Introduction. Programme. Assessment. Supporting Guidance. Equal Opportunities. Learner Support. Learner Engagement

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3 Introduction Programme Assessment Supporting Guidance Equal Opportunities Learner Support Learner Engagement 3

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5 About Us Havilah Prospects specialises in equipping young people and adults with solid foundations and tools to progress in a variety of industries including Health and Social Care, Business and Administration, Customer Service and Management. The experience of our tutors and assessors in industry provides a degree of insight that is a key aspect of our success and the success of our students. Our Values... Havilah is the land of gold and the gold is good Excellence We promise a golden educational experience to all our students. We pride ourselves on excellence and an in-depth knowledge of our specialisms. Dynamic Our ongoing industry experience adds a practical element and dynamism to our classrooms. Respect We will show the utmost respect to all students and staff and expect the same in return. Support We understand that there is more to life than study and aim to support you with your academic or personal issues. 5

6 Our Mission To be the vocational training provider of choice amongst small and medium sized companies in the east London boroughs. To deliver quality training that positively impacts careers, educational progression and lives Message from the Head of Centre We are proud to be the Centre of choice for many students and employers. Our small group sizes, tailored tutor approach as well as our student support services ensure that at Havilah Prospects, you receive a golden experience. Purpose of the Handbook This Student Handbook serves as a port of information as well as a contract between the Centre and the student. This handbook will inform you of your course information, assessment details as well as general Centre, support and academic information. 6

7 Disclaimer The information in this [Handbook] is correct at the time of going to press in [November 2013]. The Centre reserves the right to make amendments to: a) the contents of the Programme Handbook and in particular to the methods of delivery or the content, syllabus and assessment of any of its programmes as set out in the programme and module specifications in this Handbook and/or on the Centre s website; and b) its statutes, ordinances, regulations, policies, procedures and fee structures, provided that such amendments are (i) as a result of student demand (or lack thereof), (ii) as a result of unforeseen events or circumstances beyond the Centre s control or (iii) are deemed reasonably necessary by the Centre. In the event that amendments are made, the Centre shall take reasonable steps to notify you as soon as is reasonably possible. 7

8 Internal Quality Assurers Nicola West Funke Murphy Sue Chappell Rashid Salik Alfred Budhram Tutors Funke Murphy Ayo Giwa Fikayo Ayoola-Giwa Amos Fanimo Foluke Akingbolagun Frances Agboada Alfred Budhram Assessors Funke Murphy Ayo Giwa Kemi Akinola Fikayo Ayoola-Giwa Rita Obi Adeola Bamgbose Yinka Olurin Amos Fanimo Folake Folayan Frances Agboada Administrative and Support Staff Chante Karim Lola Ayoola-Giwa 8

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10 Havilah Prospects is committed to providing you with an excellent educational experience to help you realise your ambitions. Staff and students can work together to achieve this aim and this document defines what you can expect from Havilah, but also what Havilah expects from you. Havilah will treat you in a professional, courteous and helpful way. It is our responsibility to: - deliver high quality, relevant courses - provide an environment which will help you to be successful - communicate effectively with you and listen to your views - respect the different needs of all our students and be fair, open and reasonable - support you with information, advice and guidance to supplement your learning You are an ambassador for the Centre and should behave with honesty and integrity. It is your responsibility to: - behave in a professional and respectful way in your interactions with other students, staff, visitors to the Centre and our neighbours - take your course seriously and seek advice and help if you have any problems - adhere to the learner agreement you signed at your induction - give us feedback on your experience at Havilah - tell us if you have any specific learning needs or disabilities so that we can support you 10

