ORGANISATIONAL POLICIES
CENTRAL BIRMINGHAM COLLEGE
Central Birmingham College is a small vibrant College & Training Organisation founded in 2011 (CBC) and is located within the Jewellery Quarters, Birmingham. The Organisation (herein after CBC) began by offering courses in Law (Diploma in Legal Studies) and English (IELTS). This was then followed by courses in Nursing and Health Studies, ESOL and Citizenship. Currently, the organisation hopes to extend course choice by offering a range of courses aimed at community skill developments, employment, special classes for people with dyslexia and the access to Higher Education programmes.
The organisation operates under the direction of a governing body and is mainly funded by means of private tuition fees and donations. We also hope to add additional funding from the Learning and Skills Council, the national government quangos responsible for the post-16 education and training sector. We are acharitable organisation registered with the charity commission for England and Wales.
Our curriculum reflects the principle of 'lifelong learning'. It is varied with the full age range including; 16-19 years olds on full-time vocational provision; young and more mature adults on full-time and part-time professional skills, access and higher education courses; adults of all ages on basic skills and return to study courses; persons with disabilities and the entire age population, up to and including pensioners, on leisure and recreation courses of all descriptions. We pride ourselves that our courses reflect the diverse, multi-cultural character of the area, which we serve.
We currently operate from our main centre at the Big Peg, Jewellery Quarters and a couple of smaller host centres 'off-site'. The organisations centres are all centrally located.
We are in the first phase of a substantial transformation, looking to locate to much larger facilities to aid our growing learning and training community population. Our plans are to include for example, developing a state of the art learning centre and to promote strong community relationships. We hope our development will be completed by 2012. We hope to become one of the more specialised education and training organisations in Birmingham and expect the numbers of project initiatives, have a significant and positive impact on the organisations continuing ability to deliver training to the local community, including employers. Our 7 day a week learning programmes will start initially on 1st October 2011 and be fully implemented by September 2012.
As a place to work, the organisation is a complex, stimulating and demanding environment to all staff members. It has the capacity to throw up issues and pressures on a daily basis but it has an equivalent capacity to generate a high level of job satisfaction for those who find it rewarding to meet and deal with many issues and challenges. We hope to add to our portfolio within the near future, the ‘Investors in People’ award to add to the organisations status as a centre for learning excellence. To this end, the organisation remains ‘an organisation of life changing experience’.
MISSION STATEMENT
Central Birmingham College (herein after CBC) aims to:
Provide inclusive education to all sections of the community, in particular those living within the West Midlands, especially Ladywood, Winson Green, Edgbaston and to be responsive to the educational and training needs. This includes:
· Widen community participation by means of empowerment, opportunities and access to further and higher education.
· Provide facilities and advice to access vocational and non vocational training courses including, access to further and higher education.
· To work collaboratively with other agencies and institutions to promote learning and opportunities for all students enrolled onto a course of study at CBC.
· Contribute to the regeneration of the local economy in terms of skills, training and employment by working in partnership with local employers and businesses.
Our Values, Rights & Responsibilities
At Central Birmingham College , we emphasise the values of self-discipline, self-control, self-respect, respect for others’ rights, opinions and ideas, respect for others’ talents, character and background as well as honesty, fairness, cooperation and dignity in the way we treat each other.
• Students have the right to learn
• Lecturers have the right to teach
• We all have the right to be:
· Respected
· Heard
· Safe at all times
Our responsibility is to ensure that our behaviour allows those rights to be enjoyed.
THE ORGANISATION'S CHARTER OF STANDARDS
Charter Standards
The organisation is committed to providing a high standard of service to the community, in particular to potential students, to students and to employers. This charter spells out what standards the organisation has set, and what you can do if the organisation does not achieve them. For example, we will do our best to ensure that information about the organisation's course delivery, fee structures and admissions details are available and are clear, detailed and accurate.
Information
· About the Organisation and its facilities and programmes of study is clear, detailed and accurate.
· About how to apply for programmes and details of all costs including course fees, exam fees, equipment costs and concessions is detailed as soon as it is available in the prospectuses and course guides obtainable from careers centres, connexions services, public libraries or from the organisation direct.
Access
When dealing with enquiries about and application for programmes of study, we will do everything in our power to ensure:
· Equality of access to appropriate programmes at the organisation, irrespective of race, gender, age, culture, sexual orientation, disability or background. The organisation has an Equal Opportunities Policy available on request which lays out its commitment to monitoring access. Equal Opportunities Monitoring Reports are available from Student Registry.
· Enquiries about studying at the organisation are handled efficiently and politely and requests for information are acted upon within 48 hours (excluding weekends).
· Application to programmes ran by the organisation will be handled fairly and efficiently and all applications will be acknowledged within two weeks. Course offers will be made at interview and confirmed in writing within one week of the interview. At each stage of the admissions process, full information will be given clearly in writing about what applicants can expect.
· Guidance The aim of Guidance is to improve access to opportunity. Guidance will be based on the elements of the Matrix Quality standard. It is the policy of Central Birmingham College that all Students will be supported, regardless of programme in their learning and their personal and career development through guidance, advice and information resources. For example, Students will be supported and guided on progression opportunities, in making applications to Colleges and Universities for further courses and to employers for jobs.
· Careers and welfare is impartial through the Careers Advice Shop, which can assist in decisions about the right choice of programme and sources of finance. Advice and guidance is available for students experiencing financial hardship with some limited assistance being made available through hardship and access funds. Information regarding the provision of child-care arrangements is available on request. All applicants are offered an interview as part of the admissions process to ensure the appropriateness of course choice.
Curriculum entitlement
The organisation will endeavour to provide:
· High quality teaching which encourages the learner to take responsibility for their own learning, delivered by suitably qualified and experienced staff. Teaching sessions will be well prepared and independent study sessions organised with adequate access to facilities and appropriate staff assistance. Achievements will be clearly recorded and progress formally reported to students, and employers where appropriate, as part of the individual review of progress.
· A coherent and soundly based education and training curriculum which is responsive to the changing demands of the community. The Education and Training Prospectus will give an outline, and the Course Handbook a more detailed specification of each programme. All programmes are subject to annual review in which student and employer representation plays an important part. All programmes are also informed by Programme Development Groups which are made up of employer and community interests. Annual Review reports are available on request to students, parents and employers.
· Core Skills Development for all learners as part of their programme of study that offers them the opportunity to develop their skills in numeracy, communication.
· Access to individual guidance and counselling support from personal tutors and careers advisory staff to help make informed decisions about short and longer term goals. All students will be able to keep a personal Action Plan to record the individual advice and help they receive.
· Access to the student counselling service for support with problems that are interfering with the learning process. The counselling service will be confidential and student-centred and available during the day on a drop-in or appointment basis.
· Comprehensive induction for all learning programmes during which need assessment is made and support programmes negotiated for individual student support.
Personal development
The organisation will enhance its courses where appropriate enhancement to provide:
· Opportunities to develop personal effectiveness and skills in working with others, problem solving and improving own learning and performance.
· Opportunities to pursue learning activities additional to a main chosen programme of study such as a language, an additional qualification or an extra curricular activity.
· A planned career development programme, access to careers advice and opportunities for work experience.
· Information, advice and access to activities, which promote a healthy lifestyle, including access to recreational and sporting facilities.
· Access to training in using appropriate information technology facilities required as part of their programme as well as for independent learning.
Students’ Union (CBC)
All students qualify for Membership of the College Students’ Union, which will provide representation and other services and facilities to students. The Student Union has its own constitution and code of practice; the student body elects officers annually.
Quality assurance
The Principal and Staff of the organisation are responsible to the Organisation's Board of Governors for the quality of delivery of services to the community. Quality of provision is assured in the following ways:
· Performance review: All training courses are reviewed annually with all programmes being reviewed by Review Board on a triennial basis. Cross organisational operations are similarly reviewed.
· The views of students and employers are sought in the programme planning and review process. Annual surveys are conducted on the general views of students and employers about the service they receive from the organisation. These are published and summaries are available. Views will be sought on this charter and it will be amended in the light of evaluation
Services to employers and the community
The organisation will endeavour to provide employers who are customers of the organisation, full and accurate information about the services available, and they will be encouraged to play a part in assisting the organisations planning and monitoring its provisions:
· Employers recruiting students for vacancies will be furnished with reports which detail the knowledge, skills and understanding applicants will have achieved as a result of their programme of study. These will be available to accompany references from course tutors.
· Employers sending employees on training courses will be given details about available programmes including days, times and costs and the qualifications to be achieved. Reports on the progress of employees will be given on request. Details will be available in the Part-Time Prospectus.
· Employers offering work placements to the organisation students will be furnished with information form the organisation outlining the skills students can be expected to cover in the placement, and their role in any assessment. They can also expect that students will be briefed and ready to make a useful contribution and that their comments on the student’s performance will be taken into account. Work placements will be visited by organisations staff member to monitor the progress of student.
· Employer Representatives are invited to participate in Programme Development Groups thereby providing the industry sector information to the organisation operations.
· Organisation facilities are available to the local community. Details of facilities will be available on request.
CENTRAL BIRMINGHAM COLLEGE MANAGEMENT
The organisation shall be conducted in accordance with the provisions of the Education Acts 1944 - 1993, any subsequent Education Acts, any relevant regulations, orders or directions made by the Secretary of State, or by the Privy Council, and subject thereto, in accordance with the provisions of the Instrument, these Articles and any rules or bye-laws made under these Articles.
THE BOARD OF GOVERNERS
(read in conjunction with the Governance Policy Document)
RESPONSIBILITIES OF BOARD OF GOVERNERS
The Board of Trustees shall be responsible for:
(a) The determination of the educational and training character and mission of the organisation and for oversight of its activities. (see organisations governance and policy document)
RESPONSIBILITIES OF THE ORGANISATION’S MANAGEMENT
Subject to the responsibilities of the Board of Govenors, the Principal shall be the Chief Executive of the organisation, and shall be responsible for:
(a) Making proposals to the Board of Governors about the educational and training character and mission of the organisation, and for implementing the decisions of the Board of Governors.
(b) Management of the organisation and leadership of the staff.
(c) The appointment, assignment, grading, appraisal, suspension, dismissal, and determination - within the framework set by the Board of Trustees – of pay and conditions of service of staff other than the holders of senior posts.
(d) The determination, after consultation with the Academic Board, of the organisations’s academic activities, and for the determination of its other activities.
(e) Preparing annual estimates of income and expenditure, for consideration by the Board, and for the management of budget and resources, within the estimates approved by the Board of Governors and
(f) The maintenance of student discipline and, within the rules and procedures provided for within these Articles, for the suspension or expulsion of students on disciplinary grounds and for implementing decisions to expel students for academic reasons.
THE POLICIES OF CENTRAL BIRMINGHAM COLLEGE
I. EQUAL OPPORTUNITY POLICIES
These equal opportunities policies are based on existing legislation relating to equal opportunities in the United Kingdom:
· The Chronically Sick and Disabled Persons Act (1970)
· The Equal Pay Act (1970, amended 1983)
· The Sex Discrimination Act (1975)
· The Race Relations Act (1976) and Race Relations Amendment Act (2000)
· The Disabled Persons (Services, Consultation and Representation) Act (1986).
· The Disability Discrimination Act (1995)
· The Special Educational Needs and Disability Act (2001)
· The Human Rights Act (1998)
· The Learning and Skills Act (2001)
· The Age Discrimination Legislation (2006)
Freedom of Information Act 2002
· The Smoking Ban Legislation (2007)
· Macpherson Report on the Stephen Lawrence Inquiry Success for All.
· Kennedy report on Widening Participation.
· Tomlinson report on Inclusive Learning.
· Moser report on Basic Skills.
Statement of Equal Opportunity and Diversity Policy
Central Birmingham College is committed to equal opportunities and diversity. We pride ourselves as a multi-cultural, multi-racial college and we are fundamentally opposed to racism and any other forms of discriminatory, abusive or violent behaviour. The Equal Opportunities Policy of CBC is to ensure that no student, member of staff or visitor is subjected to unfair discrimination.
It is the policy of CBC that Equality of opportunity will be provided to all members of the organisations community regardless of race, gender, religion age, culture, sexual orientation, disability or background. Further, the selection, recruitment and promotion of staff will be in accordance with equal opportunities legislation. The organisation is committed to promoting racial equality and will respond to the Race Relations (Amendment) Act 2000 to fulfil its obligations under the legislation by ensuring equality of opportunity and good relations to persons of different racial groups. In doing so, racial discrimination will be eliminated and good race relations promoted.
Statement of Disability Policy
We are positive about the disabled persons and work to protect and promote their rights under the Disability Discrimination Act 1995. The organisation will strive to identify students with learning difficulties at the induction stage by means of an individual questionnaire. The information collected is privately held on files and used to support the disabled learner throughout the academic year.
The organisation works in partnership with Gallant 2000 and Chrysalis-Club 2000 who specialises in supporting and helping the disabled persons in regard learning capabilities etc. In addition and where necessary, the organisation will undertake in providing the standard equipment necessary in accordance with legislation to make possible reasonable adjustment for the provisions of disabled individuals. The organisation actively discourages discrimination against people with disabilities and is committed to developing training and resources to promote sensitivity and awareness of disability issues. The organisation recognises that people with disabilities have the right to equal access to courses, jobs and facilities offered through the organisation and an equal opportunity to work and learn, and receive reasonable resources and academic adjustments.
Statement of Educational Provision Policy
Students are recruited on the basis of their merits, abilities and potential. In any review of selection criteria and procedures the organisation will ensure that consideration is given to equal opportunities issues.
Statement of Employment Policy
Selection criteria and procedures for staff will be designed, monitored and reviewed to ensure staff are recruited and selected on the basis of their merits, abilities and potential. The organisation will work to ensure equality of opportunity and treatment in the recruitment, selection, training, development and promotion of staff at all levels.
