Quality Assurance

DRAFT QUALITY HANDBOOK FOR ALTERNATIVE PROVISION v4 March 2011 Katie Scott

DRAFT 4

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September 2011 - April 2012

Quality Assurance for Alternative Education Providers in Northumberland

1. Introduction2. Performance Data3. Teaching and Learning4. Procedures5. Feedback6. Learner Safety

(NOTE, Checklist pp 24-27 will need to move)

Appendix 1: NCC Learner EntitlementAppendix 2: NAEP pro-forma to schoolsAppendix 3: Observation of Teaching and Learning

(a) Lesson observation proformas (b) Guidance (c) ProtocolAppendix 4: School information for NAEPAppendix 5: Example Personal Learning PlanAppendix 6: Induction Protocol, Initial Assessment ProtocolAppendix 7: Progress review ProtocolAppendix 8: Learner FeedbackAppendix 9: E-Safety

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DRAFT QUALITY HANDBOOK FOR ALTERNATIVE PROVISION v4 March 2011 Katie ScottAppendix 10: NCC Service Level Agreement

Katie Scott, Northumberland County Council, March 2011

Northumberland County Council (NCC) is committed to ensuring that all our learners have a positive learning experience which leads to successful progression. We place great emphasis in ensuring that all our learners are offered the highest quality possible in their education.

NCC will work with the providers who have in place, and are using, an agreed range of procedures which will lead to continuing quality improvement. The main elements of this will be observation, data and feedback. Initially providers will be asked to sign up to a Service Level Agreement (SLA) and adhere to the protocols outlined in this booklet.

This document contains the framework which Alternative Education Providers will be asked to adhere to when working with Northumberland learners. All providers are expected to contribute to the NCC Learner Entitlement and to meet the requirements around learner safety.

We recognise that the use of this Framework needs to be proportionate and that some smaller community-based providers will need a phased and supported journey to full implementation. We believe that skill sharing; peer support and shared development opportunities will support quality improvement for all providers. We will continually strive towards obtaining the highest quality of provision for all of Northumberland’s young people – ensuring that all of their needs are met.

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See Appendix 1 for the NCC Learner Entitlement

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Purpose of Data Collection

NCC will use data to set benchmarks and use as a tool to improve quality.

The Management of Data will: Enable NCC to compare the performance of partner/providers Enable partners to compare themselves against national benchmarks Enable partners/providers to compare results with other providers

working with NCC Help monitor the performance of different groups of learners, by

gender, age, FSM, LAC, learning difficulty and/or disability Allow areas of provision that are at or below minimum performance

benchmarks to be identified and relevant actions to be planned Enable providers to measure where they are, where they want to be

and what progress they are making towards their aims

Accurate Data will: Enable staff to use data as a key tool to make judgements about the

performance of learners, highlighting strengths and areas for development

Help managers and staff monitor the progress of different groups of learners

Enable teachers to assist individual learners to maximise progress and achievement

Contribute to effective quality management Enable the integration of key information used for quality management

with that used by the inspectorates and by NCC. Ensure learners are offered courses which are suitable and appropriate

to their needs.

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Data Requirements:

A range of data will be required including:

Functional Skills targets/predictions PSD progress SEND students progress towards IEP targets

Pro-forma for NAEP to report to schools see Appendix 2

Reporting:

The half-termly report will be sent to schools and to NCC (at present, Katie Scott)

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Monitoring the Quality of Teaching and Learning

Purpose of observationsAll learners are entitled to good quality teaching and learning. We will develop a comprehensive and supportive observation system that ensures all members of staff work to the same standards across a range of activities including teaching and learning, induction and learner reviews.

Observation will: Raise the quality of learning and teaching Raise achievement Ensure the quality within and across organisations Enable the collection of best practise and for it to be shared across the

range of providers Enable staff training needs to be identified Enable observation grades to be collected and compared Provide evidence for continuous improvement

Preparation Observation procedures.

Staff should be aware:

1. An observation pro-forma will be shared beforehand with staff member being observed. All NAEP will use the same pro-forma.

2. That the observer will give feedback to the observed as soon as possible after observation

3. That any development needs will be noted and arrangements put in place to support the teacher to make improvements

4. That the results of observation will be used in staff appraisals and reviews

5. That observations are planned and put onto the calendar annually and each member of staff will be observed at least once a year.