11 Framework Level Course Awarding Body Customer Service Intermediate Level 2 NVQ Certificate in Customer Service Customer Service Intermediate Level 2 Certificate in Customer Service Customer Service Intermediate Functional Skills in Mathematics Level 1 Customer Service Intermediate Functional Skills in English Level 1 Customer Service Advanced Level 3 NVQ Diploma in Customer Service Customer Service Advanced Level 3 Certificate in Customer Service Customer Service Advanced Functional Skills in Mathematics Level 2 Customer Service Advanced Functional Skills in English Level 2 Customer Service Intermediate / Advanced Customer Service Intermediate / Advanced Employment Rights and Responsibilities Personal Learning and Thinking Skills OCR Pearson EDI Pearson EDI Pearson EDI OCR Pearson EDI Pearson EDI Pearson EDI EDI Pearson / Embedded Embedded 11

12 MAIN AIM INTERMEDIATE OCR Level 2 NVQ Certificate in Customer Service Aims: To achieve this qualification, candidates must achieve a total of 28 credits made up as follows: 8 credits from- Mandatory units 20 credits from- Optional Units. Candidates must select at least 1 unit from each optional group. A minimum of 11 credits from optional units must be at Level 2. Mandatory Units Unit No Unit title Level Credit F1 Communicating using customer service language 1 4 F2 Follow the rules to deliver customer service 2 4 Optional units A1 Theme: Impression and Image Maintain a positive and customer-friendly attitude A2 Adapt your behaviour to give a good customer service impression A3 Communicate effectively with customers 2 5 A4 A5 Give customers a positive impression of yourself and your organisation Promote additional services or products to customers A6 Process information about customers 2 5 A7 Live up to customer service promise 2 6 A8 Make customer service personal 2 6 A9 Go the extra mile in customer service 2 6 A10 Deal with customers face to face 2 5 A11 Deal with incoming telephone calls from customers 2 5 A12 Make telephone calls to customers 2 6 A13 Deal with customers in writing or electronically 3 6 A14 Use customer service as a competitive tool 3 8 A15 Organise the promotion of additional services or products to customers 3 7 A16 Build a customer service knowledge set

13 MAIN AIM INTERMEDIATE OCR Level 2 NVQ Certificate in Customer Service Optional units cont d Theme: Delivery Unit No Unit title Level Credit B1 Do your job in a customer-friendly way 1 5 B2 Deliver reliable customer service 2 5 B3 B4 Deliver customer service on your customer s premises Recognise diversity when delivering customer service

14 TECHNICAL CERTIFICATE INTERMEDIATE Pearson EDI Level 2 Certificate in Customer Service Aims: The aim of this qualification is to provide knowledge and understanding which underpins customer service skills and performance. It is suitable for learners who wish to: Acquire knowledge and understanding relevant a customer service role Progress a career, and need the knowledge and understanding to support that career. Enter customer service roles in which they will carry out a range of tasks under supervision. Progress towards a competence based qualification, such as the Pearson EDI Level 2 NVQ Certificate in Customer Service or an Apprenticeship This qualification is relevant to all occupational areas in which customer service is provided, so may be suitable for learners who are working in, or interested in working in a wide range of different roles. The Pearson EDI Level 2 Certificate in Customer Service is a Technical Certificate for the Apprenticeship in Customer Service. Guided learning hours: We recommend that 115 guided learning hours (GHL s) provide a suitable course length for an average learner at this level. Qualification Structure Learners need to complete the three mandatory units to a total of 13 credits: Mandatory Core (2 Units) Unit CT179 CU854 Mandatory Units Delivery of Effective Customer Service Supporting the Customer Service Environment Assessment Method CT179 is assessed through a multiple choice paper CU854 is assessed by learners completing a workbook task. The workbook is set by Pearson EDI, marked by the Centre and externally moderated by Pearson EDI. Full structure details can be found on the Pearson EDI website within the Pearson EDI support material area, or by contacting [email protected]