Implementation of the equal opportunity policies
The organisation’s Principal has responsibility for the implementation, monitoring and review of the equal and diversity policy.
The policy will be implemented in the following way:
The organisation will encourage greater awareness of its aims, polices and procedures
in the field of equal opportunities and provide appropriate information and training as required.
Students and staff will be informed about the effects and dangers of discrimination, harassment and bullying:
· Information will be provided to students concerning equal opportunities discrimination, harassment and bullying at induction and during tutorials.
· Resources concerning equal opportunities and diversity will be available in the organisation's Learning Resources Centre.
· The organisations Student Handbook makes it clear to the students that discrimination, harassment and bullying are illegal and forbidden at the organisation and any breach will result in exclusion.
· The organisation will provide in-service training opportunities for all staff to promote Equal Opportunities.
Monitoring
The organisation will collect, evaluate and publish data relevant to its equal opportunities policies. Procedures for the assessment of students’ progress and achievements will be monitored and reviewed regularly to ensure that the principles of this policy are being followed.
Policy Review
The organisation is committed to the continuing development and review of its policies and practices to ensure equality of opportunity and treatment of those who are, or seek to be, its students or employees. The organisation will also, where suitable, initiate new policies and practices. In meeting these commitments the organisation will take due account of any duties or obligations imposed by the law.
Failure to adhere to the policy
The organisation will do its utmost to protect students and staff from discriminatory behaviour by any individual or groups within the institution. At all levels of the organisation, any complaint of discrimination, unfair treatment, harassment and bullying is considered seriously, investigated and may result in disciplinary action by the organisation’s management.
A. Race Equality Policy
Central Birmingham College is committed to promoting racial equality and will respond to the Race Relations (Amendment) Act 2000 to fulfil to the full its obligations under the legislation by ensuring equality of opportunity and good relations to persons of different racial groups. In doing so, racial discrimination will be eliminated and good race relations promoted. This policy relates to staff and students.
Central Birmingham College Responsibilities
As an educational institution, the organisation has special responsibilities under the
Race Relations (Amendment) Act 2000. In accordance with this Act, we will meet our statutory general duty to:
• Promote equality of opportunity.
• Promote good relations between people of different racial groups; and
• Eliminate unlawful racial discrimination.
Our commitments
Central Birmingham College will:
• Create a positive and inclusive atmosphere where there is a shared commitment
to respect diversity and difference, challenge and prevent racism, discrimination and encourage good relations between people of different racial groups.
• Create and retain a workforce that includes different ethnic backgrounds.
• Attract a motivated and loyal workforce, where employees from all racial groups
are valued, and are encouraged, supported and enabled to reach their full potential.
• Make full use of the skills and different perspectives those from different racial
groups when running the organisation (for example, as Council members), delivering
the curriculum, and supporting students and staff.
• Be proactive in tackling race discrimination and promote race equality by
mainstreaming it in the relevant function of the organisation.
Arrangements to meet our race equality objectives
· We will produce a Race Relations Action Plan, which will outline a timetable for assessing the organisation’s main functions.
· We will also establish an Equal Opportunities Working Group, which will include student and staff representatives, and will review and monitor progress in the Action Plan towards racial equality.
· We will consider the views and needs of students and staff from different racial groups.
· We will explain clearly what we are doing and why
· We will encourage the involvement of such individuals in planning and decision making.
· We will assess the impact of our policies, including our race equality policy on students and staff of different racial groups.
· We will review our policies and draw on monitoring data, surveys, consultations to inform planning and decision making and set strategic plans.
B. Disability Policy
This Disability Policy is consistent and complementary to all other organisational policies and in particular to the Equal Opportunities, Race Equality and Health & Safety policies.
1. Central Birmingham College will ensure that prospective students receive information and initial guidance, in an accessible format, which incorporates the ways in which the organisation can provide or enable them to access support for all aspects of their proposed course.
2. The organisation will provide advice to students at the point of application. Support needs will be identified and an assessment made of the type of support to be implemented to meet the individual needs of the student.
3. All students with a disability will be provided with the organisation's Disability Statement and Student Handbook which will identify the range of services available and other key contacts relating to these services.
4. The organisation will in all cases pursue reasonable action which will facilitate access throughout the organisation i.e. through adjustments to furniture and equipment and adapted learning materials.
5. Students will have their personal support needs met during their course. After an initial assessment of their needs the support implemented will be monitored and reviewed and where necessary adjustment will be made.
6. Students can expect to take part in a range of activities, either as part of their course or as enrichment activities, for example field trips, educational visits and work experience, sporting and cultural activities or leisure pursuits. In all cases reasonable arrangements to be made by course tutors or managers to enable all students to attend these activities alongside their peers.
7. Expert advice will be available to all students concerning progression opportunities, including, as appropriate, advice on higher education, further training opportunities, employment, unpaid work or day services.
8. Arrangements will be made by the organisation in conjunction with external awarding bodies for the provision of any special exam considerations that the student may be entitled to 9. All staff will receive training to make aware of actions to be taken regarding the provision for those with disabilities
10. In accordance with the organisation's Total Quality Management system and current legislation, all aspects of the Policy will be monitored by the Corporation and reviewed, evaluated and published in the organisation's Self Assessment Report and Annual Report, and specific reference to the Policy will be made in the organisations Charter.
11. The Board of Trustees, through the Equal Opportunities Committee of the Academic Board, will be responsible for ensuring that disability is co-ordinated in all the organisation's activities and locations.
Duties within the Organisation
It is the organisations policy that all reasonable practical steps will be taken to ensure the health and safety of all staff and students and to prevent damage to the organisations property. In particular the following specific responsibilities are allocated. All staff with specific health and safety responsibilities will ensure that those responsibilities are adequately delegated in their absence.
II. EMPLOYMENT POLICY
Statement of Employment Policy and staff development and promotion
· In accordance with the framework laid down by the Board of Governors and the operational objectives of the staffing committee the function of personnel applies to the management and co-ordination of all activities associated with the recruitment and employment of staff, and their conditions of service.
· The personnel service is provided to ensure that appropriately qualified staff are recruited and effectively deployed, whilst having regard for their well being, to enable them to make their best contributions to the organisation.
· It is the policy of Central Birmingham College that the selection, recruitment and promotion of staff will be in accordance with equal opportunities legislation and good practice; and that all vacancies will be advertised internally, and where appropriate in the local and/or national press; and that all information pertaining to staff will be held by the Personnel Unit and maintained confidentially. Moreover and in line with legislation - All staff will be provided with a comprehensive statement of terms and conditions of employment and job descriptions, which will be updated annually as part of the appraisal process. All conditions of service, polices and procedures relating to employment are contained in the Staff Handbook that are given to Employees at Commencement of employment.
· Each member of staff shall serve under a contract of employment with specified job description and duties with the
· It is organisational policy to recruit suitably qualified academic staff and registered with the Institute for Learning (IFL).
· In the event that the lecturers are not qualified, they must be willing to undertake a teaching qualification and register with the IFL within the terms of their employment contract. Failure to comply with these requirements will result in the termination of their contract.
Academic Freedom Policy
· In making rules, the Board of Trustees shall have regard to the need to ensure that academic staff has freedom within the law to question and test received wisdom, and to put forward new ideas and controversial or unpopular opinions, without placing themselves at risk of losing their jobs or any privileges they may have at the organisation.
Staff Appraisal and Development Policy
Staff Development is essentially about improving the efficiency, effectiveness and quality of learning by students and other customers and should therefore focus the continuous professional development of staff and improving or extending the ability of staff to undertake successfully, existing, new, extended or modified roles within the organisation.
Under the terms of employment contract with the organisation, all new employees are entitled to a probationary period of at least six months. At the end of this period a performance appraisal is carried to establish of the employee. Such a performance appraisal offers the opportunity for the staff to identify his or her professional development needs.
A continuous professional development framework will offer and support a range of activities which will for example, enable all staff of the organisation to develop skills and expertise as part of their continuous professional development which will be relevant to their individual needs.
III. ORGANISATIONAL POLICY TRAINING & DEVELOPMENT
In supporting Training & Development, the organisation will ensure:
1. that strategic planning identifies both the new and on-going training and development required to support implementation of national initiatives and organisational priorities
2. that all organisational services prepare and implement an annual training plan
3. that the annual training plans are systematically evaluated
4. that the annual appraisal of staff evaluates the effectiveness of training and identifies further training needs
5. that all staff, whether full time, part time or on temporary contract have access to training and development opportunities to ensure they are effective in their current post
6. that all newly appointed staff receive appropriate induction to the organisation, their role and to the organisation’s commitment to equality of opportunity
7. that newly promoted staff receive the training, support and coaching required to enable them to be successful
8. that there is effective recording and reporting of all training and development activity in the organisation.
Originator Director of Studies/ Human Resources
Date of Last Approval
Approval/ review body (ies) Director of Studies/ Human Resources/ (Delegated by Governing Body
Review interval (years) 2
Date of next review/ approval June 2010
Evaluation Annual Report to Board of Trustees/ HR
File location Student Registry and Admissions
Policy Implementation
1. that strategic planning identifies both the new and on-going training and development required to support implementation of national initiatives and organisationAL priorities
1.1 the Curriculum will identify on-going and new strategic training and development priorities for the organisation annually in June
2. that all schools and services prepare and implement an annual training plan
2.1 to include strategic and on-going training as identified by the Curriculum Management Team
2.2 training specific to the needs of the organisation or Service
2.3 schedule specific times during the year for the delivery of staff training
3. that the annual training plans are systematically evaluated
3.1 Director of Studies/ Department Heads will prepare an annual report evaluating the outcomes of the annual training plan
3.2 Service Reviews will include evaluative statements about the impact which training and development has had on their Departments or Service
4. that the annual appraisal of staff evaluates the effectiveness of training and identifies further training needs
4.1 during annual appraisal the record of training and education for the previous academic year will be discussed
4.2 new training needs will be identified both at individual level and for the Service in general
5. that all staff, whether full time, part time or on temporary contract have access to training and development opportunities to ensure they are effective in their current post
5.1 part time staff may be offered payment for attending training sessions which are outside their contractual hours
6. that all newly appointed staff receive appropriate induction to the organisation, their role and to the organisation’s commitment to equality of opportunity
6.1 central induction sessions, including Equal Opportunities induction, will be scheduled each term to meet requirements
6.2 Director of Studies and Heads of Department will ensure that their new staff receive a local induction to the centre and their area of work
7. that newly promoted staff to management roles receive the training, support and coaching required to enable them to be successful
7.1 newly promoted staff will attend a structured management training programme
7.2 newly promoted staff will be allocated a named coach who will be responsible for providing support
7.3 short reports will be prepared by the newly promoted member of staff and their coach, evaluating the effectiveness of the arrangement and this will feed into the annual appraisal
8. that there is effective recording and reporting of all training and development activity in the organisation
8.1 a central record will record all attendance at training activities
8.2 annual reports will be prepared as required
SUSPENSION AND DISMISSAL OF STAFF
Suspension of staff
· The Chairman of the Board of Governors or in the absence of the Chairman, the Deputy Chairman, may suspend from duty, with pay, the holder of a senior post for misconduct or other inappropriate behaviour. The Chairman or Deputy Chairman shall report such suspension in writing to the Board within two working days or as soon thereafter as practicable. The Principal may suspend from duty, with pay, any member of the staff other than the holder of a senior post for misconduct or other good and urgent cause.
· Anyone who is suspended from duty shall be entitled to receive from the Principal, or in the case of the holders of senior posts, from the Chairman or Deputy Chairman of the Board of Governors, written notification of the suspension, setting out the grounds on which the decision to suspend has been taken.
· Procedures for the suspension of staff shall be specified in rules made by the Board of Governors after consultation with the staff. The rules shall include provision that:
o Any person who has been under suspension for three weeks or more may appeal in writing to the Board of Governors against the suspension, save that no such right of appeal shall lie if the person is the subject of a reference to a Special Committee or of a notification from the Principal any appeal made under shall be considered as soon as practicable; and
o a suspension against which an appeal is made shall continue to operate pending the determination of the appeal.
Dismissal of holders of Senior Posts including the Principal
· If the Chairman of the Board of Governors, or in his absence the Deputy Chairman, or a majority of the members of the Board of Trustees, consider that it may be appropriate for the Board of Governors to dismiss the holder of a senior post, the Chairman, Deputy Chairman, as appropriate shall refer the matter to a Special Committee of the Board, which shall be convened as soon as possible to examine the facts, otherwise investigate the ground for dismissal and to make a report to the Board of Governors.
· The person whose dismissal is to be considered by the Special Committee shall have the right to make representations to the Committee, including oral representations, for which purpose he may be accompanied and represented by a friend.
· The Special Committee shall prepare a written report for consideration by the Board of Governors, a copy of which shall be sent to the person to whom it relates. The report shall set out facts relating to the case and any considerations which the committee considers should be taken into account in the Board of Governors’ consideration of the matter. The report should not contain recommendations as to the decisions to be taken by the Board of Governors.
· The Board of Governorsshall consider the report of the Special Committee and take such action as it considers appropriate, which may include the dismissal of the person concerned. The person concerned shall have the right to make representations to the Board of Governors, including oral representations for which purpose he may be accompanied and represented by a friend.
· The Special Committee shall consist of three members of the Board of Governors. The Chairman of the Board of Governors, the Deputy Chairman, the Principal and any member of staff or student who is a governor shall not be eligible for membership of the Special Committee.
· The Board of Governors shall make rules specifying procedures for the conduct of the Special Committee and other aspects of the procedure.
Dismissal of other Members of Staff
· The Principal may dismiss any member of the staff other than the holder of a senior post and if the circumstances are such that he is entitled to do so by virtue of the conduct of that member of staff, that dismissal may take immediate effect without any need for prior notice.
