate or minimise risks and maintain
food safety through regular risks
assessments
Review procedures and identify potential
risks when new ingredients, dishes,
equipment and ways of working are
introduced
Act upon, clearly document and review
results of risk assessments
Take corrective action to control hazards
Analyse risk assessments to establish trends
Takes a calm and considered approach
when problems occur, minimising the risk
to others safety quickly and confidently
When problems arise service is not unduly
interrupted with minimum disruption to
customers
Shows integrity, fairness and consistency in
decision making
Takes personal responsibility for making
things happen
Has the confidence to make decisions,
which may have wider implications
Potential risks are eliminated or minimised
and food safety maintained through regular
risks assessments.
Developing a culture of minimising risk
within the business – throughout the team,
running regular briefings, empowering the
team to actively identify risks.
Is able to learn from previous problems,
drawing on experience to demonstrate
progression in thought
Continuous assessment
 Observation
 Examples of risk
assessment
conducted and
records of action
taken
Continuous assessment
 Observation
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Annex 2
Senior Chef Apprenticeship in Production Cooking
-Assessment Evidence and Methodology-
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Apprenticeship Standard
1. Culinary
Evidence
1.1
□
Knowledge Understand the
principles of food
preparation and
cooking, taste, diet and
nutrition, and how to
bring these together in
a challenging and time
bound environment
□
□
□
□
□
Understand how the seven basic tastes
impact on dishes and menus
Explain the impact of traditional vs modern
cuisine
Understand the impact of diet on health and
how this influences customer choice
Explain the nutritional value of dishes
Understand the process of evolving a dish
from a recipe
Understand the process of planning,
creating and delivering food items in a time
bound environment
Guidance
Method
How the seven basic tastes: sweet, sour,
bitter, salty, savoury, pungent/piquant,
metallic influences the composition of
dishes produced; and how the flavour of a
dish can be altered without affecting the
taste.
Continuous assessment
 Questioning
 Testing (e.g. online
or workbook)
 Professional
discussion
The nutritional value of dishes is explained
to identify if they can be made healthier by
using alternatives to fat, sugar and salt and
by maximising nutritional content during
cooking.
How do cooking methods match to dishes,
relevant to the environment
Possible Skills and techniques include:









Baking, Blanching, Boiling, Boning,
Braising
Caramelizing, Casserole, Creaming
Deconstructing, Dry roasting
Frozen, Frying
Gelling, Glazing, Grilling
Marinating
Powdering, Pressure cooking,
Purée
Reduction, Roasting
Sautéing, Shallow frying,
Simmering, Steaming, Stewing,
Stuffing, Sweating
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Skills
Demonstrate a range of
preparation and
cooking skills and
techniques to produce
quality dishes in line
with business
requirements
Behaviours Remain calm under
pressure and handle
many tasks at once
ensuring they are
completed at the right
moment and to the
agreed standard
□
□
□
□
□
□
□
1.2
Knowledge Know the business or
brand specifications and
understand how to use
them to create
standardised menu
items and dishes
□
□
□
□
□
□
Produce dishes and menu items using a
combination of preparation, cooking and
finishing skills and techniques in line with
specifications
Evaluate finished dishes and improve if
necessary
Continuous assessment
 Observation
 Professional
discussion
Approaches tasks in a methodical and calm
manner
Maintains focus on task objectives
throughout performance
Approaches potential issues and problems
during production in a decisive manner
Applies techniques to minimise the negative
impact of pressure
Works with the team to overcome
obstacles which may affect the flow of
operations
Know the business or brand specifications
and understand their importance to the
business
Understand the implications of not adhering
to the business or brand specifications
Know how menu items should be prepared
to business or brand specifications to
ensure that standards are maintained
correctly
Know how business or brand standards are
used to ensure portion control and why
this is important to the business
Identify what course of action to take if
insufficient ingredients are available to
achieve the required business or brand
specifications
Recognise how to prioritise kitchen tasks
Continuous assessment
 Observation
 Professional
discussion
An understanding of how to use standard
recipes and instructions to prepare, cook
and finish/present dishes and menu items in
line with business or brand specifications.
Continuous assessment

Questioning

Professional
discussion

Testing (e.g. on-line,
workbook)