15 FUNCTIONAL SKILLS MATHS INTERMEDIATE Pearson EDI Level 1 Functional Skills Qualification in Maths Qualification Overview: Fundamental to individuals being able to use mathematics effectively in life and work is their ability to understand and make sense of mathematical information, to use and process that information, to interpret and analyse the results of their activity and to present this to others. These process skills from the basis of the Functional Skills standards for mathematics and apply at all levels. Qualification Structure: This is a single unit qualification Assessment Method: The Pearson EDI Functional Skills qualification in Mathematics at Level 1 is assessed via task based assessments completed in controlled conditions. Each assessment requires learners to complete problem-solving tasks related to real life scenarios such as using train timetables. Learners must show their workings out and thought processes, as marks are awarded for this. Calculations are allowed at all levels. At Level 1, the assessment lasts 90 minutes and is set and marked by EDI. Guided Learning Hours: 45

16 FUNCTIONAL SKILLS ENGLISH INTERMEDIATE Pearson EDI Level 1 Functional Skills Qualification in English Qualification Overview: The aim of the English Functional Skills standards is to encourage learners to demonstrate their speaking, listening and communication, reading and writing skills in a range of contexts and for various purposes. They are essentially concerned with developing and recognising the ability of learners to apply and transfer skills in ways that are appropriate to their situation. Qualification Structure: To achieve a full certificate in Functional Skills English you will be required to successfully complete a total of three units as outlined below: Reading Writing Speaking, Listening and Communication The overall level of the qualification will be at the level of the lowest unit Assessment Method: The Pearson EDI Functional Skills qualification in English is assessed via task based assessments completed in controlled conditions, each assessment requires learners to complete problem-solving tasks, related do real-life contexts. Centres may choose to take either paper-based or online assessments at a time to suit them. Learners for the English Reading assessment are asked to answer questions based on unseen documents. These are marked by Pearson EDI if taken on-screen. Pearson EDI will also mark level 1 and level 2 paper-based assessments Learners for the English Writing assessment are also asked to perform writing tasks based on unseen documents. These are marked by Pearson EDI if taken on-screen. Pearson EDI will also mark level 1 and level 2 paper-based assessments. Speaking, Listening and Communication assessment tasks are composed of tasks between learners and the assessors. These are marked internally and verified by Pearson EDI Guided Learning: 45 16

17 MAIN AIM ADVANCED OCR Level 3 NVQ Diploma in Customer Service Aims To achieve this qualification, candidates must achieve a total of 42 credits made up as follows: 12 credits from- Mandatory units 30 credits from- Optional Units. Candidates must select at least 1 unit from each optional group. A minimum of 10 credits from optional units must be at Level 3. Apprenticeships The Level 3 NVQ Diploma in Management fulfils the competence requirements for OCR s Advanced Apprenticeships in Management. 17

18 MAIN AIM ADVANCED OCR Level 3 NVQ Diploma in Customer Service Mandatory Units Unit Code Unit title Level Credit F3 F4 Demonstrate understanding of customer service Demonstrate understanding of the rules that impact on improvement in customer service Optional units Theme: Impression and Image Unit Code Unit title Level Credit A3 Communicate effectively with customers 2 5 A4 A5 Give customers a positive impression of yourself and your organisation Promote additional services or products to customers A6 Process information about customers 2 5 A7 Live up to customer service promise 2 6 A8 Make customer service personal 2 6 A9 Go the extra mile in customer service 2 6 A10 Deal with customers face to face 2 5 A11 Deal with incoming telephone calls from customers 2 5 A12 Make telephone calls to customers 2 6 A13 Deal with customers in writing or electronically 3 6 A14 Use customer service as a competitive tool 3 8 A15 Organise the promotion of additional services or products to customers 3 7 A16 Build a customer service knowledge set 3 7 A17 Champion customer service 4 10 A18 Make customer service environmentally friendly and sustainable