· Where the Principal proposes to dismiss such a member of staff he shall notify the member of staff concerned of that proposal. That staff member shall be given an opportunity to make representations to the Principal (including oral representations, for which purpose the staff member may be accompanied and represented by a friend) before any decision to dismiss by the Principal is taken.
· Where a staff member has been dismissed that staff member may appeal against the dismissal or decision, as the case may be, to the Board of Governors. In the case of an appeal against a decision to dismiss, the dismissal shall not take effect until the appeal has been determined.
· Procedures for the dismissal of staff by the Principal and for the consideration of appeals against dismissals shall be specified in rules made by the Board of Governors after consultation with the staff. The rules should include rights of representation.
· The Principal may delegate his powers of suspension or dismissal to another member of staff. In such cases the Principal remains responsible, with the Board of Governors, for ensuring that the relevant rules are observed.
Dismissal Grievance Procedures for Staff and Students
· After consultation with the staff the Board of Governors shall make rules specifying procedures according to which staff may seek redress of any grievances relating to their employment.
· A students’ union shall conduct and manage its own affairs and funds in accordance with a constitution approved by the Board of Governors and shall present audited accounts annually to the Board of Governors. No amendment to or rescission of that constitution, in part or in whole, shall be valid unless and until approved by the Board of Governors.
· The Board of Governors, after consultation with the Academic Board and representatives of the students, shall make rules with respect to the conduct of students, including procedures for suspension and expulsion.
· In exercise of their responsibilities the Board of Governors and representatives of the students shall determine procedures for the expulsion of a student for an unsatisfactory standard of work or other academic reasons.
· The Board of Governors shall determine procedures, which shall include a student complaint and appeals process, to ensure students have an appropriate opportunity to raise matters of proper concern to them at all levels in the College and to provide for the procedures to be followed to that end.
Policy Statement on the Recruitment of Ex-Offenders
Criminal record checks from the Criminal Records Bureau are referred to as ‘Disclosures’. Normally, Enhanced Disclosures are required for positions where the post holder’s normal duties include caring for, supervising, training or being in charge of young people. These include details of all convictions held on the Police National Computer, including current and ‘spent’ convictions, as well as details of any cautions, reprimands or final warnings. The Disclosure will also indicate whether information is held on Government department lists held by the Department of Health and the Department for Education and Employment. In addition, Enhanced Disclosures include a check on local police records. Standard Disclosures are used where the post holder’s normal duties involve regular contact with those under 18. These Disclosures do not include details of ‘spent’ convictions.
· The purposes of obtaining access to criminal record checks for employment and voluntary appointments, is to ensure so far as possible that those who take up appointments do not pose a risk to the children or vulnerable adults in their care. It is therefore important for the organisation to apply for and review the past criminal records of all successful applicants for positions, before making a formal offer of appointment.
· As an organisation using the Criminal Records Bureau (CRB) Disclosure service to Assess applicants' suitability for positions of trust; Central Birmingham College complies fully with the CRB Code of Practice and undertakes to treat all applicants for positions fairly. It undertakes not to discriminate unfairly against any subject of a Disclosure on the basis of conviction or other information revealed.
· Central Birmingham College is committed to the fair treatment of its staff, potential staff or users of its services, regardless of race, gender, religion, sexual orientation, responsibilities for dependants, age, physical/mental disability or offending background.
· Our policy on the recruitment of ex-offenders is made available to all Disclosure applicants at the outset of the recruitment process.
· We actively promote equality of opportunity for all with the right mix of talent, skills and potential and welcome applications from a wide range of candidates, including those with criminal records. We select all candidates for interview based on their skills, qualifications and experience.
· A Disclosure is only requested after a thorough risk assessment has indicated that one is both proportionate and relevant to the position concerned. For those positions where a Disclosure is required, all application forms, job adverts and recruitment briefs will contain a statement that a Disclosure will be requested in the event of the individual being offered the position.
· Where a Disclosure is to form part of the recruitment process, we encourage all applicants called for interview to provide details of their criminal record at an early stage in the application process. We request that this information is sent under separate, confidential cover, to a designated person within Central Birmingham College and we guarantee that this information is only seen by those who need to see it as part of the recruitment process.
· Unless the nature of the position allows us to ask questions about your entire criminal record we only ask about "unspent" convictions as defined in the Rehabilitation of Offenders Act 1974.
· We ensure that all those in Central Birmingham College who are involved in the recruitment process have been suitably trained to identify and assess the relevance and circumstances of offences. We also ensure that they have received appropriate guidance and training in the relevant legislation relating to the employment of ex-offenders, e.g. the Rehabilitation of Offenders Act 1974.
· At interview, or in a separate discussion, we ensure that an open and measured discussion takes place on the subject of any offences or other matter that might be relevant to the position. Failure to reveal information that is directly relevant to the position sought could lead to withdrawal of an offer of employment.
· We make every subject of a CRB Disclosure aware of the existence of the CRB Code of Practice and make a copy available on request.
· We undertake to discuss any matter revealed in a Disclosure with the person seeking the position before withdrawing a conditional offer of employment.
· Having a criminal record will not necessarily bar you from working with us. This will depend on the nature of the position and the circumstances and background of your offence/s.
Consequences of Failure to Reveal Information
Failure to reveal information that is directly relevant to the position could lead to withdrawal of an offer of employment, or the termination of the employment
Failure to reveal information that is directly relevant to the position could lead to withdrawal of an offer of employment, or the termination of the employment.
Handling Disclosure Information
In accordance with s.124 of the Police Act 1997, Disclosure information will only be accessed by those authorised to receive it in the course of their duties. The subject of the Disclosure information will be given details of the names of those who have access to it. We recognise that it is a criminal offence to pass this information to anyone who is not entitled to receive it. The usage of Disclosure of criminal information is only used for the specific purposes for which it was requested and for which the applicant’s full consent has been given.
Retention of Disclosure Information
Once a recruitment decision has been made, the organisation will not retain the Disclosure information or any associated correspondence for any longer than is necessary. In general, this will not exceed 6 months from the date of the formal offer of appointment being made to the applicant.
Disposal
Once the retention period has elapsed, any disclosure information is then destroyed by secure means e.g. burning shredding etc. All Disclosed information is held in a secured place until destruction.
IV. CHILD PROTECTION AND VULNERABLE ADULT POLICY
Statement of Child Protection Policy
Central Birmingham College believes that that the protection of children and vulnerable adults is paramount. CBC makes it a statutory and moral duty to ensure that the organisation functions with a view to safeguarding and promoting the welfare of young people receiving education and training at the organisation.
Throughout these policies and procedures, reference is made to “young people”. This term is used to mean “those under the age of 18”.
Furthermore, the organisation recognises that some adults with learning difficulties are also vulnerable to abuse.
The equal opportunities and child protection procedures will be applied to allegations of abuse for the protection of the vulnerable learners.
The Board of Governors is committed to ensuring that the organisation:
Provides a safe environment for young people to learn in
· Identifies young people who are suffering, or likely to suffer, significant harm, and
· Takes appropriate action to see that such young people are kept safe, both at home and at the organisation.
· In pursuit of these aims, the Board of Governors body will approve and annually review policies and procedures with the aim of:
· Raising awareness of issues relating to the welfare of young people and the promotion of a safe environment for young people learning within the organisation.
· Aiding the identification of young people at risk of significant harm, and providing procedures for reporting concerns.
· Establishing procedures for reporting and dealing with allegations of abuse against members of staff.
· The safe recruitment of staff.
· The organisation will refer concerns that a young person might be at risk of significant harm to social services and the police where relevant.
· The Board of Governors body has nominate ................................... as Head with special responsibility for child protection. S/He will also undertake appropriate training.
· The Principal and all staff working with young people will receive training adequate to familiarise them with child protection issues and responsibilities and the organisation procedures and policies, with refresher training at least every 3 years. There is a senior member of the organisation management team with child protection issues. This is the Director of Studies.
· The Board of Governors receives from the designated senior member of staff with lead responsibility for child protection an annual report which reviews how the duties have been discharged.
The Board of Governors recognises the following as definitions of abuse:
Physical Abuse
· Physical abuse causes harm to a child’s person. It may involve hitting, shaking, throwing, poisoning, burning, scalding, drowning or suffocating. It may be done deliberately or recklessly, or be the result of a deliberate failure to prevent injury occurring.
Neglect
· Neglect is the persistent or severe failure to meet a young person’s basic physical and/or psychological needs. It will result in serious impairment of the child’s health or development.
Sexual Abuse
· Sexual abuse involves a young person being forced or coerced into participating in or watching sexual activity. It is not necessary for the child to be aware that the activity is sexual and the apparent consent of the child is irrelevant.
Emotional Abuse
· Emotional abuse occurs where there is persistent emotional ill treatment or rejection. It causes severe and adverse effects on the young person’s behaviour and emotional development, resulting in low self worth. Some level of emotional abuse is present in all forms of abuse.
Designated Staff with Responsibility for Child Protection
Staff Member with Lead Responsibility
The designated senior member of staff with lead responsibility for child protection issues is Mr. Anderson Loa - Director of Studies.
He is a senior member of the College management team. He has a key duty to take lead responsibility for raising awareness within the staff of issues relating to the welfare of young people, and the promotion of a safe environment for young people learning within the College.
He will/ has received training in child protection issues and inter-agency working, as required by the Area Child Protection Committee. He/She keeps up to date with developments in child protection issues.
The designated senior member of staff is responsible for:
· Liaising with the Principal with Lead Responsibility over matters regarding child protection.
· Ensuring that the College has procedures and policies that are consistent with the Area Child Protection Committee’s procedures.
· Ensuring that the Board of Trustees considers the organisation policy on child protection each year.
· Ensuring that each year the governing body is informed of how the organisation and its staff have complied with the policy, including but not limited to a report on the training that staff have undertaken.
· Overseeing the liaison between Social Services and he Police in connection with allegations and ensuring good communication between the parties and provide information to assist enquiries.
· Overseeing the referral of cases of suspected abuse or allegations.
· Providing advice and support to other staff on issues relating to child protection.
· Maintaining a proper record of any child protection referral, complaint or concern (even where that concern does not lead to a referral).
· Ensuring that parents of young people within the organisation are aware of the organisation’s child protection policy.
· Liaising with the LEA and other appropriate agencies.
· Liaising with secondary schools which send pupils to the organisation to ensure that appropriate arrangements are made for the pupils.
· Liaising with employers and training organisations that receive young people from the organisation on long term placements to ensure that appropriate safeguards are put in place.
· Ensuring that staff receive basic training in child protection issues and are aware of the organisation child protection procedures.
· The designated senior member of staff provides an annual report to the Board of Trustees of the organisation setting out how the organisation has discharged its duties. She is responsible for reporting deficiencies in procedure or policy identified by the ACPC to the Board of Trustees at the earliest.
Designated Staff Members
Other designated members of staff with responsibility for child protection issues are:
(TBC)
These designated staff members:
· Report to the senior member of staff with lead responsibility
· Will know how to make an appropriate referral
· Will be available to provide advice and support to other staff on issues relating to child protection.
· Have particular responsibility to be available to listen to people studying at the College.
· Will deal with individual cases, including attending case conferences and review meetings as appropriate.
· Have received training in child protection issues and inter-agency working, as required by the ACPC, and receive refresher training at least every 2 years
A. Dealing with Disclosure of Abuse and Procedure for Reporting Concerns
The college will operate on similar and locally agreed inter-agency procedures determined by the Area Child Protection Committee (ACPC).
If a young person tells a member of staff about possible abuse:
· Listen carefully and stay calm.
· Do not interview the young person, but question normally and without pressure, in order to be sure that you understand what the child is telling you.
· Do not put words into the young person’s mouth.
· Reassure the young person that by telling you, they have done the right thing.
· Inform the young person that you must pass the information on, but that only those that need to know about it will be told. Inform them of to whom you will report the matter.
· Note the main points carefully-you can use CP 1 and CP2 proformas.
· Make a detailed note of the date, time, place, what the young person said, did and your questions.
· Staff should not investigate concerns or allegations themselves, but should report them immediately to the Designated Person.
B. Reporting and Dealing with Allegations of Abuse against Members of Staff
The procedures apply to all staff, whether teaching, administrative, management or support, as well as to volunteers
1.1. In rare instances staff of education institutions have been found responsible for child abuse. Because of their frequent contact with young people, staff may have allegations of child abuse made against them. The organisation recognises that an allegation of child abuse made against a member of staff may be made for a variety of reasons and that the facts of the allegation may or may not be true. It is imperative that those dealing with an allegation maintain an open mind and that investigations are thorough and not subject to delay.
1.2. The organisation recognises that the Children Act 1989 states that the welfare of the child is the paramount concern. It is also recognised that hasty or ill-informed decisions in connection with a member of staff can irreparably damage an individual’s reputation, confidence and career. Therefore, those dealing with such allegations within the organisation will do so with sensitivity and will act in a careful, measured way.
2. Receiving an Allegation from a Child
2.1 A member of staff who receives an allegation about another member of staff from a young person should follow the guidelines in Part B for dealing with disclosure.
2.2 The allegation should be reported immediately to the Principal, unless the Principal is the person against whom the allegation is made, in which case the report should be made to the Senior Staff Member with Lead Responsibility or the Director of Student Services. The Principal (or designated person if the allegation is against the Principal) should:
2.2.1 Obtain written details of the allegation from the person who received it, that are signed and dated. The written details should be countersigned and dated by the Principal (or designated person).
2.2.2 Record information about times, dates, locations and names of potential witnesses.
3. Initial Assessment by the Principal (or designated person)
3.1 The Principal should make an initial assessment of the allegation, consulting with the Staff Member with Lead Responsibility, the Director of Studies and the Area Child Protection Committee as appropriate. Where the allegation is considered to be either a potential criminal act or indicates that the child has suffered, is suffering or is likely to suffer significant harm, the matter should be reported immediately to the ACPC.
3.2 It is important that the Principal (or designated person) does not investigate the allegation. The initial assessment should be on the basis of the information received and is a decision whether or not the allegation warrants further investigation.