Projects
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□
Skills
Produce profitable
menu items and dishes
according to business
specifications
□
□
□
Behaviours Take a flexible and
adaptable approach to
meet business
requirements
□
□
□
□
1.3
Knowledge Understand how
technology supports
the preparation and
production of menu
items and dishes
□
□
□
□
□
Know how to calculate costs e.g. portion
control and cost of overall dish, cost of
using alternative, gross profit
Prioritise and re-allocate or re-organise
tasks as necessary to ensure menu items
and dishes are produced as specified
Monitor menu items going out of the
kitchen
Check and maintain the whole culinary
output is in line with the business
specifications
Takes ownership of the food offer, including
quality and output
Understands how to be flexible and
adaptable within the needs of the business
Demonstrates a sense of urgency when
responding to business challenges
How to respond to additional needs such as
food allergies or special dietary
requirements
Identify types of equipment and their uses in
different types of business operation
Know how to use equipment correctly
Understand how technology supports
efficiency of food production
Know what to do when technology fails
Evaluate the use of technology in order to
ensure its effective and efficient use
Relevant ingredients are available and
ready for specific dishes.
Dishes are prepared as specified within the
relevant brand standard, ensuring cooking
methods and ingredients are as prescribed
on the specification.
Correct crockery and dishes which are
relevant and designated as being required
according to the business specification are
used.
Prepared food items are assembled onto
service items to accurately reflect
presentation style and portion sizes as set
out in business specifications.
Continuous assessment
 Observation
 Monitoring records
 Professional
discussion
Examples:
- What to do if you haven’t got the right
resources e.g. crockery
- What to do if someone in the team is
ill, absent or injured
- How to respond to requests at short
notice
Continuous assessment
 Observation
 Professional
discussion
 Witness testimony:
guest satisfaction /
feedback
Kitchen technology ranges from
Continuous assessment
computerised technology for activities such
 Questioning
as labelling, ordering and food safety
 Professional
management to that used in the storage
discussion
preparation, cooking and presentation of
 Test (on-line,
dishes.
workbook)
Independent assessment
 Possible business
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project
Skills
Use technology
appropriately and
efficiently to support
the production of food
and ensure
maintenance issues and
malfunctions are dealt
with promptly
□
□
□
□
□
□
Behaviours Use technology and
equipment responsibly
to ensure it is
maintained in good
working order
□
□
□
Identify the technology in the work
environment and use it efficiently and
effectively
Strictly follow safety instructions and
procedures when using equipment
Monitor working practices to ensure all
team members are following the correct
procedures when using and maintaining
technology
Monitor technology to ensure it is working
efficiently and effectively
Ensure technology is periodically tested to
check that it is in full working order
according to business requirements and in
line with legislation
Identify defects and ensure they are dealt
with safely and efficiently
Uses technology safely and appropriately
Takes action quickly and decisively when
issues occur
Makes sure team take responsibility and are
accountable
The use of technology is monitored to
ensure it is being used safely and according
to safety instructions and procedures, and
to identify and deal with faults, defects or
malfunctions before they become a risk to
safety or to service.
Continuous assessment

Observation

Records of
completed:
monitoring
checklists; risk
assessments; defects
and maintenance
logs; PAT testing;
training records

Professional
discussion
Uses technology in the way it is designed,
according to safety and legislative
requirements, such as wearing correct
personal protective equipment, and
business procedures and supervises others
to do the same.
Continuous assessment

Observation

Witness testimony

Professional
discussion

Training
records/Performance
against business
measures
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1.4
Knowledge Know how to
recognise malfunctions
or hazards and work to
agreed practices and
guidelines to ensure a
safe, clean and hygienic
kitchen environment
□
□
□
□
Skills
Support team to deal
with unexpected
malfunctions or hazards
that disrupt work
activities
□
□
□
□
□
Behaviours Be solution focussed
when dealing with
unexpected challenges
□
□
□
□
1.5
Knowledge Understand how
personal approach and
□
Know the manufacturer's, safety and
business instructions and procedures for
equipment use
Identify the relevant hazards and potential
hazards relating to specialist equipment and
understand how these can be minimised
Know the process for dealing with and
reporting faults
Understand own and others’ responsibilities
Continuous assessment

Questioning

Testing (e.g. online
or workbook)
Ensure team operates equipment safely and
in line with the manufacturer's, safety and
business instructions and procedures for its’
use
Ensure team clean and maintain equipment
on a day to day basis or in line with the
business operating procedures
Ensure team are fully trained in how to
identify, deal with and report malfunctions
or hazards
Encourage and support team to
communicate malfunctions or hazards
which may disrupt work activities
Support team when they come across an
unexpected malfunction or hazard,
providing support and advice
Understand own and others’ responsibilities
Communicates action clearly, concisely,
accurately and in ways that are understood
Clearly communicates what is expected of
others and manages their performance
accordingly
Considers the impact of own actions and
decisions on the outcome
Know how behaviour affects the standards
of performance
Continuous assessment

Observation

Equipment cleaning,
maintenance and
defects logs
(Professional
discussion

Business support
internal and external

3rd party feedback
Continuous assessment

Observation

3rd party feedback

Business reports e.g.
NSF

Internal/external
audits
Continuous assessment

Questioning
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performance impacts
on the successful
production of menu
items and dishes
□
□
□
□
Skills
Ensure positive
business or brand
image is upheld in work
activities and the
delivery of products at
all times
□
□
□
1.6
Behaviours Demonstrate a belief in
the value of products
and services the
business offers
□
□
□
□
Knowledge Keep up to date
knowledge of product
range, brand
development,
promotions and
current trends
□
□
□
□
Understand working culture and value of
the business and the importance of applying
it to personal approach
Know the process for decision making
Understand line management
responsibilities and relationships with other
departments
Understand how power, influence and
politics impact on the business
Check dishes and menu items to ensure
they have been prepared to the business or
brand specification correctly
Make adjustments to the presentation of
the dish to ensure that the business or
brand specification is reflected accurately
Present dishes for service as set out within
the brand standards and specifications
Creates a sense of common purpose
Ensures team fulfil commitments
Displays energy and motivation
Has pride in the delivery and output
Understand how to gather up to date
information in own business and from
external sources
Understand the importance of keeping up
to date knowledge
Know how to review current offer in
comparison to promotional requirements
to ensure opportunities to increase sales
are maximised
Explain changes in external factors in
comparison to the business offer, assess the
impact and identify opportunities