19 MAIN AIM ADVANCED OCR Level 3 NVQ Diploma in Customer Service Optional units Theme: Delivery Unit Code Unit title Level Credit B2 Deliver reliable customer service 5 B3 Deliver customer service on your 2 5 customer s premises B4 Recognise diversity when delivering 2 5 customer service B5 Deal with customers across a language 2 8 divide B6 Use questioning techniques when 2 4 delivering customer service B7 Deal with customers using bespoke 2 5 software B8 Maintain customer service through 2 4 effective hand over B9 Deliver customer service using service 3 6 partnerships B10 Organise the delivery of reliable customer 3 6 service B11 Improve the customer relationship 3 7 B12 Maintain and develop a healthy and safe 4 8 customer service environment B13 Polan, organise and control customer 4 10 service operations B14 Review the quality of customer service 4 8 B15 Build and maintain effective customer 4 8 relations B16 Deliver seamless customer service with a 4 8 team Theme: Handling Problems C3 Resolve customer service problems 2 6 C4 Deliver customer service to difficult 2 6 customers C5 Monitor and solve customer service 3 6 problems C6 Apply risk assessment to customer service 3 10 C7 Process customer service complaints 3 6 C8 Handle referred customer complaints

20 MAIN AIM ADVANCED OCR Level 3 NVQ Diploma in Customer Service Optional units Theme: Development and Improvement Unit Code Unit title Level Credit D1 Develop customer relationships 2 6 D2 Support customer service improvements 2 5 D3 Develop personal performance through 2 6 delivering customer service D4 Support customers using on-line customer 2 5 services D5 Buddy a colleague to develop their 2 5 customer service skills D6 Develop your own customer service skills 2 6 through self-study D7 Support customers using self-service 2 5 technology D8 Work with others to improve customer 3 8 service D9 Promote continuous improvement 3 7 D10 Develop your own and other s customer 3 8 service D11 Lead a team to improve customer service 3 7 D12 Gather, analyse and interpret customer 3 10 feedback D13 Monitor the quality of customer service 3 7 transactions D14 Implement quality improvements to 4 10 customer service D15 Plan and organise the development of 4 9 customer service staff D16 Develop a customer service strategy for a 4 11 part of an organisation D17 Manage a customer service award 4 7 programme D18 Apply technology or other resources to 4 11 improve customer service D19 Review an re-engineer customer service 4 11 programme D20 Manage customer service performance

21 TECHNICAL CERTIFICATE ADVANCED Pearson EDI Level 3 Certificate in Customer Service Aims: The aim of this qualification is to provide knowledge and understanding which underpins customer service skills and performance. It is suitable for learners who wish to: Acquire knowledge and understanding relevant a customer service role Progress a career, and need the knowledge and understanding to support that career. Enter customer service roles in which they will carry out a range of tasks under supervision. Progress towards a competence based qualification, such as the Pearson EDI Level 2 NVQ Certificate in Customer Service or an Apprenticeship This qualification is relevant to all occupational areas in which customer service is provided, so may be suitable for learners who are working in, or interested in working in a wide range of different roles. The Pearson EDI Level 2 Certificate in Customer Service is a Technical Certificate for the Apprenticeship in Customer Service. Guided learning hours: We recommend that 105 guided learning hours (GHL s) provide a suitable course length for an average learner at this level. Qualification Structure Learners need to complete the three mandatory units to a total of 13 credits: Mandatory Core (2 Units) Unit Mandatory Units CT180 Principles of Customer Service Delivery CU1080 Developing and improving the Customer Service process Assessment Method CT180 is assessed through a multiple choice paper CU1080 is assessed by learners completing a workbook task. The workbook is set by Pearson EDI, marked by the Centre and externally moderated by Pearson EDI Full structure details can be found on the Pearson EDI website within the Pearson EDI support material area, or by contacting [email protected] 21