3.3 Other potential outcomes are:
3.3.1 The allegation represents inappropriate behaviour or poor practice by the member of staff and is neither potentially a crime nor a cause of significant harm to the young person. The matter should be addressed in accordance with the organisation disciplinary procedures.
3.3.2 The allegation can be shown to be false because the facts alleged could not possibly be true.
4 Enquiries and Investigations
4.1 Child protection enquiries by social services or the police are not to be confused with internal, disciplinary enquiries by the organisation. The organisation may be able to use the outcome of external agency enquiries as part of its own procedures. The child protection agencies, including the police, have no power to direct the organisation to act in a particular way; however, the organisation should assist the agencies with their enquiries.
4.2 The organisation shall hold in abeyance its own internal enquiries while the formal police or social services investigations proceed; to do otherwise may prejudice the investigation. Any internal enquiries shall conform to the existing staff disciplinary procedures.
4.3 If there is an investigation by an external agency, for example the police, the Principal or designated person should normally be involved in, and contribute to, the inter-agency strategy discussions. The Principal (or designated person) is responsible for ensuring that the organisation gives every assistance with the agency’s enquiries. He/she will ensure that appropriate confidentiality is maintained in connection with the enquiries, in the interests of the member of staff about whom the allegation is made. The Principal (or designated person) shall advise the member of staff that he/she should consult with a representative, for example, a trade union.
4.4 Subject to objections from the police or other investigating agency, the Principal (or designated person) shall:
4.4.1 Inform the young person or parent/carer making the allegation that the investigation is taking place and what the likely process will involve.
4.4.2 Ensure that the parents/carers of the young person making the allegation have been informed that the allegation has been made and what the likely process will involve.
4.4.3 Inform the member of staff against whom the allegation was made of the fact that the investigation is taking place and what the likely process will involve.
4.4.4 Inform the Chair of the Board of Trustees and/or the designated person of the allegation and the investigation.
4.5 The Principal (or designated person) shall keep a written record of the action taken in connection with the allegation.
5. Suspension of Staff
5.1 Suspension should not be automatic. In respect of staff other than the principal, suspension can only be carried out by the Principal. In respect of the Principal, suspension can only be carried out by the Chair of the Board of Trustees (or in his absence, the deputy chair).
5.2 Suspension may be considered at any stage of the investigation. It is a neutral, not a disciplinary, act and shall be on full pay. Consideration should be given to alternatives: e.g. paid leave of absence; agreement to refrain from attending work; change of, or withdrawal from, specified duties.
5.3 Suspension should only occur for a good reason. For example:
5.3.1 Where a young person is at risk.
5.3.2 Where the allegations are potentially sufficiently serious to justify dismissal on the grounds of gross misconduct.
5.3.3 Where necessary for the good and efficient conduct of the investigation.
5.4 If suspension is being considered, the member of staff should be encouraged to seek advice, for example from a trade union.
5.5 Prior to making the decision to suspend, the Principal (or Chair or Deputy Chair of the Board of Trustees) should interview the member of staff. This should occur with the approval of the appropriate agency from the ACPC. In particular, if the police are engaged in an investigation the officer in charge of the case should be consulted.
5.6 The member of staff should be advised to seek the advice and/or assistance of his/her trade union and should be informed that they have the right to be accompanied by a friend. The member of staff should be informed that an allegation has been made and that consideration is being given to suspension. It should be made clear that the interview is not a formal disciplinary hearing, but solely for raising a serious matter which may lead to suspension and further investigation.
5.7 During the interview, the member of staff should be given as much information as possible, in particular the reasons for any proposed suspension, provided that doing so would not interfere with the investigation into the allegation. The interview is not intended to establish the member of staff’s innocence or guilt, but give the opportunity for the member of staff to make representations about possible suspension. The member of staff should be given the opportunity to consider any information given to him/her at the meeting and prepare a response, although that adjournment may be brief.
5.8 If the Principal (Chair or Vice Chair of the Board of Governors) considers that suspension is necessary, the member of staff shall be informed that he/she is suspended from duty. Written confirmation of the suspension, with reasons, shall be despatched as soon as possible and ideally within one working day.
5.9 Where a member of staff is suspended, the Principal (Chair or Vice Chair of the Board of Governors) should address the following issues:
5.9.1 The Chair of the Board of Governors should be informed of the suspension in writing.
5.9.2 The Board of Governors should receive a report that a member of staff has been suspended pending investigation the detail given to the governing body should be minimal
5.9.3 Where the Principal has been suspended, the Chair or Vice Chair of the Board of Governors will need to take action to address the management of the organisation
5.9.4 The parents/carers of the young person making the allegation should be informed of the suspension. They should be asked to treat the information as confidential. Consideration should be given to informing the child making the allegation of the suspension
5.9.5 Senior staff who needs to know of the reason for the suspension should be informed
5.9.6 Depending on the nature of the allegation, the Principal should consider with the nominated person whether a statement to the students of the organisation and/or parents/carers should be made, taking due regard of the need to avoid unwelcome publicity.
5.10 The Principal shall consider carefully and review the decisions as to who is informed of the suspension and investigation. The ACPC and external investigating authorities should be consulted.
5.11 The suspended member of staff should be given appropriate support during the period of suspension. He/she should also be provided with information on progress and developments in the case at regular intervals.
5.12 The suspension should remain under review in accordance with the organisation disciplinary procedures.
6 The Disciplinary Investigation
6.1 The disciplinary investigation should be conducted in accordance with the existing staff disciplinary procedures.
6.2 The member of staff should be informed of:
6.2.1 The disciplinary charge against him/her.
6.2.2 His/her entitlement to be accompanied or represented by a trade union representative or friend.
6.3 Where the member of staff has been suspended and no disciplinary action is to be taken, the suspension should be lifted immediately and arrangements made for the member of staff to return to work. It may be appropriate to offer counselling.
6.4 The young people making the allegation and/or their parents should be informed of the outcome of the investigation and proceedings. This should occur prior to the return to organisation of the member of staff (if suspended).
6.5 The Principal (or designated person) should give consideration to what information should be made available to the general population of the organisation.
7 Allegations without foundation
7.1 Obviously false allegations may be indicative of problems of abuse elsewhere. A record should be kept and consideration given to a referral to the Area Child Protection Committee in order that other agencies may act upon the information.
7.2 In consultation with the designated senior member of staff and/or the designated person, the Principal shall:
7.2.1 Inform the member of staff against whom the allegation is made orally and in writing that no further disciplinary or child protection action will be taken. Consideration should be given to offering counselling/support.
7.2.2 Inform the parents/carers of the alleged victim that the allegation has been made and of the outcome.
7.2.3 Where the allegation was made by a young person other than the alleged victim, consideration to be given to informing the parents/carers of that child.
7.2.4 Prepare a report outlining the allegation and giving reasons for the conclusion that it had no foundation and confirming that the above action had been taken.
8 Records
8.1 It is important that documents relating to an investigation are retained in a secure place, together with a written record of the outcome and, if disciplinary action is taken, details retained on the member of staff’s personal and confidential file.
8.2 Below are 2 recording forms CP1 and CP2 – staff may find these useful for recording purposes. Copies need to be stored securely.
8.3 If a member of staff is dismissed or resigns before the disciplinary process is completed, he/she should be informed about the organisation’s statutory duty to inform the Secretary of State for Education under the “List 99” procedures.
9 Monitoring Effectiveness
9.1 Where an allegation has been made against a member of staff, the nominated Board of Trustee member, together with the senior staff member with lead responsibility should, at the conclusion of the investigation and any disciplinary procedures, consider whether there are any matters arising from it that could lead to the improvement of the organisation’s procedures and/or policies and/or which should be drawn to the attention of the ACPC. Consideration should also be given to the training needs of staff.
C. Recruitment and Selection Procedures
The organisation already has stringent recruitment and selection procedures. They are reviewed regularly to take account of following principles:
· They should apply to all staff & volunteers who may work with young people.
· The post or role is be clearly defined.
· The key selection criteria for the post or role can be identified.
· Vacancies are advertised widely in order to ensure a diversity of applicants.
· Requirement of documentary evidence of academic and vocational qualifications.
· Obtaining of professional and character references.
· Verification of previous employment history.
· Enhanced Criminal Records Bureau disclosure/List 99 checks (maintain sensitive and confidential use of the applicant’s disclosure).
· Use a variety of selection techniques (e.g. qualifications, previous experience, interview, reference checks).
Form CP1 (available from Student Registry)
CHILD PROTECTION PROCEDURE
This form is confidential. Immediately after completion, it should be placed in a sealed envelope marked “in confidence” and sent to the Designated Child Protection Person.
1. Date of Disclosure: 2. Time of Meeting:
3. Names and status of those present during the meeting: Name (capitals) Initials Status: Tutor/Member of
4. Name of complainant:
5. Name of child who has alleged abused: (if different from above)
6. Outline of complaint: Please note the person who is completing this form should keep questions to a minimum. This section should record as briefly as possible the nature of the allegation and any other relevant information.
7. Name:(printed) Signature: Date:
Report of allegation of child abuse to Social Services by the Designated Child Protection Person or Officer
Form CP2 (available from Student Registry)
CHILD PROTECTION PROCEDURES
1. Member of staff reporting incident:
2. Position in organisation:
3. Time of telephone Call:
4. Date of telephone call:
5. Name of Social Services worker reported to:
6. Position of above:
7. Incident reported relates to CP1 form dated …………………………, relating to ………………………….. (name of complainant).
8. Letter confirming telephone report has been posted 1st class within 24 hours Yes / No
9. If no, explain why not and give date and time of posting:
10. Actions reported to: Date and Time of verbal report:
Pre – 16 Policy Statement
It is the Policy of Central Birmingham College to follow the legal and statutory responsibilities involved in delivery to young learners by ensuring that young learners have equal access to learning and by the best endeavours to make available suitable provision for all young learners with Special Educational Needs. The organisation undertakes such provisions by establishing the level of supervision required for young learners and putting this in place.
1 By ensuring that it adheres to child protection regulations and all staff working with young learners have enhanced Criminal Record Bureau (CRB) checks prior to starting the course:
2 By ensuring that the curriculum offer meets statutory requirements for young learners of compulsory school age
3 By following carefully laid down procedures for reporting attendance
4 By taking responsibility for the health and safety of young learners
5 By ensuring that appropriate insurance cover is in place
6 By keeping information about young learners in accordance with the Data Protection Act 1998
IV. Smoking and Substance Misuse Policy
Central Birmingham College upholds the policy of creating a non-free smoking environment. This policy is in accordance with the implementation of the Health Act 2006 ban on smoking in the work place and public spaces, which will come into effect on 1 July 2007. The legislation is intended to create a smoke-free environment to reduce the risks to health from the exposure to hazardous smoke.
The organisation also recognises that alcohol and drug misuse can adversely affect an individual’s health and well-being and can cause a wide range of problems including poor performance, accidents, lateness and absenteeism. It is the policy of Central Birmingham College to inform students and staff about the effects and dangers of alcohol and drug misuse. Further, a clear procedure for dealing with incidents involving alcohol and drug misuse will be provided; this includes guidelines for the provision of support for alcohol and drug misuse.
The policy will be implemented in the following way:
Students and staff will be informed about the effects and dangers of alcohol and drug misuse:
· Information will be provided to students concerning alcohol, drugs and their misuse during tutorial, health promotion and enrichment sessions.
· Resources concerning alcohol and drugs will be available in the organisation’s Learning Resources Centre.
· The Student Handbook and Diary will make it clear to the student that possession or supply of illegal substances of all categories is forbidden at the organisation and any breach will result in exclusion.
· Information concerning assistance from local agencies will be made available in the Student Information Centre.
· Personnel will provide advice and support to staff.
Procedure for dealing with incidents involving alcohol and drug misuse:
· The procedure outlined below should be used in cases of any illegal drug related or alcohol misuse on the organisation premises.
· If any member of staff observes illegal drug-related activity, such as possession, using or dealing, the procedures should be observed.
o Do not approach the person or people concerned.
o Report immediately to the duty officer by telephoning switchboard.
o Give exact details of location, time, number of students involved, what was seen happening, descriptions and names if known.
o The duty officer shall attend the incident immediately and contact the police if appropriate. The duty officer shall notify Reception of details and location of incident so that the police can be informed on arrival.
o The duty officer shall instruct the security officer to carry out cover surveillance.
o If the police do not attend then the duty officer shall make formal gross misconduct charges and exclude the involved persons from the premises.
o If the police attend and make arrests, then the duty officer shall record the names of the persons involved. If the perpetrators are found to be students, gross misconduct charges should be initiated.
v The police should automatically be informed in all cases of possession or supply of illegal drugs.
Guidelines for the provision of support for alcohol and drug misuse will be
provided
· In the event of a student's behaviour or performance changing and/or giving cause for concern, and where this could be attributable to alcohol or substance misuse, the procedure outlined below should be implemented.
o Raise the matter with the student’s course tutor or personal tutor.
o The course tutor or personal tutor should raise the concern with the student in question in a confidential setting.
o If the suspicion is confirmed by the student, then it is the policy of the organisation that the student should be offered confidential help and he or she should be referred to an appropriate agency.
o If the student does not admit to alcohol or substance misuse, and still concerns remain, then advice should be sought from the personal adviser before proceeding.
o At all stages, this procedure should be documented on the student’s confidential records with the student’s consent. At this stage it is voluntary whether the student follows up recommendations.
o If the student’s academic performance is being affected to the extent that the academic performance review proceedings should be started, then it should be ensured that the student carries out the recommendations through the poor performance action plan and review procedure.
V. Health and Safety Policy
Statement of Safety Policy
Central Birmingham College recognises and accepts responsibility as an employer for the provision and maintenance of safe and health working places for all employees, students and visitors and regards the subject of adequate health and safety measures as a mutual objective for management and employees.