Testing (e.g. online
or workbook)
Continuous assessment

Observation

Professional
discussion

Witness testimony
Information within the business:
replacement products, newsletter, special
offer, seasonal offers, relationship with
suppliers, customer feedback and
satisfaction.
Continuous assessment

Observation

Professional
discussion

Witness testimony
Continuous assessment

Questioning

Testing (e.g. online
or workbook)
External sources of information include
relevant industry websites.
External factors include:
- customer preferences for food and
drink and general food trends
- purchasing trends
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competitor offer
local demographics and wider
social trends
- the economic climate
- environmental issues including the
impact of climate on food
production, quality, availability and
price
- health and diet issues
- political developments
- technological developments and
innovations
Customer feedback ratings to business
targets or key performance indicators to
identify how they have been exceeded, e.g.
how do ratings in own area compare the
national average?
-
Skills
Exceed customer
satisfaction by
maintaining consistency
in product and service
quality
□
□
□
Behaviours Take ownership for
keeping up to date with
the business offer and
brand developments
□
Monitor, analyse and act upon customer
feedback ratings in relation to business
targets or key performance indicators
Monitor performance against time available
and specification to ensure task completion,
adjusting pace and working methods as
needed
Support team to produce dishes in line with
standards and specifications
Regularly reviews new company materials
to keep up to date. Generates ideas to
improve quality of products and service
through the right channels for maximising
quality
Continuous assessment

Observation
Customer can be internal or external – the
in-house team is constantly delivering the
standard of service.
Continuous assessment

Observation

Professional
discussion

Projects around
business and brand/
brand comparison
project
2. Food Safety
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2.1
Knowledge Know the food safety
practices and
procedures to ensure
the safe preparation
and cooking of food
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
Explain the importance of food safety
management procedures
Understand responsibilities of own role,
employers and employees in respect of
food safety legislation and procedures for
compliance
Know how the legislation is enforced
Understand the importance of, and know
methods for, temperature control
Know procedures to control contamination
and cross-contamination
Understand the importance of high
standards of personal hygiene
Know the procedures for cleaning,
disinfection and waste disposal
Identify requirements relating to the design
of food premises and equipment
Understand the importance of, and know
methods for, pest control
Understand the importance to food safety
of microbial, chemical, physical and
allergenic hazards
Know methods and procedures for
controlling food safety to include critical
control points, critical limits and corrective
actions
Understand requirements for monitoring
and recording food safety procedures
Know methods for, and understand the
importance of, evaluating food safety
controls and procedures
Know the requirements for induction and
on-going training of team
Understand the importance of effective
communication of food safety procedures
Full working knowledge of HACCP, critical
control points, hazards, contamination and
food safety legislation to be able to
implement successful food safety
management in the business.
Continuous assessment

Observation

Questioning

Testing (e.g. online
or workbook)
It is recommended that an
in-house programme or
qualification such as the
intermediate level 3 food
safety is undertaken within 3
months of commencing the
apprenticeship.
If individual has the
qualification already, they
don’t need to do it again
depending on when it was
done. A CPD statement and
log that demonstrates
achievement and professional
discussion to confirm what
they have done to keep up
to date)
Independent Assessment

Test
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□
□
Skills
Prepare, cook and
present food to agreed
food safety practices
and guidelines, ensuring
a clean and hygienic
kitchen environment is
maintained at all times
□
□
□
□
□
□
□
□
□
□
□
Behaviours Take responsible
decisions that support
high standards of food
safety practices
□
□
□
□
□
Assess the impact of HSE inspecting the
premises and know how to manage a health
and safety check
Assess the impact of non-compliance and
know how to deal with it
Know how to deal with an external audit
Take responsibility for ensuring brand food
safety procedures are followed at all times
Keep working areas clean and hygienic at all
times
Maintain own personal hygiene at all times
Check food before and during operations
for any hazards
Follow correct procedures for dealing with
food hazards
Follow organisational procedures for items
that may cause allergic reactions
Prevent cross-contamination between
different types of food
Use methods, times, temperatures and
checks to make sure food is safe following
operations
Keep necessary records up to date
Provide evidence of relevant food safety
training / qualification
Ensure team are up to date with food safety
and actively maintain own professional
development
Takes personal responsibility for ensuring
compliance
Encourages and supports others to take
decisions autonomously where appropriate
to do so
Acts within limits of own authority
Demonstrates integrity and consistency in
Food safety training should be EHO
approved.
Food safety qualifications include:
- Level 2 Award in Food safety in
Catering
- Level 3 Award in Supervising Food
safety in Catering
Continuous assessment