22 FUNCTIONAL SKILLS MATHS ADVANCED Pearson EDI Level 2 Functional Skills Qualification in Maths Qualification Overview: Fundamental to individuals being able to use mathematics effectively in life and work is their ability to understand and make sense of mathematical information, to use and process that information, to interpret and analyse the results of their activity and to present this to others. These process skills from the basis of the Functional Skills standards for mathematics and apply at all levels. Qualification Structure: This is a single unit qualification Assessment Method: The Pearson EDI Functional Skills qualification in Mathematics at Level 1 is assessed via task based assessments completed in controlled conditions. Each assessment requires learners to complete problem-solving tasks related to real life scenarios such as using train timetables. Learners must show their workings out and thought processes, as marks are awarded for this. Calculations are allowed at all levels. At Level 2, the assessment lasts 90 minutes and is set and marked by Pearson EDI. Guided Learning Hours: 45 22

23 FUNCTIONAL SKILLS ENGLISH ADVANCED Pearson EDI Level 2 Functional Skills Qualification in English Qualification Overview: The aim of the English Functional Skills standards is to encourage learners to demonstrate their speaking, listening and communication, reading and writing skills in a range of contexts and for various purposes. They are essentially concerned with developing and recognising the ability of learners to apply and transfer skills in ways that are appropriate to their situation. Qualification Structure: To achieve a full certificate in Functional Skills English you will be required to successfully complete a total of three units as outlined below: Reading Writing Speaking, Listening and Communication The overall level of the qualification will be at the level of the lowest unit Assessment Method: The Pearson EDI Functional Skills qualification in English is assessed via task based assessments completed in controlled conditions, each assessment requires learners to complete problem-solving tasks, related do reallife contexts. Centres may choose to take either paper-based or online assessments at a time to suit them. Learners for the English Reading assessment are asked to answer questions based on unseen documents. These are marked by Pearson EDI if taken on-screen. Pearson EDI will also mark level 1 and level 2 paper-based assessments. Learners for the English Writing assessment are also asked to perform writing tasks based on unseen documents. These are marked by Pearson EDI if taken on-screen. Pearson EDI will also mark level 1 and level 2 paper-based assessments. Speaking, Listening and Communication assessment tasks are composed of tasks between learners and the assessors. These are marked internally and verified by Pearson EDI Guided Learning: 45 23

24 Employment Rights and Responsibilities The Employee Rights and Responsibilities component of the apprenticeship can be achieved through either: 1. A QCF ERR Qualification/Unit: The Level 2 Award in Employee Rights and Responsibilities (QCF) 2. ERR Workbook The Skills CFA ERR workbook, available from the Skills CFA website (www. skillscfa.org/). The workbook has been designed to enable apprentices to work their way through a series of questions and activities which will bring ERR to life, making the learning more meaningful and long lasting and enhance the employability skills of the apprentice. ERR National Outcomes The ERR workbook, qualifications and units cover the following learning outcomes listed below. An apprentice must achieve the standards of attainment set out below to achieve this element of the framework: 1. Knows and understands the range of employer and employee statutory rights and responsibilities under Employment Law. This should cover the apprentice s rights and responsibilities under the Employment Rights Act 1996, Equality Act 2010, and Health and Safety legislation, together with the responsibilities and duties of employers 2. Knows and understands the procedures and documentation in their organisation which recognise and protect their relationship with their employer. Health & Safety and Equality & Diversity training must be an integral part of the apprentice s learning programme. 3. Knows and understands the range of sources of information and advice available to them on their employment rights and responsibilities. Details of Access to Work and Additional Learning Support must be included in the programme 24

25 4. Understands the role played by their occupation within their organisation and industry 5. Has an informed view of the types of career pathways that are open to them 6. Knows the types of representative bodies and understands their relevance to their skill, trade or occupation, and their main roles and responsibilities 7. Knows where and how to get information and advice on their industry, occupation, training and career 8. Can describe and work within their organisation s principles of conduct and codes of practice 9. Recognises and can form a view on issues of public concern that affect their organisation and industry. 25