Constant effort will be made to ensure that the need for promoting health and safety in the College is fully appreciated by and implemented, so far as is reasonably practicable, by all members of the academic, education, administrative, technical and care-taking staff and students, especially veering in mind the variety of disciplines taught. This is in order to minimise risks to all.
Emergencies/ Fire Alarm Policies
The purpose of this policy is to ensure that the organisation has adequate arrangements and documentation in place for the evacuation of students, staff and visitors who require assistance in the event of an emergency, including those with long term or temporary sensory and/or mobility impairment.
If the fire alarm bell is activated:
1. Leave the building immediately by means of the stairway. Stairs are adjacent to the men and woman WC facilities.
2. Do not use the lift under any circumstances
3. Take only personal items that can be carried
4. Assemble at the front of the Big Peg Building re the Car Park
5. The Lecturer in charge of your class will mark the register to account for all students in attendance
6. Once the alarm is over, please make your way back to your classroom – once it is established that it is safe to do so.
Any student or staff personnel breaching these regulations will be subject to immediate disciplinary action – which may result in official warnings, dismissal or expulsion
For information about the detailed policy please refer to the Health and Safety brochure which must be read in conjunction with this booklet.
V1. Communication Policy
The communication policy includes a set of policies identified as computer misuse policy, software anti-piracy policy; email policy, internet and intranet policy.
It is important that staff are aware of the communication channels that exist and
understand how to access and disseminate information. Good communication
ensures that:
· Employees get the information they require to carry out their roles and that the information is timely, accurate, relevant and consistent.
· Individuals feel involved and able to contribute their views and ideas.
· There is an increased understanding of management decisions thereby
encouraging co-operation and unity of purpose.
Procedure
1. The main link between the Board of Governors of the organisation and the Management
structure is the Principal, who chairs the Academic Board and sits on the Board of Trustees.
2. The Board of Governors sets the Academic Board size and committee structure. However, there are clear and identifiable links. These include:
· A member from the Academic Board who is co-opted to serve on the Board of Governors.
· A student member or Representative who sits on the Academic Board.
The Academic Board is established and led by the Director of Studies. It advises the Principal on curriculum matters.
3. In addition to the regular communication flow through the structure of committees
and meetings, the Principal holds one or two meetings each year for all staff to
update them on important issues.
5. Memoranda, Email and Notice boards are widely used by staff to communicate to
colleagues across the organisation. A monthly newsletter highlighting curriculum and
staff development matters is sent to all staff and flyers are issued in the interim to
publicise training events.
6. Whilst it would be clearly imprudent for all information to flow to all levels,
constant efforts are made to ensure that all relevant information is passed to all
those who need to know.
Computer and IT/ Internet acceptable use Policy
Central Birmingham College will provide the computing hardware and software to enable you to carry out your studies. The aim of this policy is to ensure that the integrity of the organisations network is maintained and these facilities are available at all times. Under no circumstances should a student download, use or upload any material likely to be unsuitable, not directly related to your studies or liable to cause offence to others. This applies to any material of a violent, dangerous, racist or inappropriate sexual content. If in doubt, you must ask your tutor for approval. Further, use of the internet is for example, College work only. Failure to comply with these rules will result in instigation of the organisation’s disciplinary procedure.
The following examples of misuse of the organisation’s IT systems will be treated as misconduct under the disciplinary procedure. In serious cases they could be treated as gross misconduct and could lead to dismissal.
• The use of email to send or forward messages which are in any way defamatory, obscene or otherwise inappropriate.
• The use of the Internet to view, download or distribute improper material such as text, messages or images which are derogatory, defamatory or obscene.
• Excessive or unreasonable personal use of IT, e-mail or Internet.
The above examples are not exhaustive or exclusive and conduct of a similar nature will be dealt with under the disciplinary procedure.
Use of the organisation systems will be taken as acceptance of this policy.
A. Computer misuse policy
All access of computers and connected systems is governed by the Computer Misuse Act 1990. This act states three criminal offences covering the usage of Computers:
1. Unauthorised access to computer material
It is illegal to access a computing system unless authorised to do so and as such it makes the activity of "hacking" a crime. It does not matter whether the hacker is remote, working from a distance over the remote area networks, or local, where persons such as staff or students who may have limited authorisation to use the computers knowingly exceed that authority. The hacking need not be directed at a particular computer, program or data. For example, it is unlawful without proper authority:
• To use another person's ID and password in order to access a computer, use data or
run a program;
• To alter, delete, copy, or move a program or data, or simply to output a program or
data; or
• To lay a trap to obtain a password.
2. Unauthorised access to a computer system with intent to commit or facilitate
the commission of a further offence
This covers the situation where unauthorised access is gained with intent to commit a further offence. For example, a person may gain unauthorised access to computer material in order to commit theft by re-directing funds from someone else’s bank account.
3. Unauthorised modification of computer material
This offence includes the deliberate deletion or corruption of programs or data. It also includes the introduction of viruses etc., where these result in the modification or destruction of data.
Please note that Central Birmingham College will take very seriously any attempts at “hacking” internal or external systems. Any such actions will be reported to the appropriate authorities immediately.
B. Software anti-piracy policy
1. Illegal Copying and use of Software.
Unlicensed duplication or use of any software is illegal and can expose you and the organisation to civil and criminal liability under the copyright law.
2. General Guidance
In order to ensure that you do not unintentionally or inadvertently violate the software publisher's copyright, you should not copy or install any software onto the organisation computers without the permission of the organisation’s Director of Communication Services, in order to verify that a licence is held to cover such installation.
• The organisation will not tolerate any employee making unauthorised copies of software
• Staff or Students found copying software illegally will be reported to the Principal, and are subject to disciplinary action
• Staff or Students illegally copying software to give to any third party, including clients and customers, will be reported to the Principal, and are subject to disciplinary action
• Staff or Students should not download or upload unauthorised software over the Internet.
• If you want to use software licensed by the organisation at home, you must consult with the Director of Communication Services in order to make sure such use is permitted by the publisher's licence
Unless a strict policy on software use is enforced, both you and the organisation are exposed to serious legal consequences. The IT Support Unit will use auditing software to inventory hard disks and ascertain that licences exist for each copy of a software product resident on a hard disk.
If unlicensed copies are found, they will be deleted and, if necessary, replaced with licensed copies.
C. E-mail policy
1. Scope
This policy covers:
• All e-mail systems and services provided by the organisation
• All users, holders, and uses of organisation e-mail services
• All organisation e-mail records held on organisation MIS/IT systems
2. organisation's e-mail
The organisation actively encourages the use of e-mail by both staff and students. The organisation does not routinely monitor or inspect this without good reason. The organisation does however reserve the right to inspect, monitor, or disclose e-mail when it feels that a user has breached the policy. Anyone breaching this may lose access rights and will be subject to the organisation’s Disciplinary Procedure.
3. General Provisions
The purpose of the organisation's e-mail service is to encourage its use by staff and students in the furtherance of their teaching, learning and in the promotion of the organisation e-mail, and all its component parts, is considered the property of the organisation. This includes the e-mail address and account associated with the organisation containing ‘cbcollege.net’. e-mail addresses and accounts can only be issued by the IT Support Unit.
E-mail users are expected to use e-mail responsibly, that is complying with these guidelines and policies. e-mail services are a privilege that can be wholly or partly withdrawn by the Principal without prior notice, should the user be in breach of organisation guidelines.
The organisation, prior to disclosure of the e-mail records, will seek e-mail user consent. Disclosure will only be required in the event of a serious breach of organisational guidelines. Breaches include, but are not restricted to, the unauthorised entry, use, transfer, and tampering with e-mail accounts, file or records.
4. E-mail User Guidance
Users need to be aware that e-mail is not as secure or as private as may be perceived. e-mail, due to its very nature, is easily distributed due to the forwarding facilities within the e-mail software. A message sent to one person can quite easily be forwarded to an unlimited number of people or could even be posted onto an electronic bulletin board or ‘List Server’, even though is was only intended be to seen by the original recipient. Even when a user deletes their copy of the e-mail, it
still exist on a backup tape, on the recipient's system or elsewhere on the Internet. The organisation has no means of protecting against such eventualities. E-mail created or stored on the organisation systems may be subject to disclosure during legal proceedings. The organisation will not routinely disclose e-mail without good reason. Users are therefore cautioned against using the e-mail to make any statements, which they may not wish to be disclosed in the case of a dispute at a later date.
The organisation expects users to use the same personal and professional courtesies and considerations in e-mail as they would in any form of communication. The organisation cannot ‘authenticate’ the origin of all e-mail unless it is sent using an authorised e-mail service. The organisation requires users not to make any attempt in disguising the origin of their e-mail. Any e-mail that has been forwarded can be modified to hide its source; this again is against the organisation's policy.
Please follow the following basic procedures for using e-mail:
• Always fill in the subject line, so the recipient knows what to expect from the e-mail
• Messages should be concise and to the point
• Always double check your e-mail before sending it
• If a spell checker is available use it
• e-mail can be an efficient and fast method to ensure everyone gets precise information
Do Not
• Use the organisation's e-mail for mass, junk or chain e-mailing
• Read any unsolicited e-mail, delete it without reading it
• Attach files to e-mail unless you have to, you can always cut and paste plain text into an e-mail
• Leave your e-mail address on a web site, you could end up receiving junk e-mail
• Misrepresent individuals or the organisation within an e-mail
D. Internet and Intranet policy
1. Organisation Internet/Intranet Access
The organisation offers free access to the Internet to all authorised members of staff and enrolled students. The organisation reserves the right to refuse access to any staff member or student found to be in breach of these guidelines.
Staff
Access to the Internet is only allowed to members of staff who complete an “IT Access Request Form”, having read and agreed to the guidance notes on the reverse of the form. Staff PCs are not to be used by students at any time. Students must go to authorised areas.
Students
Access to the Internet is only to be given to enrolled students via PCs in the Learning Centre, Student Registry and Computer Suites throughout the organisation.
2. General Guidance
The organisation will provide an online service throughout the academic year. The organisation cannot however guarantee the speed of the service.
The organisation has no control over the content, timeliness, and accuracy of information on the Internet. The organisation will keep a log of all sites accessed by staff/students, which will be checked on a daily basis. The organisation will install appropriate software, as it becomes available, that will actively block sites that are considered inappropriate for staff/students to access, during the normal course of their work.
Viewing or downloading of pornographic and/or obscene material on the Internet will lead to the immediate loss of access rights and the person will be reported to the Deputy Principal for further action. UK Law may ban some material downloaded from the Internet. Once a file is on your computer, it is considered to be in your possession. There have been a number of successful prosecutions relating to the contents of computer hard drives.
Staff are responsible for ensuring that their PC has up-to-date anti-virus software installed. The organisation actively discourages staff downloading and installing software from the Internet because of difficulties with licensing and authenticating the source. The organisation will not take responsibility for any loss of data or licensing issues, due to the installation of downloaded files.
Copyright
Copyright is legal protection for the creators of intellectual property or those who have invested in it. It is an automatic right given by law to all owners of intellectual property under the Copyright, Designs and Patents Act 1988. Copyright is in place to protect commercial interests not to catch people copying illegally in libraries. We are not the copyright police but we have to be seen to be obeying the law and not prejudicing people’s livelihoods.
Freedom of Information Act 2000 – Data Protection
Central Birmingham College Policy Statement
CBC operates in compliance with the Freedom of Information Act 2000. To this end, the organisation has produced a Publication Scheme. This describes the types of information available to the public on request and any fees associated with providing copies where this is applicable.
VII. DATA PROTECTION POLICY
Data Protection Policy Statement
Central Birmingham College needs to keep information about its employees and students in order to monitor performance and achievements and for other reasons such as health and safety, staff recruitment and legal obligations to Government. To do this the organisation must comply with the Data Protection Principles, which are set out in the Data Protection Act 1998. These in effect protect the privacy of individual people by laying down strict rules as to what information can be collected and what use may be made of this information. The organisation will ensure that all relevant statutory requirements are complied with and that internal procedures are monitored periodically to ensure compliance.
The organisation aims to keep private and confidential any data or information held about its staff, students, partners and any other persons or organisation. The organisation will endeavour to prevent any unlawful processing that may cause damage or distress to its staff, students, partners and other person or organisation.
We believe that the organisation’s staff, students, partners and any organisations it relates with are entitled to access the information held about them under sections 7, 8 and 9 of the data protection Act 1998.
Central Birmingham College is registered with the Information Commissionaire Office (ICO) and the organisation will adhere fully to the Data Protection Registration (DPR) Declaration which includes the following:
DATA PROTECTION RULES AND PROCEDURES
Student Data
This notice is served as part of the requirements of the Data Protection Act 1998. It sets out the types of Personal Data that CBC currently holds about you. The organisation keeps information on the following categories:
· Personal details such as name and address, date of birth, existing qualifications and next of kin.
· Health details, any specific condition and any additional support requirements.
· Details about academic performance, expected and actual results, references, attendance records, work experience. Progress reports, On Course support.
· Details about courses applied and enrolled for, fees paid and outstanding, awarding body registration.
· Learning Resource Centre items on loan
Staff Data
This notice is served as part of the requirements of the Data Protection Act 1998. It sets out the types of Personal Data that CBC currently holds about you. The organisation keeps information on the following categories:
· Personal details such as names, addresses, date of birth, qualifications, next of kin.
· Health/sickness records, accident reports.
· Membership of Trade Unions
· Your letter of application
· References
· Your CV
· Appraisal records/probation reports
· Training records
· Pay, tax and pension details, bonus, TPI/SSPI
· Any current grievance or poor performance records
· Learning Resource Centre loans
Staff Guidelines for Data Protection
1. All staff will process data about students during their course and Central Birmingham College Education and Training will ensure through registration procedures that all students give consent to this processing. In particular this applies to sensitive data such as physical or mental health, race, ethnicity, political and religious views.