6. That all observers will have received comprehensive training (** think about this)

7. That good practise will be shared within an organisation and across the partnership/providers

8. That some dual observations (KS from NCC with NAEP colleague) will be carried out for moderation purposes (moderation of the observation process)

The observation pro-forma is Appendix 3

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The Observation team

NCC (KS) will observe alongside the Provider annually for standardisation purposes

Internally all organisations will identify an observation team

Training for Observers: Staff will be trained in observation using the observation pro-forma Staff will be trained in giving feedback to colleagues following

observation

Lesson Observation: Full and part time staff will be observed once a year Each lesson will be given a grade based on learning and teaching Lesson observation grades should reflect the whole teaching and

learning experience from the learners’ point of view. So issues such as resources, access, lighting, heating and other related matters contribute to the grade

Feedback is confidential to the observee, their line manager and the observer

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Individual Learner DetailsPurposeTo ensure the learning provider and relevant teachers have access to the basic information they need to meet each learner’s needs and to liaise with key professionals in partner organisations. Where learner support needs raise issues of confidentiality and disclosure, information will be shared on a strict need-to-know basis.

From School to NAEP – pro-forma Appendix 4

InductionPurpose of inductionTo welcome new learners and to ensure they understand the aims of learning programme, the work they will be undertaking and the environment within which they are based.

Induction Protocol – Appendix 5

Initial AssessmentPurpose of initial assessment To identify the level at which the learner is currently working at and to access what they need to learn and accurately identify any support requirements.

Personal Learning Plans (PLP)PurposeThe PLP should provide a simple framework for to enable the learner to assess their current performance, set targets, agree with teachers and NAEPs a plan to meet their targets and review progress. It should support an ongoing process of planning and review. Each cycle should take the learner closer to their learning, personal and/or career goals and demonstrate that the time and effort they invest is resulting in new and useful learning. The PLP developed for Foundation Learning in Northumberland is recommended and is available on page……. This PLP focuses on the attainment of steps towards the young person’s accredited courses. These are: Functional Skills in English, Maths and ICT, a PSD qualification and also a vocational or subject qualification.

Each review cycle should be no longer than half a term (many learners will need to review their progress and update their targets much more regularly)

Personal Learning Plan example - Appendix 5

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Progress Reviews

Purpose of progress reviewsTo review overall progress of the learner including action agreed at the previous review meeting, progress towards completing of the Personal Learning Plan, qualifications and work related goals. The review can also be used to ascertain if the learner has any problems which are preventing them from achieving.

Progress Review Protocol – Appendix 6

Learner Support

Purpose of learner supportFollowing initial and diagnostic assessment some learners will need an appropriate level of support to enable them to meet their learning goals, to develop life and social skills and enable them to progress into employment, further education or training.

Managing FeedbackEach provider will develop their policy and practise around behaviour to meet the particular needs of their offer and learning environment. However, NCC agreed, following consultation with young people, a shared set of principles which inform the way their work with their learners. (Need to do this...We expect all providers will adopt these principles: Something like:::

1. Learners have the right to access learning in a safe, secure and orderly environment, free from bullying, harassment and discrimination. – Learners have the responsibility to ensure these rights for others.

2. Learners should have respect for themselves and for all members of the learning community

3. Learners should act as ambassadors for their learning community at all times

4. The whole Learning community (students, parents/carers, staff and older stakeholders) should be listened to and actively engaged in consultation on improving behaviour.

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5. Rules and codes of conduct should be clear, understood, agreed and followed by all.

6. Good behaviour should be rewarded and sanctions should be applied consistently

7. All adults in the learning community should model positive behaviour and this should be promoted through the curriculum

8. Priority should be given to identifying and supporting vulnerable learners.

9. Learning communities should actively promote community cohesion through their practise and policy

10.Policies should be monitored and preventative action taken, to ensure there is no disproportionate impact on particular groups in the learning community.

All providers are expected to follow the agreed NCC protocol concerning the shared student disciplinary procedure. DO WE NEED SOMETHING LIKE THIS?