26 Personal Learning and Thinking Skills Personal Learning and Thinking Skills (PLTS) are generic skills that are essential to life, learning and work. PLTS have a significant impact on a person s ability to make a confident contribution, both within and outside of their working environment. The PLTS Framework comprises six groups: Independent enquirers Creative thinkers Reflective learners Team workers Self-managers Effective participants Apprentices are required to achieve all six PLTS as part of their Pan Sector Apprenticeship Framework and achievement must be evidenced. Some of the PLTS requirements are embedded within the mandatory units of the apprenticeship competence and knowledge qualifications. A detailed mapping has been completed for each pan sector qualification and is available to download from the Skills CfA website. Creative thinking People think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. Creative Thinking skills encompass: generating ideas and exploring possibilities asking questions to extend thinking connecting own and others ideas and experiences in inventive ways questioning own and others assumptions trying out alternatives or new solutions and following ideas through adapting ideas as circumstances change. Independent enquiry People process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes. 26

27 Independent Enquiry skills encompass: identifying questions to answer and problems to resolve planning and carrying out research, appreciating the consequences of decisions exploring issues, events or problems from different perspectives analysing and evaluating information, judging its relevance and value considering the influence of circumstances, beliefs and feelings on decisions and events supporting conclusions, using reasoned arguments and evidence. Reflective learning People evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning. Reflective Learning skills encompass: assessing yourself and others, identifying opportunities and achievements setting goals with success criteria for your personal development and work reviewing progress, acting on the outcomes inviting feedback and dealing positively with praise, setbacks and criticism evaluating experiences and learning to inform your future progress communicating your learning in relevant ways for different audiences Team working People work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes. Team Working skills encompass: collaborating with others to work towards common goals reaching agreements, managing discussions to achieve results adapting behaviour to suit different roles and situations, including leadership roles showing fairness and consideration to others taking responsibility, showing confidence in yourself and your contribution providing constructive support and feedback to others. 27

28 Self management People organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and selfimprovement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities. Self Management skills encompass: seeking out challenges or new responsibilities and showing flexibility when priorities change working towards goals, showing initiative, commitment and perseverance organising time and resources, prioritising actions, anticipating, taking and managing risks dealing with competing pressures, including personal and work-related demands responding positively to change, seeking advice and support when needed managing your emotions and building and maintaining relationships. Effective participation People actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. Effective Participation skills encompass: discussing issues of concern, seeking resolution where needed presenting a persuasive case for action proposing practical ways forward, breaking these down into manageable steps identifying improvements that would benefit others as well as yourself trying to influence others, negotiating and balancing diverse views to reach workable solutions acting as an advocate for views and beliefs that may differ fro m your own. 28

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30 How will I be assessed? The assessment methods used across the different parts of the framework include but are not limited to: Online tests Assignments Personal reports Reflective accounts Oral/written questions Professional discussions Witness testimonies RPLs Role play/simulation Direct Observation Module Selection For those students who are not interested in completing the Apprenticeship; unit or modular certification is available for individual modules within the qualification. Learning resources IT Suite Library Smart Assessor Recommended online reading 30

31 Smart Assessor Havilah Prospects will be using Smart Assessor to conduct a small proportion of our apprenticeships before a full role out later in the academic year. Smart Assessor is a fresh and innovative e-portfolio software for colleges and training providers, allowing Real Time visibility between learners and assessors. You will be able to interact and communicate with your assessor and internal verifier through Smart Assessor making the apprenticeship process a lot more time efficient. However, this will not replace workshops and teaching sessions. 31

32 Havilah Prospects is an equal opportunities employer. We do not employ based on gender, ethnicity, religion etc. We do not discriminate against potential employees or learners and endeavour to make special arrangements to accommodate all. We prioritise supporting our learners through: Information by phone and face-to-face will be available to accommodate different learning styles Marketing literature, website information and student handbooks will be presented clearly and simply People with learning difficulties and disabilities will be provided with facilitators if needed Information can be translated into community languages on request. 32