2. All staff have a duty to comply with the Data Protection Principles which are set out in this policy and in particular staff must ensure that records are:
· Accurate
· Up to date
· Fair
· Kept and disposed of safely and in accordance with the policy
3. Central Birmingham College will authorise designated staff in each area to hold and process data that is not Standard Data or Sensitive Data. The only exception to this will be if a non-authorised staff member is satisfied that the processing of the data is necessary in the best interests of the student or staff member or a third person or the organisation and that he or she has informed the authorised person of this, or has been unable to do so and processing is urgent and necessary e.g. a student is injured and a tutor needs to tell the hospital that the student is pregnant.
4. Authorised staff will be responsible for ensuring all data is kept securely.
5. Staff must not disclose personal data to any student or other staff member unless for normal academic or pastoral purposes unless agreed by the designated Data Controller or in line with the organisation’s policy.
6. Before processing any personal data all staff should consider the checklist below
Staff Checklist for Recording Data
· Do you really need to record the data?
· Is the information standard or sensitive?
· If it is sensitive, do you have the Data Subject’s express consent?
· Has the student been told that this type of data will be processed?
· Are you authorised to collect and store this data? If yes have you checked with subject that the data is accurate?
· Are you sure the data is secure?
· If you do not have the data subject’s consent to process are you satisfied that it is in the best interests of the student or staff member to collect and retain the data?
· Have you reported the fact of data collection to the authorised person within the required time?
Request form for Access to Data
I ……..................................................................................wish to have access to
Data that Central Birmingham College has about me.
Please circle as appropriate:
Personal details, Name, Address, Date of Birth
Academic marks or course work records
Disciplinary records
Health/Medical matters
Political, Religious or Trade Union information
Any statements of opinion about my abilities or performance
Academic or Employment References
Other
I understand that I will have to pay a charge of £10.
Signed....................................................................Date..........................................
Guidelines for retention of Personal Data
Types of Data Retention Period Reason
Financial Documentation including:
• Budget details
• Transactions of income and expenditure
• Details of debtors
• Details of staff expenses
• Audit Reports
Minimum of six financial years
Staff Records Full records to be maintained for a minimum of ten years from the
date of the employee leaving the organisation. Then a summary record
including date employed from, date left, post(s) held, rate of remuneration, member of pension scheme should be held for an indefinite period
Legal Documentation including:
• All court cases
• Employment tribunals
• Minor Claims for damages
Full records to be maintained for a minimum of ten years
Student Records (central data) including:
• Registers
• Learning Agreements
• Achievement data
• Examination Results
Full records to be maintained for five years following the final year of attendance
Student Records (academic records) to be retained for a minimum of three years following the final year of attendance; then a summary report and reference including exam results for a further two years Work Based Learning Records Full records to be retained for six years
Disclosure of Information to Third Parties (Data Protection Act 1998)
There are two issues to consider regarding disclosure of student information to
third parties: firstly, the type of information being disclosed; secondly, to whom it is disclosed.
As regards the type of information, sensitive data covers:
• Race/ethnic origin
• Political beliefs
• Religious/other beliefs
• Trade union membership
• Sexual life
• Physical or mental health or condition
• The commission or alleged commission by the person of an offence
• Any proceedings for any offence committed
This data can only be released with explicit consent of the individual except, effectively, in cases of medical emergency or police involvement. The last four points on the list are those most likely to concern tutors and would suggest that this other sensitive data should never be released without explicit consent.
There is a clause about protecting the vital interests of the subject or another person where it is not reasonable to expect consent to be gained, but I do not think this is easily supportable except for medical emergencies.
All other data needs no explicit consent to process as long as:
· Disclosure protects the vital interests of the data subject.
· Disclosure is for any third party to pursue their legitimate interests.
However, this must be balanced against the rights and freedoms of the data subject. Central Birmingham College Education and Training would be very wary of disclosing any information without consent (unless the police were involved) and would suggest that grades should never be posted on notice boards and identifiable data never released without consent to the press.
This is not a clear-cut area and one interpretation of vital and legitimate interests might be that those who have a familial or financial stake in the individual's progress could be permitted access to data such as grades, addresses or attendance. If disclosure of data led to a student being forced out of home, denied sponsorship, or suffering any other distress, however, then Central Birmingham College might find itself in a difficult situation on the issue of rights and freedoms. Given this situation, requests for information could be passed on to the student in question to deal with. Students could also be asked, at the commencement of the course, to sign a form consenting to disclosure of information to third parties, but we believe that this may not be sufficient to effectively reduce liability.
Central Birmingham College would therefore advise that tutors should not disclose any data (including to parents and employers), even whether or not a particular student is enrolled at college, without explicit consent from the student in question.
Curriculum and Learning Policy
Induction
Induction is one of the key processes in improving retention and ensuring that learners feel they have made a good choice. Evidence indicates that learners’ first impressions shape their attitudes and motivation and hence affect their attendance, retention and commitment. The teaching and learning that takes place during the first two weeks is crucial to this. Induction needs to be a coherent experience for the learners so that they develop a sense of belonging and have a clear understanding of the college and the programme they have enrolled on.
Curriculum and learning Policy Statement
The organisation'S curriculum will offer learners the opportunity to access a broad and balanced educational experience, designed to meet national and local priorities, which will equip them with knowledge and skills necessary for living and working in today's fast changing technological society.
The curriculum and learning policy will be monitored through the organisational Performance Review Process.
It is the policy of Central Birmingham College that the curriculum offered will:
· Meet the individual development needs and aspirations of learners according to the Learning Policy and the inclusive learning strategy of the organisation.
· Address national and local targets for education and training as stated in the National Learning Targets and the National and west Midlands Learning and Skills Council targets.
· Meet local priority needs by providing relevant education and training for 14-19 year olds, adults, work force development and the community.
· Provide learners with a full range of programmes of study from pre-entry through to Higher Education and provide learners with progression opportunities.
· Provide breadth of curriculum offer in terms of curriculum areas to give choice to learners and meet the needs of local employers
· Provide learners with an entitlement curriculum consistent with the organisational Charter.
· Provide learners with a curriculum which is in line with the national strategy of incorporating Key Skills, Enrichment and Tutorial.
· Ensure that a variety of modes of delivery is provided to meet the needs of all learners, the local community and employers.
· Ensure that the organisation works in partnership with employers to deliver work force development in the local community.
· All teams will ensure a differentiated delivery of learning programmes.
· Ensure that all learners will have an Individual Learning Plan which is supported by the tutorial system.
· The curriculum will be reviewed regularly and updated in line with new developments, national initiative and/or changes in Awarding Body specifications.
· Receive priority support within staff development planning to ensure that teaching and learning and curriculum development are constantly reviewed and improved.
· The Curriculum Policy will be consistent and complementary to all other organisational policies and in particular to the Equal Opportunities, Race Equality, Disability and Health & Safety policies.
· Ensure that all learners receive high quality teaching and learning which will encourage the skills required to become independent learners.
· Be responsive to the changing demands of the community.
· Ensure that all learners are entitled to individual advice and guidance, and access to additional learning support including basic skills as required.
· Ensure that all 16-18 year old full time learners receive individual programmes of study, which incorporate the appropriate key skills, enrichment opportunities and tutorial programme.
· Ensure that all work-based learners will receive individual learning programmes which incorporate tutorial programmes and the appropriate key skills from the relevant Apprenticeship framework.
· Ensure that all part time learners will receive individual learning programmes which incorporate tutorial programmes and those elements of enrichment and key skills which are appropriate to their programme of study.
ADMISSION POLICY
Application to the organisation is by completion of an admission form. Each application is considered on an individual basis, using the following criteria: mature student; ability to communicate (verbal, written) in English as demonstrated by the admission form and/or English language qualifications.
In addition, students without the necessary qualifications may still apply for a place on the desired programme provided they demonstrate they have some experience in the area of interest. All applicants will be required to take a diagnostic test.
Enrolment takes place at the beginning of the college start of term date. Students should bring the following documentation:
Birth certificate (original).
Passport. Qualification (Original)
Two passport sized photographs (colour).
Students from overseas must supply all documentation in advance. The organisation has a robust approach to international applicants. We will endeavour to abide by the Immigration Laws of the United Kingdom and will not admit such student where we suspect that entry to the UK is for other purpose(s) than to study.
Course fees depend on individual learning programme on offer and vary every academic year.
Fees are increased annually where applicable. The organisation retains the right to alter course fees at the discretion of the organisation's Management and the Board of Governors.
Admissions
It is the aim of CBC that through the admissions process students will be placed onto appropriate courses with the support necessary for them to achieve agreed outcomes. The admissions process will encompass the range of services from the provision of information about courses and services through to the point of enrolment. Statements regarding Information, Access and Guidance are in accordance with the organisation's Charter commitments. For example, the admissions process is designed to provide a responsive and customer-centered service to ensure that all applicants receive the advice and information they need to enrol onto the right course and to embark on courses delivered in an inclusive manner. The Admissions Policy will also be consistent and complementary to all other organisation policies and in particular to the Equal Opportunities, Race Equality, Disability and Health & Safety policies.
CBC Facilities:
Crèche
The organisation is actively working to ensure that facilities at the organisation do not disadvantage any group in terms of learning. With this in mind, the organisation hopes to put in place crèche facilities for all student members with child-care facilities
Student Welfare/ Counselling Services
A welfare and counselling service is available to all students on matters of personal welfare, money, debt housing etc. The service operates on Mondays 9.00am – 12.00pm (no appointments necessary)
Proxy Qualification
Many students who attend the college will arrive with prior learning and in light of this each curriculum area is responsible for collecting and storing evidence of proxy qualifications. Some of these qualifications will not only give the student exemptions from the external Key Skills examinations but from the portfolio as well. Each tutor should be responsible for his or her own students; however, it would be advisable to keep this evidence in a centrally located place to allow others to access it, if necessary. Details of the proxy qualifications that act, as exemptions are available at www.qca.org/qualifications. The onus will be on the tutor to check that exemptions are current and qualifications are timely.
Learning Agreement
As a student enrolled at the organisation you will have signed a Learning Agreement which identifies some basic personal details, your course and qualification aims and states your agreement to abide by the organisation's rules as published and to pay fees by the due date. The Learning Agreement also verifies that assessment and guidance has been provided covering the following areas:
1 • the implications of the choice of the student’s learning programme
2 • the entry requirements of the chosen learning programme
3 • an assessment of the suitability of the chosen learning programme for the student
4 • including any credits or exemptions which may be appropriate to the student
5 • any financial or other support required by the student including that set out in the additional support assessment form.
6 • the implications of the choice of the student’s learning programme
7 • the entry requirements of the chosen learning programme
8 • an assessment of the suitability of the chosen learning programme for the student
9 • including any credits or exemptions which may be appropriate to the student
10 • any financial or other support required by the student including that set out in the additional support assessment form.
Basic Skills and Key Skills entitlement
• Students will be encouraged to gain a qualification and progress along the skills continuum;
• All full-time students have an entitlement to Basic Skills or Key Skills provision as part of their programme of study;
• All part-time students on work-based programmes have an entitlement to Basic Skills or Key Skills as part of their programme of study;
• Students on any programme of study are entitled to develop their skills at an appropriate level on their main course of study. Basic Skills specialists will work with main subject lecturers to provide additional support when an initial assessment has identified that a student’s skills profile is below
Level 1;
• All students enrolled on any courses from Levels 1 to 3 are entitled and encouraged to gain additional support with their work at the Essential Skills Centre;
• All courses will ensure those students who do not have GCSE qualifications in English Language or Literature, Mathematics and Information Technology at C grade work towards gaining a Level 2 qualification;
• Students on Level 3 programmes will work towards one Level 3 qualification in either Communication, Application of Number or Information Technology;
• There will be opportunities on some courses for students to work towards the Wider Key Skills – Improving Own Learning and Performance; Working with Others and Problem Solving.
It is the policy of Central Birmingham College that:
1 Students will have access to a coherent skills provision and initial assessment/diagnostic assessment. Students will be encouraged to progress along the skills continuum and achieve Basic Skills and Key Skills qualifications at a level appropriate to their individual needs and goals
2 Resources appropriate to the needs of students and staff will be provided and managed
3 Courses will provide opportunities for the assessment of Basic Skills and Key Skills
4 The organisation marketing, advice and guidance procedures will provide information on Basic Skills and Key Skills
5 Courses will provide opportunities for an integrated approach to Basic and Key Skills
6 The quality of provision will be monitored by the Quality & Standards Unit
7 There will be staff development in support of the management and delivery of Basic Skills and Key Skills
8 Basic Skills and Key Skills Practice will be consistent and complementary to all other organisation policies and in particular to the Equal Opportunities, Race Equality, Disability and Health & Safety policies
9 Key Skills and Basic Skills provision will be co-ordinated across the College
Support Learning/ Policy Statement
(Support for Students having Special Educational Needs)
A student requires Supported Learning if he/she has a significantly greater difficulty in learning than the majority of persons of a similar age or has a disability which either prevents or hinders them from making use of the educational facilities which are generally provided. It includes all students with learning difficulties and disabilities, those with physical disabilities and sensory impairment, as well as those with social, emotional and behavioural difficulties that restrict their learning. It is the policy of CBC that students requiring supported learning shall have the same rights of access to the organisation courses as other students. The organisation will actively co-operate and seek to develop joint delivery with community agencies and special schools in providing access for students in need of Supported Learning.
Student Records Procedures:
Learning Agreements and Registers are a requirement and provide the auditable evidence of the organisation's claims for funding. All staff are required to follow these straightforward procedures relating to the enrolment and registering of students. The ILR (Individualised Learner Record) is the detailed computer record of each student, which is derived from the completed Learning Agreements. It is therefore vital that the information signed off on Learning Agreements is accurate and complete, as errors here will lead to errors in the learner record.