Observation

Questioning

HACCP records

Professional
discussion
Continuous assessment

Observation

Professional
discussion

Witness testimony
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decision making
2.2
Knowledge Know what to look for
in ingredients and how
to handle and store
them to maintain
quality, in line with
food safety legislation
□
□
□
□
□
□
□
□
□
□
□
Skills
Ensure ingredients are
stored, prepared,
cooked and presented
to deliver a quality
product that is safe for
the consumer
□
□
□
Know what to look for in ingredients in line
with food safety legislation
Recognise the importance of making sure
food deliveries are undamaged, are
maintained at the correct temperature and
are used within use-by-date
Understand the importance of preparing
food for storage
Understand why food must be put in the
correct storage area
Know the temperature food should be
stored at
Understand the importance of keeping
storage areas clean and tidy and know what
to do if storage areas aren’t
Understand the importance of, and know
how to store food at the correct
temperature
Identify what types of food are raw
Know why types of food are ready-to-eat
Understand the importance of effective
stock rotation procedures
Understand why food beyond its ‘use-bydate’ must be disposed of
Ensure team follows product /brand food
safety specifications, processes and
procedures at all times
Check food to ensure it's undamaged, at
appropriate temperature and within
received within the use by date that is
acceptable to the business
Note and review any labelling information is
Full working knowledge of HACCP, critical
control points, hazards, contamination and
food safety legislation to be able to
implement successful food safety
management in the business.
Continuous assessment

Questioning

Testing (e.g. online
or workbook)

Professional
discussion
Food storage and stock rotation
procedures are fully implemented and
maintained to maximise quality and shelf
life and minimise risk.
Continuous assessment

Observation
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□
□
□
□
□
□
Behaviours Use a considered
approach to managing
ingredients to maintain
their quality and safety
□
□
□
□
□
noted/reviewed and implement as necessary
Prepare for storage in line with business
and legislative requirements
Place food in storage as quickly as necessary
to maintain its safety
Check storage areas are clean, suitable and
maintained at the correct temperature for
the type of food
Store food so that cross contamination is
prevented
Follow stock rotation procedures
Safely dispose of food that is beyond ‘useby-date’
Keep necessary records up to date
Recognises changes in ingredient quality or
availability promptly and adjusts plans and
activities accordingly
Makes team aware of food about to reach
it’s sell by date to allow them to proactively
sell it
Identify issues and make judgements on
risks, and makes provision so that
unexpected events do not impede the
achievement of or compromise food safety
and/ or service delivery
Take personal responsibility when managing
ingredients to maintain their quality and
safety
Continuous assessment

Observation

Professional
discussion

Witness testimony
3. People
3.1
Knowledge Know how to support
and influence the team
positively to deliver a
high quality product
□
□
Know how to select different methods for
motivating, supporting and encouraging
team members and recognising their
achievements
Know how to coach and mentoring the
team in a way which is appropriate to the
Coaching, mentoring motivating, giving
feedback, at which points to give feedback,
basic knowledge of the team, Maslow’s
Hierarchy of needs, Hertzberg.
Motivational factors for coming to work
Continuous assessment

Questioning

Testing (e.g. online
or workbook)

Professional
discussion
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□
□
□
Skills
Support team members
and ensure the food
produced is of high
quality, delivered on
time and to
specification
□
□
□
□
□
□
□
individual
Know how to delegate and prioritise
know how to identify day-to-day
opportunities to support team e.g. one to
one support
understand the basics of management
theory and how it relates to/underpins own
role
Use effective techniques to motivate and
manage team
Use performance management and
communication techniques to ensure food
is of high quality, delivered on time and to
specification
Monitor and maintain standards in a timely
fashion
Encourage and support team members to
achieve their personal work objectives and
those of the team and provide recognition
when appropriate
Give support and advice to team members
when they need it especially during periods
of setback and change
Coach and mentor team according to their
individual needs
Listen to, respond to and act on feedback
provided
include money; career development;
status; praise or a simple ‘thank you’; family
security.

Records of team
meetings / records of
individuals
Motivational factors during shift include
breaks; finishing work early; choosing
weekend shifts; option of paid overtime.
Performance management as a whole
therefore may need motivating as they
need development as they may not be
performing as required.
Communicating the objectives, monitoring
and feeding back on performance - why did
you make that decision at that time?
Continuous assessment

Observation
Effective delegation. Delegate work down
to the team and effectively review the
effectiveness of the delegation.
Check and challenge – check the quality of
product and speed of the product.
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Behaviours Encourage the team to
take a pride in their
role through a
consistently positive
and professional
approach
□
□
□
□
□
□
□
□
3.2
Knowledge Recognise how all staff
and teams are
dependent on each
other and understand
the importance of
teamwork both back
and front of house in
achieving business
objectives
□
□
□
□
□
□
□
□
□
□
Responds positively to others when
communicating risks and issues
Demonstrates respect and builds trust for
the views and actions of others
Develops an atmosphere of professionalism
and mutual support
Models behaviour that shows helpfulness
and co-operation
Is able to have a difficult conversation
Encourages team work
Forms and maintains an effective, happy and
productive team
Is disciplined in following performance
management guidance
Makes effective and timely decisions
Understand how teams and stakeholders
work together
Understand how the team forms part of the
wider picture and how own role fits into it
Know how to influence within internal or
external stakeholders
Understand business communication and
negotiation
Understand / have a basic working
knowledge of front of house and the
importance of teamwork between them to
meet business objectives
Understand to respond to team just as the
front of house staff do with customers that
creates harmony
Understand the importance of working
arrangements and why they are in place
Understand how conflict can arise
Understand what ‘passing the buck’ means
and how to be personally responsible and
Professionalism – following the rules, be an
advocate for the business, be ethical.
Continuous assessment