33 Attendance and participation Havilah and You states the following: You must maintain a professional attitude in relation to your attendance, preparation and conduct in respect of all aspects of your education and training. You should participate actively in your educational experience at the Centre, which involves substantial engagement in classes, assessments and any other learning activities. You are encouraged to participate fully in all learning activities on your programme, as many of these will assist you in developing patterns of work for when you enter the world of employment and professional practice. You should place the highest priority on your academic and professional work and to take responsibility for evaluating your progress: attending assessments as required; consulting your tutors if you are having difficulties, and taking proper account of tutorial or pastoral advice. Conduct and behaviour Havilah and You states the following: You should conduct yourself in a professional way at all times and to follow reasonable instructions from Centre staff. This includes, for example: turning off telephones in workshops or tutorials; notifying your tutor(s) as soon as possible of reasons for any absences or mitigating circumstances and taking responsibility for catching up on any work or tasks unavoidably missed. You should treat fellow students, staff and visitors to the institution with respect and as equal and valued members of the Centre community, recognising the diversity and range of views and backgrounds it contains. You should communicate courteously and professionally at all times. You should ensure that you understand the definition of and scrupulously avoid plagiarism. Honesty and integrity are vital to good academic and professional practice. You are jointly responsible for the reputation of Havilah Prospects and as such should act as an ambassador for your Centre at all times, both onsite and in any public forum. Failure to adhere to these guidelines will result in a written warning. After 2 written warnings and continued misbehaviour/poor conduct, the student will be withdrawn from the programme. 33

34 Appeals Procedure If for any reason a student is dissatisfied with the assessment decision made about them they are within their rights to appeal, first internally and if this result is not pleasing, then externally to the appropriate awarding body. Internal If dissatisfied with an assessor s judgement, the candidate can refer the matter to the Internal Quality Assurer. If not pleased with the outcome, the candidate can furthermore refer it to the Head of Centre. External If still dissatisfied with the centre s handling of the matter, the candidate can refer it to OCR, Pearson EDIs or NCFE and appeal to an External Quality Assurer. Student Complaints General The Centre aims to provide a high quality experience for each student. It recognises, however, that on occasion a student may be dissatisfied with or concerned about an aspect of his/her experience and may wish to pursue this using a mechanism beyond day to day feedback processes. A complaint can be made about any aspect of the student experience or the wider Centre, including educational aspects, and can be made by an individual student or by a group of students. Consideration of complaints The Centre takes student complaints seriously and will do its best to resolve matters that are brought to its attention. It encourages informal resolution where possible and positive engagement with those who complain. The Centre aims to deal with complaints transparently, confidentially, following the principles of natural justice and in a timely manner. A student will not suffer any detriment if they make a complaint in good faith. 34

35 However, complaints that are submitted anonymously will not normally be considered and complaints that are found to be unsubstantiated will be dismissed. A student should also be aware that if a complaint is pursued inappropriately disciplinary action may be taken against him/her. Consideration of complaints The Centre takes student complaints seriously and will do its best to resolve matters that are brought to its attention. It encourages informal resolution where possible and positive engagement with those who complain. The Centre aims to deal with complaints transparently, confidentially, following the principles of natural justice and in a timely manner. A student will not suffer any detriment if they make a complaint in good faith. However, complaints that are submitted anonymously will not normally be considered and complaints that are found to be unsubstantiated will be dismissed. A student should also be aware that if a complaint is pursued inappropriately disciplinary action may be taken against him/her. Staff and students are expected to take every opportunity to resolve a complaint before escalating the matter to the next stage of the process. Each stage of the process should be exhausted before the next stage is used. Making a complaint is different from appealing against the decision made by an Assessment Board on a student s assessment, progression or award. The timescales of the two are also different. If a student has a concern s/he must ensure that s/he chooses the most appropriate route for pursuing that concern depending on its nature. Concerns should where possible be raised at the time. ID Cards At your induction, you are eligible for a student ID card from our funders should you so wish. Please let us know and the necessary arrangements will be made. 35