ILP, Tutorial Progression Sheet, Exit Tutorial
Your Individual Learning Plan is a running record of action agreed between you and your personal tutor. Ownership of the plan is yours, but it will be of most use to you if you discuss and agree it with your course or personal tutor. Use of an individual learning plan is designed to help you: • plan the way forward rather than leaving things to chance • recognise your range of options • show others that you have a plan so that they can help you achieve it • record the advice and guidance you have received • make the right career decisions • set targets to reach your goals.
Enrolment and Learning Agreements
At the point of enrolment the tutor completes a Learning Agreement with the student. This should identify the learning aim(s) that the student will be working towards through the Course Code.
1 • Academic staff who enrol students onto courses are required to accurately complete the following details on the Learning Agreement:
Annotated Learning Agreement
-full course code and instance code
-Course title
-additionally / modules identified at enrolment
-programme start and expected end dates (i.e. dates of the full
programme – especially important if it spans more than one academic year)
- exact number of guided learning hours per week (this is especially crucial if the student is also claiming benefits and thus must be precise)
• Check the prior qualifications achieved listed and sign that they have
seen evidence.
• Check the Disability and Learning Support sections for additional support
needs.
Ensure that the student has signed the Learning Agreement.
• Sign and date the Assessment and Guidance section and print their name.
• having completed their section of the Learning Agreement, academic staff should provide students with joining instructions particular to their course and then pass them on to the Student Records staff that will determine their fee status and complete their enrolment.
• Student details will be input directly onto the computerised Learner Record and a Student ID Card will be printed for each student that has fully completed their enrolment. This enables the student to be part of the enrolment count.
• a student who does not fully complete their enrolment (for example has not paid the tuition fee) will not be issued with a Student Card. They are given a letter explaining the evidence that should be produced to complete their enrolment and should not be allowed to attend class without completing this process.
Responsibilities of Personal Tutors
INDIVIDUAL EDUCATIONAL SUPPORT
Personal tutors have responsibility for the individual educational support of there tutees and their personal development. They play a key role in optimising achievement and in improving retention and achievement. 2 All students are allocated personal tutors who are responsible for providing the support necessary for them to achieve they’re full potential. In some instances the personal tutor will also be the course tutor or course team leader. Students are told that their tutor is their first point of contact if they have any problems or questions relating to their life at college and are reminded that if they have a difficulty to talk it over with their tutor as early as possible before it becomes a problem. The first individual tutorial should record discussion of student’s long term Aims and log any additional action required reaching them. The student Individual Learning Plan provides the framework for logging future tutorial discussions. The first stage of targeting setting should occur at the first tutorial. These are standard and will be reviewed at the end of the induction period of 6 weeks. At subsequent tutorials specific targets should be set for achievement.
Learners File
Every learner must have a personal file, which is maintained by the personal tutor and updated on a regular basis. It is important that the information in the file represents the learner’s current position at any given moment in time. This file must be accessible to the learner on request. Each curriculum area will have different ways of recording information, but all the standard information given below must be included as a minimum. The content of the file will contain for example, information from the learning agreement signed at enrolment, initial individual learning plan, records of progress review, individual assessment, student tracking, references, confidential information etc.
Withdrawals and Transfers
When a student withdraws from a qualification aim the WITHDRAWAL AND TRANSFER FORM should be completed and submitted to Student Records. Incomplete forms will be re-submitted to the tutor for correct completion.
A student who does not attend for a four-week period should be considered withdrawn for funding purposes, unless there is a written statement from the student that they intend to return. If such a statement has been provided, please make a note of this on the Course Register.
Transfer
When a student transfers from one programme of study to another, the tutor of the course, which the student has transferred, TO be responsible for completing the WITHDRAWAL AND TRANSFER FORM. As Transfers cannot be processed unless full details of the Course which the Student has transferred to are provided.
De - Register
If a Student Never attends the Course, they should be De-Registered. Tutors should complete the WITHDRAWAL AND TRANSFER FORM and mark the Last Date of Attendance as DE-Register.
Last Date of Attendance:
The date a student withdraws or transfers from a course is the last day of actual attendance as recorded on the audit register. A student who is not able to attend for a period of the course, but is in contact with their tutor and is being set work and completing it for assessment can be deemed not to have withdrawn; in such cases a written stated intention to return to the programme must be available.
Register
Registers are auditable documents and are therefore required to be both Signed In and Out of the Student Records office, the Student Records team keeps a tracking sheet for every Register issued. Each Register has a unique number, when a Register is issued this number will be logged against the Course Code. The Student Records team will maintain this Database.
1 • The tutor requesting the Register needs to provide:
o Course Code
o Course Instance Code
o Tutor Name
o Course Co-ordinator Name
o Curriculum Leader Name
o Location for Register storage
2 • The Student Records team produce Registers upon request, providing that the above information is provided.
3 • all registers should always be kept in the designated location as identified when the Register is issued, when they are not in use. This means that they are accessible to both internal and external college auditors.
Keeping Attendance Registers
The register provides evidence that the student is an attendance between the dates given against all qualifications identified on their Individual Learner Record. The register should also reflect the number of guided learning hours allocated to a qualification on the Course Directory. All courses should have an attendance register, no matter how long.
Completing Attendance Registers
The following conventions should be adopted to ensure standardised completion of registers across the College:
Student Attendance: Register Mark:
Present /
Absent 0
Late 0 covered clearly with /
Left Early 0 covered clearly with \
Arrived late and Left Early X
Other organisational Activity / Work Experience W
Student Census Audit
1
2 • Course Tutors should check the lists to ensure that all qualification aims being studied by the student are identified. If the student has withdrawn, transferred or completed then the tutor should complete the appropriate form and return it to Student Records.
Register Audits
1 • Course Tutors are expected to undertake weekly audits of subject registers as part of the tutorial review process.
2 • when requested, Registers MUST be signed over to the Student Records office for audit or attendance monitoring purposes.
End of Course Register Collection
When a course is completed each Class Register should have the attendance per student calculated and the total number of students present calculated. The total attendance should then be multiplied by the duration of the class and the results entered in to the relevant boxes on the Class Register by the course tutor.
1 • the completion and outcome, grade and destination for each student can also be added at this stage. Again, the codes to be used are located on the key within the Register.
2 • the completed Register should be signed over to Student Records. The Register will be identified as returned on the Register Database.
3 • Registers will be stored in the Student Records, by Curriculum Area and Course code.
Student Academic Performance/ Review Procedure
The organisation is committed to providing an inclusive learning environment which
Supports students in achieving their learning aims. The Student Academic
Performance Review (APR) Procedure is to be invoked where a student’s
academic performance is not to the level required to succeed in achieving his/her
qualification aim. It is designed to be supportive of the individual, putting in place
a structured set of stages to help the student improve. Each stage takes the
review procedure up a notch to recognise the increasing seriousness of
the situation if there is continued lack of improvement. Each stage of the
Academic Performance Review Procedure requires an agreed action plan to be
drawn up which will detail the support the organisation will provide, the action that the
student needs to take to improve and details of how this will be reviewed.
Students’ responsibilities and organisational Rules
In order to provide you with appropriate academic and tutorial support and ensure that you stand the best chance of success, we ask that you in turn agree to:
1 • attend regularly and punctually over the approved duration
2 • get a message to your course tutor as early as possible if you will be unavoidably absent. A Student Support Adviser will monitor your attendance
3 • avoid making outside appointments during time tabled hours
4 • avoid external activities such as part-time jobs during timetable hours
5 • adhere to timetable hours
6 • complete the work required
7 • ensure that work will be submitted within deadlines given by tutors
8 • ensure that, although you may work as part of a group, when required to submit individual work, you submit your own work and will not allow your work to be copied
9 • respect the peace, freedom, dignity and environment of fellow members of the organisation's community
10 • contribute to the maintenance of a clean, tidy and safe working environment
11 • have regard for the property of other students, staff and the organisation
12 behave in a way that is not offensive to fellow students, visitors and staff and to follow reasonable instructions given by members of the staff, including employers if on a work placement.
Misconduct
Misconduct is defined as behaviour by students, which contravenes the organisation rules and responsibilities laid down in the Student Handbook.
It is behaviour which actually or potentially impacts harmfully on the student him/herself, other students, staff, other people’s or the organisation’s property.
The Misconduct Procedure involves formal warnings which if unheeded result in a Hearing with the Head of Faculty, which might result in permanent exclusion.
Serious Misconduct
Serious Misconduct is defined as behaviour by students which is illegal or which endangers the safety of students or staff or the security of other people’s or the College’s property.
Student exclusion Appeal Procedures
A student who has been excluded from his/her course or the organisation has the right to request that the Student Exclusion Appeal Panel reviews this decision by writing directly to the Principal. Grounds for the appeal should be clearly stated.
Complaints and appeals procedure
A complaints procedure exists for the use by and protection of all members of the organisation's community and is an appropriate way of raising and dealing with complaints relating to any breach of the policy and assessment. Students or staff who need support and advice, or appeal against an assessment decision or information about related issues will be able to obtain this by contacting the Student’s Registry. Appeals and complaints are recorded on the standard complaint form available from the registry. The completed forms are collated, recorded and forwarded to the organisation's administrator for action. The Principal considers the issue raised and acknowledges it within ten working days. If the Principal cannot resolve an issue, the matter is then referred to the College Board of Trustees. The Board of Trustees sit and hear such complaint and make such decision where applicable. The Board decision is final. In the short term, the student involved is kept informed of such complaint at all times.
Complaint Form
Completing this form is optinal; you do not have to fill in a form to raise an issue. You may prefer to to talk to staff members directly. However, if you are asking for an appointment with a senior manager, a written statement should be made.
Name:Address:Course Title (if student ):Personal Tutor (if student) :Course Tutor(if student):
Statement: (Please include below the nature of the grievance, relevant dates, and steps which have already been taken to rectify this matter)Signature……………………………………………….Date………………………………
Please forward to the Student Registry
In order for us to ensure Equal Opportunities is supported across the college, it would be helpful if would complete the following information by ticking the appropriate boxes.
A White BMixed CAsian & Asian British DBlack & Black British EChinese or Ethnic Group
British White & Black Carribean Idian Carribean Chinese
Irish White & Black African Pakistani African Any other background
Any other White Blackground White & Asian Bangladeshi Any other Black background
Any other mixed background Any other Asian background
Staff ? Student ? Other ?
If Unresolved
1 Complaint is documented in your presence by the member of staff you complained to
2 Agreed copy of complaint is given to you
3 Complaint is passed to Director of Studies Student Support Services on the same day
Procedures for Unresolved Complaints
1 Director of Studies Student Support Services informs relevant Section Manager who is then responsible for investigating the complaint
2 Operational manager Investigates complaint on behalf of the Director and writes short report on result of investigation with appropriate action to be taken
This investigation will be conducted within five working days of receiving the complaint
Director of Studies Student Support Services informs you in writing of
outcome and actions to be taken within 10 working days
• COMPLAINTS AND APPEALS PROCEDURES
Complaints, student grievance procedures and a student assessment appeals process are documented and distributed to all organisation students as part of their student diary and as part of induction programmes. Students with learning difficulties and/or disabilities are given additional support in their induction programme. Particular care is given to points of contact with the staff, ie the names of the:
Personal Tutor
Course Tutor (if different from above)
Programme Manager
Welfare Resource Adviser
Specific Welfare Support Officer
The organisation Charter also distributed to all students states:
If you are a student or an employer and you feel you have cause for complaint about a
particular programme or services, you may complain in the first instance to the relevant
Programme Manager whose names appear in the organisation Prospectus.
If you complaint cannot be dealt with on the spot, then you will be advised how to proceed. We will endeavour to give you a response to any complaint within ten working days. If you feel that your complaint has not been resolved, then you may complain in writing formally to the Principal. Please mark you envelope ‘complaint’ in the top left-hand corner.
All complaints will be investigated thoroughly and fairly. Should you require it; help can be made available to formulate your complaint. All complaints will be dealt with in confidence. Finally, if the organisation has been unable to resolve the problem you can complain to the Learning + Skills Council or direct to the Secretary of State for Education.
Academic Appeals Policy
1 Policy Statement
1.1 It is the policy of Central Birmingham College to develop and maintain assessment procedures that are fair, reliable and open to scrutiny. The organisation charter fully outlines the College’s commitment to students.
1.2 The organisation operates a rigorous system of internal verification to guarantee fair assessment that complies with awarding body requirements. It is recognised, however, that there could be exceptional circumstances when individual students or groups may wish to appeal against recommendations or decisions relating to assessment. The following appeals procedure outlines the action that may be taken in such circumstances.
1.3 In all cases the organisation’s academic appeal process supports and supplements the appeal process for all awarding bodies and Higher Education Institutions. While students are encouraged to follow the organisation’s internal policy, students have the right to appeal directly to the relevant awarding body or relevant Higher Education Institution at any time. Students also have a right to appeal through the appeals procedure as stated in the NVQ Code of Practice.
2 Scope of Policy and Procedure
2.1 Any student who believes that a piece of work submitted for assessment has been assessed unfairly, inconsistently or not in accordance with the standards and level required by the awarding body, shall have the right to appeal against the assessment mark, grade or final outcome.
2.2 In the first instance any concerns should be discussed with the student’s personal tutor or a member of the teaching team. While it is recognised that in most circumstances student queries relating to assessment can and will be resolved informally, the formal appeals procedure is available to support students in their appeal.
2.3 If a student needs help in making an appeal, this can be obtained by contacting a member of the youth work, welfare or counselling teams.