Observation

Professional
discussion

Witness testimony
Understand the interaction with the front
of house team (e.g. if you have a specials
board and you want the front of house to
sell it – need to have an appreciation that
that they will have to sell it) Pressures,
guidelines, tactics used by front of house,
importance of teamwork between them,
and how together they meet business
objectives.
Continuous assessment

Questioning

Testing (e.g. online
or workbook)

Professional
discussion
Accountability – e.g. don’t let the front of
house staff deal with customer complaints
i.e. make sure the dish that goes out is of
required quality.
Influence – e.g. individual influence, team
members’ influence, influence of the team
as a whole
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□
□
□
Skills
Maintain harmony
□
across the team and
with colleagues in other □
parts of the
organisation, identifying
and dealing with
problems
□
constructively to drive
a positive outcome
□
□
□
□
□
□
accountable
Understand the principles of safeguarding
Know the information and resources which
colleagues may need
understand specific agreements with
colleagues
Establish, drive and maintain effective
working relationships with all colleagues
Recognise the roles and responsibilities of
colleagues and, particularly in situations of
matrix management, their managers'
requirements
Take into account the priorities,
expectations, and authority of colleagues in
decisions and actions
View difficult situations and issues from
colleague's perspective and provide support,
where necessary, to move things forward
Fulfil and communicate agreements made
with colleagues
Promptly advise colleagues of any difficulties
or where it will be impossible to fulfil
agreements
Identify conflicts of interest and
disagreements with colleagues and respond
to them in ways that minimise damage to
the work being carried out
Share knowledge with colleagues to make
sure that all parties can work effectively
Provide feedback to colleagues on their
performance and encourage them to
feedback on own performance in order to
identify areas for improvement
Effective communication skills:
- networking
- open and closed questioning
techniques
- negotiation
- listening
- body language
Continuous assessment

Observation
Skill of running a team meeting and briefing
– have a plan, agenda, prepare beforehand,
how to communicate it effectively,
encompasses the front of house (possibly
linked to 3.1). As a senior chef how to deal
with the hostilities that come up in team
meetings.
How to participate in a variety of meetings
- preparing, planning and running meetings
with a range of different people and
situations. Bright, bubbly and motivational
in front of team, but taking a different
approach when meeting managers and
taking into account the situation.
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□
□
□
□
Behaviours Be solution focussed to
achieve the required
outcome and support
positive, open
communications that
help team members
achieve the best result
for customers and the
business
□
□
□
□
□
□
□
3.3
Knowledge Understand how to
work with people from
a wide range of
backgrounds and
cultures and recognise
how local
demographics may
impact on the product
range of the business
□
□
□
□
□
Communicate and evaluate information and
interpret data to meet business objectives
Adapt communication with immediate team
compared to how you deal with head office
Conduct effective team meetings and
briefings
Effectively participate in a variety of
meetings
Manage time and prioritise effectively
Presents valid information clearly, concisely,
accurately and in ways that promotes
understanding
Seeks to understand people's needs and
motivations
Clearly agrees what is expected of others
and holds them to account
Considers the impact of own actions on
others
Is assertive in suggesting alternative courses
of action
Demonstrates the ability to make decisions
based on sound valid information and
within limits of own authority
Constantly reinforces consistent messages
Having an appreciation of different diverse
cultures and backgrounds – dependent on
local demographics of the business – broad
diversity understanding
Legal bits – HRs requirements Full
knowledge and impact e.g. serving pork /
non-halal – and why it’s important to
respect
Understand the importance of and how to
follow policy
Local understanding – what impacts may be
Being assertive to make a decision of why
something that’s been suggested won’t
work from their opinion, making a
suggestion for an alternative / solution
(may just be a case of time management
and a timeline on it).
Continuous assessment

Observation

Professional
discussion

Witness testimony
Consistent in approach to the team, in
spite of whatever situation is happening in
the business or personal world. Links with
personal and business values to act in a
professional manner.
Describe and explain the demographics in
the local area, what’s the age split, what
time of day do they come in, what do they
order, how much time do they have, what
are the busy periods?
Continuous assessment

Questioning

Professional
discussion
Potential risks in this context– late night
working, acknowledgment of ownership of
the extra responsibility of caring for
employees (e.g. banter stepping over the
line – certain things are not acceptable).
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□
□
□
□
□
Skills
Use effective methods
of communication and
operate in a fair and
empathic manner that
achieves the desired
result and
demonstrates a
customer centric
culture
□
□
□
□
□
□
General knowledge demographic splits –
what it means in relation to the products
(e.g. older generation, understanding
customer base), knowledge of what Know
how to research the customer base and
requirements; know where to source the
information
Understand the importance of
understanding customers and local
demographics to business success
Know how to listen in a non-judgemental
manner
Know how to identify potential risks
Understand how own use of language, body
language, gestures and tone of voice may
appear to customers and colleagues; and
how theirs’ may affect your perceptions of
them
Know how to contextualise conversations
Use a range of communication styles to suit
the person you are talking to
Adapt communication in different contexts
Make enough time and effort and respond
flexibly and positively so that own working
practice engages all customers
Seek clarification and manage situations
Use techniques to minimise
misunderstanding and improve
communication
Instances when it is more appropriate to
provide verbal communication rather than
written; consider the person that’s being
communicated to and check that they
understand.
Continuous assessment