36 Pre-entry We provide information and advice to potential learners about the full range of our courses, eligibility criteria for each programme and the support provided to learners during their time with us. We work with our main contractor and various employers to ensure we reach our target group. On-programme We provide learners with information about the requirements of the programme, ground rules, policies and procedures, their individual learning plan and support arrangements. We provide support for learning as well as pastoral support. We provide additional learning and/or social support for those learners who need it. We help learners overcome barriers to learning and achievement by helping them access external support when necessary. On-exit We provide support to learners to achieve their learning objectives and to progress to employment, achieve promotion, or further education/training through sessions. Academic support All learners will receive the utmost support from their tutors and assessors in order to complete their award/s in a timely manner. Additional Learning Needs Help is available for learners that have (or think they might have) a learning difficulty, disability or medical condition. Tutors and Assessors can help in class or in individual support sessions. Details must be given on the learner s application form or during their interview. It is also important for us to be informed if the learner had special examination arrangements at school, such as the use of a laptop or extra time, as we can make similar arrangements. 36

37 Our team of professional staff support learners that have: dyslexia, dyspraxia or dyscalculia medical conditions Attention Deficit Hyper-activity Disorder (ADHD) Aspergers and Autism Syndromes mental health problems physical difficulties hearing or visual impairment missed schooling or interrupted education The support listed below is always offered on a confidential and need-to-know basis. In general, we offer: Pre-entry advice and support Advice and support throughout the application, interview and enrolment process Specialised assessment of needs before and during the course Access to specialist equipment and software Loan of specialist equipment including computers In-class and one-to-one support Exam access arrangements Information, advice and awareness training for staff and students. 37

38 Additional Social Needs There are a number of recognised categories that mean a learner requires extra support on the programme and therefore make them eligible for additional social needs funding. They are as follows: Recent or current offending behaviour Poor or erratic attendance in education Unsupportive or unsupported home environment Individuals who have been in care for short period of times Significant problems with confidence or self-esteem Significant problems with motivation or attendance Attitude or behaviour problems Drug or alcohol problems Health problems Significant problems with communication and interaction Single parents with particular difficulties finding time to learn If you fit into any of the above categories or want to discuss whether you have additional social needs and therefore require support throughout your learning programme, you must speak to one of our tutors or assessors at the interview or registration stage. In an emergency If you face an emergency and you need to contact someone at the centre, contact LOLA AYOOLA-GIWA on or [email protected] *Havilah Prospects are specialists in delivering vocational training qualifications, when the support required falls outside of this remit; we will refer you to our list of useful contacts. We are not responsible for the advice you are given by parties outside of Havilah. 38

39 Skills for Care Skills CFA Federation for Industry Sector Skills and Standards CQC ACAS SFA Student Loans Company Money Saving Expert Student Finance England Job Centre Plus National Careers Service National Union of Students Prospects UCAS HE Planner Finding a job NHS TDA British Association of Social Workers British Library OCR EDI Pearson NCFE Citizens Advice Bureau Apprenticeship Vacancies Online - gov.uk/navms/forms/candidate/visitorlanding.aspx 39

40 Colleges of Further Education B6 College Barking and Dagenham College City and Islington College Kensington and Chelsea College Lambeth College Newham College of Further Education Newvic Redbridge College Southwark College West Thames College

41 Student feedback and representation Every 12 weeks reviews take place with the learner, Havilah and employer to monitor progress, ensure all parties are satisfied and to make any necessary changes to the learning experience At the end of the course an evaluation questionnaire is completed by the learner and employer to gain a retrospective view of their experience during the award and enquire about any future training needs. At any time during the programme of study, a learner may give feedback on any aspect of their experience to their tutor/assessor, IQA or head of centre. We also have a suggestions box in the reception area. We welcome your suggestions at any time. 41

42 Agreement I have read and understood the contents of the Learner Handbook Learner Signature Date Havilah Rep Signature Date 42

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