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Learner Feedback

PurposeNCC will use the overall analysis of learner feedback to give a benchmark from which to gauge learners’ satisfaction and will look for improved results year on year.

WhenAll providers will be expected to ask learners to complete a learner feedback questionnaire at the end of their programme; the results of this will be fed back to NCC. It is recognised that many providers will get feedback more frequently than once a year

The student questionnaire - Appendix 8

Analysis of DataEach set of questionnaires completed will be analysed and the results compared to the previous year. Copies of the analysis will be made available through the NCC ‘FL Cloud’. www.northumberlandfl.org.uk

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http://www.northumberlandfl.org.uk/


Health and SafetyAs a minimum

Each Provider should have a named person responsible for health and safety

There should be a health and safety policy which is updated regularly in line with current legislation

Relevant insurance certificated should be in place All staff should have required level of health and safety training

Child ProtectionThe Provider should ensure that satisfactory Enhanced Disclosure CRB checks are in place (for all staff who come into contact with children under age 18 including other organisations providing work experience if this is part of the learner’s programme)

Each provider should have in place a child protection policy in order to deal with a range of personal support needs, including those where there are concerns about the young person which may not require the intervention of specialist services, all providers should be aware of Common Assessment Framework (CAF), which is used by all agencies and practitioners working with children and young people in Northumberland. All Providers should ensure that their teams are aware of the CAF process. Diane Wilson can provide more information and help you to access CAF training. Further information is also available at www.needs to go heree by clicking ....

Risk Assessment Each provider should have a risk assessment policy. Evolve???

Providers should carry out regular risk assessment. This is simply a careful examination of what, in your organisation, could cause harm to people, so that you can weigh up whether you have taken enough precautions or should do more to prevent harm.

Risk assessments should be undertaken by trained personnel or by external specialists. Outcomes should be recorded in an appropriate format and provided annually to NCC ????

Providers should take into account the age, level and nature of the learners a new risk assessment should be undertaken.

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http://www.needs/


Providers will have assessed rink in their organisation by following the following five steps:

Step 1. Identify the Hazards Step 2. Decide who might be harmed and how Step 3. Evaluate the risks and decide on precautions Step 4. Record your findings and implement them Step 5. Review your assessment and update if necessary

When thinking about risk assessment:

A hazard is anything that may cause harm, such as chemicals, electricity, working from ladders and open drawer etc. The risk is the change, high or low that somebody could be harmed by these and other hazards together with an indication of how serious the harm could be.

Risk assessments will be carried out annually.

(THIS PAGE WILL CHANGE SHORTLY – INPUT TO BE ADDED FROM NCC health and safety)

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Learner Entitlement As a Northumberland Learner you can expect:

1. A learning programme that fits your needs A wide choice of learning options with something to match your

personal interests and ambitions Information about all the options and help to make the right

choice A range of starting points to fit your individual needs Clear routes through different levels so that you make steady

progress Flexible programmes that let you learn in a way that makes best

sense to you 2. Support to do your best

A full introduction to new people, places and programmes to get you off to the right start

Extra help to keep going when things get tough A personal learning plan with agreed targets towards your goals Good teachers with the right experience and expertise Work-related learning that offers a real taste of work Regular feedback on how you are doing and how you can do

even better A chance to have your say and tell us what needs to change

3. A Route to success

Personal support to plan next steps A chance to improve the skills that all employers want Opportunities to try out new activities and mix with new people

who are also studying in Northumberland Good Preparation to move on successfully

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Northumberland Alternative Providers Report to Schools

On the following page is a pro-forma for NAEPs to complete and return to the student’s school.

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Northumberland Alternative Providers Report to Schools

Date student startedName of Learner

Name of School

Name of Provider

Attendance % Number of days attended

Number of possible days

Functional Skills Target Current Prediction

Date will complete

English

Maths

I.T

Other Qualifications(Please State)

PSD Targets and Progress towards theseTarget 1

Target 2

Target 3

SEN Students onlyProgress against IEP targetsTarget 1

Target 2

Target 3

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Observation of Teaching and Learning

The following pages contain:

1. Self-Evaluation lesson observation checklist

2. NAEP Lesson Observation pro-formas for o Learning and Progresso Behaviouro Teaching and Assessment

3. Four-Stage lesson pro-forma

4. Ofsted lesson observation grade information

5. Lesson observation guidance

6. Protocol for people observing lessons

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Northumberland Alternative Education Providers Learning Template