Observation
Put into practice the ability to
contextualise the communication.
Doesn’t matter who it is whether it’s a
member of staff, manager, customer – and
whatever the situation it’s about how they
are dealt with in a professional manner
that is in line with the business values.
Active listening and taking the time to
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appreciate the situation of the team rather
than them coming in (take account of
personal situations). Skill to identify and
support team member through within the
terms of their business role.
Behaviours Actively listen and
empathise with other
peoples’ point of view,
respond politely and
promote a fair, nondiscriminatory and
equal working
environment
3.4
Knowledge Know how to
communicate
knowledge and
experience to the team
and support individuals’
development
□
□
□
□
□
□
□
□
□
Adapts own language, tone of voice and
behaviour so that it is relevant to different
people and different situations and how it
can be interpreted by others
Creates an environment of trust and mutual
respect
Has an accurate self –awareness
Learns and actively seeks ways to improve
behaviours
Proactively looks for potential risks
Identify the performance standards required
by the business
Know how to assess individual and team
performance against standards and identify
skills and knowledge gaps
Know how to conduct professional
discussions with team
Research and identify relevant interventions
to the meet the development needs of
Techniques to minimise misunderstanding
and improve communication, include taking
the time to listen closely to what they are
really saying, learning the conventions for
introductions and greetings, not using own
fluency as a way to overpower others,
learning some simple phrases in different
languages, gesturing, avoiding idioms,
explaining acronyms, using pictures and
diagrams.
An appreciation that what you say can have Continuous assessment
an effect on who you are communicating

Observation
with.

Professional
discussion

Witness testimony
Team and individual performance is
Continuous assessment
analysed and team dynamics, strengths, and

Questioning
skills and knowledge gaps identified;

Professional
development needs and opportunities are
discussion
identified to improve individual and
combined performance of the team overall.
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□
Skills
Identify development
needs and actively
encourage and support
individuals to enhance
their skills and
knowledge
□
□
□
□
□
Behaviours Celebrate personal
growth and
achievement of team
members
□
□
□
□
□
individuals, team and the business
Know the principles of demonstration,
presentation, coaching and mentoring skills,
on-job training
Communicate regularly with the team
through 1:1, team meetings, performance
reviews to:
- identify individual and team learning and
development needs
- identify individual objectives and
barriers to learning
- give honest and constructive feedback
about their performance, progress and
their learning experience
Identify and facilitate different learning
opportunities to practice skills and apply
knowledge
Use demonstration, presentation, coaching
and mentoring skills as appropriate
Support individuals to identify further
training and development
Evaluate the effectiveness of own support
for the individual and team
Actively encourages the team to develop /
actively encourages learning
Rewards and recognises colleagues for a job
well done
Encourages and recognises quality and
achievement of targets within the team
Recommends team members for internal
and external awards
Maintains consistent, regular dialogue with
Team are identified as individuals solutions
that suits the individual are agreed, these
could be coaching, or mentoring for
instance.
Learning opportunities should help
individuals to build confidence and enable
them to
- take increasing responsibility for
development
- look at issues in an informed and
unbiased way
- progress towards development
objectives
- increase their performance
- contribute to the success of the
business
Continuous assessment

Observation

Professional
discussion: how did
you take team from
one place to
another, what did
you do? How was
the learning need
identified, what did
you take into
consideration, how
did you come to the
solution, how did it
work, did you reflect
on it?
Continuous assessment

Observation

Professional
discussion

Witness testimony
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□
□
□
team
Advocates the principles and values of the
organisation
Instils cultural values in the team to ensure
activities are performed in the same way
Personally demonstrates a culture of selfdevelopment from a business perspective
4. Business
4.1
Knowledge Know the business
vision and objectives
and brand standards
and the principles of
business success by
growing sales, reducing
costs and maximising
profit
□
□
□
□
□
□
□
Skills
Effectively use
techniques that support
cost reduction and
improve performance,
revenue, profit margins
and customers’
experience
□
□
□
Identify the key characteristics and purpose
of a business vision
Understand business culture
Understand key performance indicators and
targets and why they are set
Understand objectives their importance to
business
Understand the principles of profit & loss
and how they apply to own business area
Understand how to apply business vision,
culture, objectives, targets and key
performance indicators to own business
area
Understand how to add value to business
profitability
How to add value to business profitability
includes:
- Carrying out a SWOT analysis of
own business area
- methods for growing sales within
the business and own contribution
to achieving these
- methods for reducing costs and
maximising profits within the
business
- making recommendations for sales
and profit improvements and
reducing costs within the business
- presenting ideas clearly and
persuasively
Regularly review working practices and
procedures and gather feedback from team
to identify potential areas for improvement
Analyse and use feedback from customers,
suppliers and colleagues to identify potential
opportunities to improve customer
experience
Analyse own business area and identify
areas where the current offering could be
improved and / or streamlined to improve
performance, profitability and / or quality
Knowledge is applied to own business area. Continuous assessment
Opportunities which align to business
objectives and brand standards could be
gaps in the local market, commercial
opportunities, new menu items, new
sources or types of supplies.
Continuous assessment