2.4 It is the responsibility of students to inform the organisation if they are not satisfied with the grading of any piece of work. The organisation Appeals Policy and Procedure enables students to make a formal appeal against a recommendation or decision relating to:
(i) The mark or grade for an individual item of coursework
(ii) The result of an individual course
(iii) Entitlement to an award
(iv) The class or grade of an award
Note 1 Throughout this document a piece of work shall refer to a set task which may be a written report, essay or assignment, a diagrammatic or pictorial representation, the production of a tangible item or artefact, a portfolio of work or an oral presentation or performance
3 Grounds for Appeal
3.1 A candidate may appeal against an assessment decision if he/she believes that the decision is unfair or unreasonable. Normally an appeal can be made on any one of the following grounds:
(i) Relevant assessment criteria have been met but not acknowledged
(ii) The assessments were not conducted in accordance with the awarding body’s regulations
(iii) Assessment procedures, including examinations, were not conducted fairly
(iv) The internal verifier was presented with incorrect or inaccurate assessment information
(v) There were medical or other extenuating circumstances of which the relevant course manager was unaware when assessment decisions were being made
(vi) There was unfairness or impropriety on the part of one or more of the assessors/examiners
(vii) The student was unjustifiably excluded from an examination or an assessment opportunity
3.2 For appeals related to externally assessed work or examinations, the student must appeal directly to the relevant awarding body.
3.3 It is the responsibility of the student to notify the course manager in writing of any extenuating circumstances, which may be adversely affecting the student’s performance. Normally, this should be done before the assessment process takes place.
4 Appeals Procedure
4.1 The procedure for appeals is detailed on page 3 of this document.
5 Awarding Body Rules and Regulations
5.1 The relevant awarding body’s appeals procedure will be invoked where:
(i) The issue cannot be resolved internally
(ii) The appeal is in relation to an examination
Procedure for Academic Appeals
Stage Student Action To Whom College Action Timeframe
1. Informal Appeal referred to and resolved by the assessor Student to discuss with assessor within 5 working days of receipt of assessment decision Assessor 1 Assessor to discuss and seek to resolve 2 working days
2. Informal Appeal referred to and resolved by the Team Leader Student appeal to Team Leader within 5 working days Team leader Team leader/STA to have piece of work reviewed 5 working days
3. Formal Appeal referred to and resolved by the area manager Student to appeal to the relevant area manager within 5 working days. To invoke stage 3 the student must complete the appropriate form (p.6 of this policy) Section Manager Section Manager to investigate assessment decision and review with curriculum area internal verifier. IV will check that assessment fully meets awarding body requirements 5 working days in writing 2
4. Formal Appeal referred to Director of Studies Quality and Professional Development Student appeals in writing to Director of Studies Quality and Professional Development if they feel the decision is unfair at Stage 3 and there is likelihood of a major impact on the student’s future, e.g. main qualification not awarded on completion of full-time course Directorate Assessment decision investigated by Director of Studies Quality and Professional Development (information obtained from appropriate IV and section manager) and brief report written. The final decision will be made by a panel of 3 members of Directorate convened for the appeal. 5 working days
1 If the student feels that he/she cannot approach the assessor he/she may choose to discuss the matter with a personal tutor or another member of staff
2 The time frames are given as guidance. It may be necessary to seek the advice of the relevant awarding body and a response to resolve the appeal may take longer
^ The panel will normally comprise the Director of Student Services and a Curriculum Head. It will be chaired by a member of SMT appointed by the Principal.
This policy cross-references with the following documents:
The Central Birmingham College Student Charter
The Complaints Policy
IV Policy
Awarding body rules and regulations
Copies of all documents can be obtained by contacting the Student’ Registry and Admissions Unit. In the case of awarding body rules and regulations the examinations department should be contacted.
Academic Appeal Against Internal
Grading / Assessment Decision
Name
Address
Course
Nature of Appeal
a) Please state which category from 3.1 of the policy you are bringing this appeal
b) In your own words please explain the reason of the appeal
Signature
Date
Please give this form to the manager of your area and send a copy to Director of Studies, Quality and Professional Development, Central Birmingham College ,765 The Big Peg, 120 Vyse Street, Jewellery Quarters, Birmingham B18 6NF
Please keep a copy of this form
Examination/ Assessment Malpractice.
Assessment Malpractice means any act or neglect or default which threatens the integrity of public examinations and certification, and which damages the authority of those responsible for conducting them. This includes attempting or planning malpractice even if it is unsuccessful.
Central Birmingham College Education and Training abides by the assessment procedures of all the awarding bodies. Guidance for dealing with Assessment Malpractice can be found on the Joint Council for Qualifications web site.
The following are some examples of malpractice taken from Edexcel’s Assessment Malpractice document:
Plagiarism by copying and passing off, as the learners own, the whole or part(s) of another person’s work , including artwork, images, words, computer generated work, thoughts, inventions, and/or discoveries.
Collusion by working collaboratively with other learners to produce work that is submitted as individual work. The exam board encourages teamwork, but there should be a written record of how the work was allocated and completed.
Impersonation by pretending to be someone else in order to produce the work for another student or arranging for somebody else to take one’s place in an assessment/examination/test.
Fabrication of results and /or evidence.
Failing to abide by the instructions or advice of an assessor, supervisor, invigilator or the examination regulations in relation to the assessment/examination/test rules, regulations and security.
Misuse of assessment/examination material.
Introduction of unauthorised material contra to the requirements of supervised assessment/examination/test conditions, for example: notes, study guides, personal organisers, calculators, and dictionaries without permission, personal stereos, mobile phones or other similar electronic devices.
Obtaining, receiving, exchanging or passing on information which could be assessment/examination/test related (or the attempt to) by means of talking or notes during supervised assessment/examination/test conditions.
Behaving in such a way as to undermine the integrity of the assessment/examination/test
The alteration of any results document including certificates.
Cheating to gain unfair advantage.
Assessment Malpractice will be dealt with through Central Birmingham College’s Education and Training Student Disciplinary procedure. A thorough investigation will be carried out and the learner will be asked to provide a written statement. For written examinations the invigilators will also be asked to provide written statements. Examination board forms (JCQ/M/01) will be used for this process.
PLANNING TEACHING AND LEARNING
Schemes of Work
Scheme of Work Template
This template must be used for planning all teaching and learning and can be completed on the PC using Word and saved to the network, or printed out and completed by hand. It may be necessary to make adjustments to the number of rows on page two to suit your needs. Additional pages can be added by using simple copy and paste technique. The completed scheme of work should be available for students and could be placed on the Intranet along with other course information. It provides a useful tool for all to see that the course syllabus has been covered.
Guidelines
The scheme of work provides a framework for your course and each subject area should have one completed prior to the commencement of the course and lodged in the course file. A new one should be prepared for each cohort using evaluation notes from lesson plans and lesson records. The previous scheme of work should be used as a framework to create a new one.
GUIDELINES FOR THE COMPLETION OF LESSON PLANS
Lesson Plan Template
This template must be used for planning all lessons and can be completed on the PC using Word and saved to the network, or printed out and completed by hand. It may be necessary to make adjustments to the boxes to suit your needs when using the template and there are obvious advantages in using the PC. The standard lesson plan provides for a differentiated learning approach and can be customised to meet the needs of individual programmes, but certain key aspects should always be included as standard good practice.
Assessment Appeals
See above
Assessment/ Verification & Moderation Policy
Awarding Bodies for vocational qualifications require centres to ensure standardisation in assessment, verification and moderation procedures and practice. This policy statement lays down the procedures and practice at Central Birmingham College Education and Training in order to meet the requirements of the Joint Awarding Bodies Common Code of Practice, and associated guidelines. It also lays down the standards of service required to meet the expectations of learners.
It is the policy of Central Birmingham College that: 1. Assessment will meet the needs of the individual learner in line with the Learning Policy and the Inclusive Learning strategy of the organisation 2. Assessment and internal moderation will be carried out to the standards laid down in the Joint Awarding Bodies Common Code of Practice. The policy as stated will be implemented in the following way:
Internal Verification
Internal Verification provides the college with the opportunity to ensure that all curriculum areas are working towards the same national standards. In order to maintain our Accredited Centre Status the internal verification process will be conducted as follows:
Key Aspects
• Internal verification is a quality management process. It is the process of ensuring consistency and quality of assessment within a programme of study and within the college.
• Standards moderation is the method by which an awarding body assures quality across and between centres. It is increasingly becoming necessary that internal verification is consistent and accurate across a whole centre.
• Internal verification is a process and not a final outcome and should be carried out on a regular basis. Sampling is ongoing and not end loaded.
• Internal verification requires planning and should sample assessment decisions from all units/areas, all assessors and a range of candidates.
• The role of the internal verifier is:
• to advise & support assessors
• verifying assessment to national standards.
• to ensure suitable and adequate records are maintained.
• Assessors of NVQs must have occupational competence at an appropriate level and have appropriate awards within 18 months of beginning assessment.
Teaching and Learning Observation
Teaching and Learning Observation is a critical part of the self - assessment process that contributes to a robust quality assurance process. organisations are increasingly expected to take responsibility for the quality of their own provision and to ensure that they are aware of and sharing their own strengths both internally and externally and that any weaknesses are duly addressed. To do this any organisation must have a clear idea of where they stand in respect of the national position at any time and be able to action plan for the future. At Central Birmingham College Education and Training there is a commitment to ensure that students receive the best possible service and that this is achieved through a commitment to teaching and learning and hence to retention and achievement. This requires the creation of a self-critical improving culture, which focuses both on the process and the outputs. A key source of evidence for self-assessment and thus for improvement, is the observation of teaching and learning and this is crucial in the Common Inspection Framework.
The aims of the teaching and learning observation at Central Birmingham College are:
• to identify good practice
• to consistently improve the delivery of teaching and learning for all students
• to contribute to the effective self assessment of any curriculum area
• to contribute to the staff development plan of all curriculum areas
• to contribute to the continuous professional development of all teaching staff
Framework for Professional Development Observation
Central Birmingham College Education and Training is committed to raising standards and providing continuous professional development for staff. As part of this process, observations are to be given a high priority and to be provided for all members of the teaching staff on an annual basis. Observation forms part of the overall support for staff.
Appraisal (staff)
• identification of clear targets so that people know what is expected of them
• review of performance
• establishment of development plans to meet training needs
Mentorship
• to provide support and guidance to new staff / Postgraduate Teacher Training/ Promotion
• to aid integration into the workplace
• facilitate problem solving
• to assist with the communication of the culture and structure of the organisation
CPD
Staff development
• The college prioritises teacher training and professional updating
• access to external provision
• internal provision through organisation conference, tutor, support, Section Manager and managers training
Teaching and Learning Observation
• Developmental observation for all new staff
• all staff to be observed annually
• all staff to be observed by external consultant during triennial review
• menu of support for development to be provided
Induction
Introduction to organisation systems, policies and procedures
• personnel
• work place
• induction programme
External Moderation/ Verification
External verification/moderation dates will be disseminate at the beginning of each academic year as they varying with awarding bodies. The Key Skills Co-coordinators, as experts within their fields, have the right to discuss withdrawing submissions if they do not meet the required standards as one poor submission could mean that the whole submission will not be accepted. This will be handled in a sensitive and supportive manner and the Key Skills department will provide support and guidance to ensure the withdrawn cohort meets the required standard in time for the next External Moderation/Verification.
Grading Policy
Course teams grade each aspect of their provisions on the Ofsted/ALI4 point scale
Grade 1 Outstanding
Grade 2 Good
Grade 3 Satisfactory
Grade 4 Inadequate
Grading should reflect the balance of strengths and weaknesses but needs to take into account the relative importance of the issues, e.g. poor retention or achievement levels or poor teaching would outweigh other perceived strengths. `
Examination Policy and Procedures
See policy of external accreditation bodies – organisation policies must reference guidelines of external bodies.
CHARGING FEE POLICY: (Document available on request)
For home students full-time tuition fee for Further Education courses for 2009/10 is based upon income and in most cases are either free or concessionary. Please note that these fees do not include the examination fees. International students fee charges are set at a higher rate. Please contact College for further details.
Eligible students are classed as a person on the 'relevant date' who is 'settled' in the UK, and who has been ordinarily resident in the UK and islands (that is including the Channel Islands and the Isle of Man) for the three years preceding the 'relevant date' and whose main purpose for such residence was not to receive full-time education during any part of the three-year period. 'Settled' means having either indefinite leave to enter or remain or having the right of abode in the UK. British citizens and certain other people have the right of abode in the UK.
The fee for part-time Further Education courses is calculated on a pro rata basis.
If you are under 19 years old prior to the start of the course, and are a permanent resident in the UK, you will not be charged tuition fees.
If you are 19 and over, in receipt of income – based benefits or you are the unwaged dependant of someone in receipt of such a benefit, your tuition fees will be waived.
You may be eligible for free Tuition fees on some courses if you are in receipt of one or more of the following income-based benefits and on Low income.
To apply for the fees to be waived, student will need to provide evidence that they are in receipt of income based benefits which will be photocopied and held on our record system..
Alternatively there are free courses for adults who wish to return to education and undertake a first Level 2 or first level 3 qualification or the course is skills for life/basic skills (literacy, numeracy) you will also have no fees to pay. However you will still have to pay any exam or materials costs.
Students will be expected to pay for any personal books or materials they need. In addition, there may also be payments for trips, registration and examination fees which vary depending on the course or programme of study. Details of any costs they may be incured will be published in the college’s course material guide .
COMMITTEE AND MANAGEMENT STRUCTURE
COMMITTEE CHAIRPERSON
DEPUTY COMMITTEE CHAIRPERSON
Committee Secretary Committee Treasurer
COLLEGE GOVERNORS BOARD MEMBERS
CHIEF EXECUTIVE/ COLLEGE PRINCIPAL/MANAGER
DIRECTOR OF STUDIES
DEPARTMENT HEADS:
SHORTCOURSES MATHS HEALTH AND SOCIAL CARE DIPLOMA IN LAW ENGLISHESOL/IELTS
LECTURERS LECTURERS LECTURERS LECTURERS LECTURERS
ASSISTANT LECTURERS ASSISTANT LECTURERS ASSISTANT LECTURERS ASSISTANT LECTURERS ASSISTANT LECTURERS
TECHNICIANS
ADMINISTRATIONHUMAN RESOURCE
MAINTENANCE