Questioning

Professional
discussion


Observation
Analysis produced
Independent assessment

Possible project?
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□
□
Behaviours Demonstrate a keen
business sense,
producing food to
brand standards
efficiently and cost
effectively
□
□
□
4.2
Knowledge Understand how to
operate efficiently to
deliver profit margins,
reduce wastage and
support the overall
financial performance
of the business
□
□
□
□
□
□
□
□
Identify and prioritise opportunities which
align to business objectives and brand
standards
Develop plans which take account of all
necessary resources and deadlines and
outline how success will be measured
Actively seeks opportunities to improve
performance, revenue, profit margins and
customers' experience and encourages
colleagues to do the same has to be in line
with company policies /within brand
guidelines
Is open to feedback received from
customers and colleagues and acts responds
and acts on it
Acts in the best interest of the business, the
team and customers at all times
Know how to operate efficiently and
effectively following business processes
Identify the financial impact that wastage of
physical resources can have upon the
business
Identify opportunities for energy efficiency
and waste reduction in the business
Know how to minimise use of electricity
and gas
Evaluate the organisational procedures for
storing and disposing of waste
Know how to prevent and deal with
excessive waste
Know how to build short term business
plans and realistic targets
Understand sustainable working practices
Continuous assessment

Observation

Professional
discussion

Witness testimony
Operating efficiently and effectively. – e.g.
awards, working to standard operating
procedures, changing shift patterns, using
local sources of labour and supplies, how
to be efficient in your business,
understanding the cost of business e.g. fuel
consumption, regeneration, waste
minimisation and recycling, supporting P&L,
environmentally friendly practices.
Continuous assessment

Questioning

Testing (e.g. online
or workbook)

Professional
discussion
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Skills
Monitor costs, using
forecasting to set
realistic targets with
the team; effectively
control resource
allocation; minimise
wastage and use
sustainable working
practices
□
□
□
□
□
□
□
4.3
Behaviours Actively discourage
waste and work to
avoid complaint related
wastage; demonstrating
commitment to
sustainable working
practices
□
Knowledge Recognise and
understand legislative
responsibilities and the
importance of
protecting peoples’
health, safety and
security
□
□
□
□
□
Produce weekly sales, wage cost and food
cost forecasts are produced to help set
targets with the team
Set targets in line with forecast and
business objectives/ key performance
indicators
Monitor working practices to ensure all
team members follow procedures and
identify areas for improvement
Report equipment faults or potential
wastage to the appropriate person
Manage labour and productivity levels to
effectively produce the requirement of the
shift
Control resource allocations and minimise
waste through evaluating and continuously
improving
Implement and initiatives to improve waste
prevention and sustainable working
practices
Sets a an example to others through
working consistently in line with company
policies and procedures, keeping waste to a
minimum
Conducts or organises awareness raising
training for colleagues
Actively looks for ways of working
efficiently
Analyse the requirements of relevant
legislation and compare to the procedures
in the business to ensure compliance
Recognise and understand own legislative
responsibilities
Know how to accurately complete all
necessary documentation in timely manner
Examples of what action has been taken to Continuous assessment
rectify matters, e.g. giving staff light

Observation
monitoring duties and minimising and saved
costs. Monitoring when equipment is
turned on.
Continuous assessment

Observation

Professional
discussion

Witness testimony
Relevant legislation includes:
- Regulation (EC) No. 852/2004 on
the hygiene of foodstuffs
- The Food Hygiene (England)
Regulations 2006 (as amended)
- RIDDOR
- COSHH
Continuous assessment

Questioning

Testing (e.g. online
or workbook)
Independent assessment

Test
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Skills
Comply with legal
requirements and
inspire customer
confidence by
maintaining the safety
and security of people
at all times
□
Understand the importance maintaining
documents for evidence of due diligence
□
Monitor working practices to ensure
procedures are consistently followed in line
with company policy
Regularly consult colleagues on matters of
health, safety and security
Ensure team is trained commensurate with
their tasks
Ensure the right workplace facilities are
provided
Ensure H&S posters are displayed
prominently
Maintain and monitor appropriate
documentation
Acts as a role model an example to others
by working cleanly, safely and securely at all
times
Takes responsibility for team working safely
Has pride in how own paperwork is
completed, presented and filed
Understand the difference between an issue
and a risk, and identify what is a ‘high’ risk
Know where risks can occur within the
kitchen and associated areas
Know the principles of risk assessment, risk
management and contingency plans
□
□
□
□
□
4.4
Behaviours Advocate the
importance of working
safely and legally in the
best interest of all
people
□
Knowledge Know how to identify,
plan for and minimise
risks to the service and
operation
□
□
□
□
□
- Health & Safety at Work Act
- Food Labelling Regulations
- Building regulations
- Accessibility
- First Aid
- Sale of Goods Act
- Weights and measures
- Workplace Health and Safety 1992
- Working at Height
- Manual Handling
Procedures for cleaning; pest control;
chemical control, use and storage; personal
protective equipment use; food holding
and storage; food handling; and supplier
delivery and storage.
Continuous assessment:
 Observation
Continuous assessment:

Observation

Professional
discussion

Witness testimony
Understand the principles of risk, what to
do in different situations and how to
minimise risk to comply with due diligence.
Continuous assessment

Questioning

Testing (e.g. online
or workbook)

Professional
discussion: give an
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□
□
□
□
Skills
Risk assess situations,
identifying and isolating
matters of concern, by
establishing the cause
and intervening
accordingly to minimise
any risk to people and
comply with legislation
□
□
□
□
□
□
Behaviours Think and act quickly
to address problems as
they arise and keep
customers satisfied and
operations flowing
smoothly
□
□
□
□
Understand the process of HACCP and
how this links to risk management (link to
section 2)
Know when and how to escalate a problem
Know how to maintain documentation that
relates to risk
Understand the implications of poor risk
management and non-compliance to the
business
Take action when problems arise to ensure
service is not unduly interrupted with
minimum disruption to customers
Conduct regular risks assessments and
when new ingredients, dishes, equipment
and ways of working are introduced
Maintain clear and accurate records and
documents using a logical and orderly
process
Act upon results of risks assessments and
take corrective action to control hazards
Escalate relevant problems to the right
person at the right time
Train and coach team to have the
confidence to recognise, deal with, report
on and reduce risks
Takes a calm and considered approach
when problems occur, minimising the risk
to others safety quickly and confidently
Shows integrity, fairness and consistency in
decision making
Takes personal responsibility for making
things happen and sustains the practice of
change
Openly shares experience of when things
have gone wrong, and takes effective
example of risk and
the solution (is there
a logical thought
process and did they
have a contingency
plan?; talk through
HACCP and how
this is set up
Potential risks are eliminated or minimised
and food safety maintained through regular
risks assessments.
Continuous assessment:
 Observation
Developing a culture of minimising risk
within the business – throughout the team,
running regular briefings, empowering the
team to actively identify risks.
Continuous assessment

Observation

Professional
discussion

Witness testimony
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□
4.5
Knowledge Know the customer
profile of the business,
who its main
competitors are and
the business growth
strategy
□
□
□
□
□
□
□
□
preventative measures to ensure that the
same mistakes are not made again
Has the confidence and courage to escalate
problems and take difficult decisions
Understand the principles of a business
growth strategy and why it is important
Identify how brands are aligned to a
business growth strategy
Understand how brands and teams
contribute to the growth strategy within
own business
Understand how social media can affect
own business area
Understand the implications of not
reflecting the brand positively
Identify and analyse the customer profile of
the business in relation to the menu offer
Know how to align dishes, menus and
promotional activities to the business
growth strategy to ensure profitability
Know how to implement effective
promotional activities within own business
area
Understand why the business sells the type
of food on offer to attract the type of
customers and how this is linked to
profitable business.
Customer profile:
- who the current customers are
and their needs and preferences
- why the customer chooses to eat
in the establishment
- who the future target market is
and the strategy for engaging
them/marketing
- plans for growing the market and
associated measures of success
(key performance indicators/sales
targets)
- who the main competitors are
Continuous assessment

Questioning

Testing (e.g. online
or workbook)

Professional
discussion
Effective promotional activities:
- Social responsibility practices, ‘Best
Practice’ principles and ethics are
considered
- When and how to use product and
business logos, trademarks and
branding to support promotional
activities
- how to measure the effectiveness
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Skills
Carry out activities in
line with business and
brand values that
actively market the
business, support
competitiveness and
help meet business
objectives
□
□
□
□
Behaviours Visibly and authentically
live the brand, culture
and values of the
business through a
passionate enthusiasm
to provide everyone
with the best possible
experience
□
□
□
□
□
□
Align dishes and menus to the business
growth strategy to ensure profitability
Follow brand guidelines, marketing
guidelines and business procedure to
market own business area
Implement and monitor promotional
activities to ensure the target markets are
being reached and plans and standards are
being met
Collect, analyse, communicate and act upon
information on the effectiveness of
promotions
Actively seeks opportunities to improve
customers' experience and encourages
colleagues to do the same
Is open and responds positively to feedback
received from customers and colleagues
Is an advocate for the value/ culture - Live
it in the behaviours
Shows respect for the team
Is visible to people
Demonstrates passion and enthusiasm
of promotional activities and make
recommendations for
improvement
Explain activities in own area which
support the marketing of the business.
Promotional activities:
- Possible activities to promote
menu items are identified
- The potential improvement in sales
generated from promotional
activities is identified
- Colleagues are consulted on
promotional ideas generated
- Promotional activities are in line
with targets; business vision, values
and culture; social responsibility
practices; and legal requirements
- Plans to implement promotional
activities are clearly
communicated to team members
and colleagues and promotional
literature collated and available
Continuous assessment

Observation

Professional
discussion: how do
you work with
something given as
part of the brand?
E.g. special
Christmas item.
How do you ensure
this is embraced by
the team?
Continuous assessment

Observation

Professional
discussion

Witness testimony
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