Stage 1.Connecting to the Learning

Stage 2.Big Picture

Stage 3. Stage 4.Review

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Context of the lesson / place within scheme of work

Students requiring specific support in the lesson and the nature of this support

Homework to be set in this lesson

Learning styles/Assessment for learning/Thinking skills/Blooms taxonomy checklist

This lesson provides the following opportunities:

Learning Styles: Visual □ A4L: Questioning □ Blooms Taxonomy: Knowledge □

Auditory □ Oral feedback □ Comprehension □

Kinaesthetic□ Written feedback □ Application□

Self Assessment □ Analysis□

Peer Assessment □ Synthesis□

Evaluation □

Subject: Date: Class: Tutor

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DRAFT QUALITY HANDBOOK FOR ALTERNATIVE PROVISION v4 March 2011 Katie Scott Thinking Skills activity(ies):____________________________________________________________

NAEP LESSON OBSERVATION CHECKLIST!!! THIS FORM IS STILL UNDER DISCUSSION !!!

Teacher Date & Period

Year Group Number of students Observer

Agreed focus:

Start of Lesson Evidence Comment

Recap

Reference to homework

Objectives clarified

Overview/Big Picture

Seating plan

Clear instructions/expectations

Main Evidence Comment

Variety of T/L strategies

Engagement of all students

Differentiation Resources

Support

Groupings

Effective use of all staff

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Not all of this checklist will be appropriate to all observations depending on agreed focus

A4L Evidence Comment

Written feedback

Verbal feedback

Peer assessment

Self assessment

Success criteria

Q & A Evidence Comment

All students involved

Deeper thinking challenged

Variety of techniques

Student Progress Evidence Comment

Evidence

Gifted & talented\SEN\other groups

Behaviour Management Evidence Comment

Policy followed

Issues dealt with effectively

Students have required equipment/books

ECM Evidence Comment

Be healthy

Be safe

Enjoy & achieve

Make positive contribution

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Achieve economic wellbeing

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Themes Evidence Comment

Equal opportunities

Global Education

Enterprise

E-learning Evidence Comment

Student use ICT

Staff use ICT

Plenary Evidence Comment

Student given time to reflect/examine

Objectives are revisited/assessed

Links to future learning/lessons

Homework is set deadlines clear

students record details

Organised ending/dismissal

Environment Evidence Comment

Supports A4L

PositiveRoom left tidy/cared for

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DRAFT QUALITY HANDBOOK FOR ALTERNATIVE PROVISION v4 March 2011 Katie ScottRecord of post observation discussion

Date of feedback

Positive Features1

2

3

Areas for Development1

2

3

Action/Follow up

Signed: Observer Teacher

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Checklist when using Northumberland Alternative Education Providers (NAEPs)

Person/Organisation requesting provision should ensure the provider has:

Evidence to show provider meets quality standards.

In Place Authorised to work towards

Date to be completed

by

Child Protection

A Child Protection Policy.

Copy of Policy.

A suitably trained designated person.

Copy of certificate.

All staff have received Child Protection training suitable to their post.


Child Protection Policy fully briefed to all staff and volunteers

Copy of induction.

Staff and volunteers aware of and understand the policy.

Ask staff questions.Notice on display.

All staff and volunteers have current clear-enhanced CRB disclosures before working with young people.

Record kept and copy of disclosure.

CRB disclosures no older than 24 months old

Diary of when applications are due.

The organisation operates a Safe Recruitment Policy.

Copy of application form/policy.

Policies and procedures adopted by the organisation are fully implemented.

Staff discussion, copy of HR record/ induction.Copy of staff having received policies.

Policies and Procedures available to inspect.

Copies of policies.Visit to premises.

Clear boundaries as to what constitutes professional behaviour for staff and volunteers.

Guidance available about which behaviours constitute safe practice and which behaviours should be avoided

All staff and volunteers feel able to raise concerns about the safety and protection of young people.

Procedures in place to ensure staff or volunteers have an opportunity to raise concerns.Minutes from meeting.

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by

Child ProtectionOrganisation makes it easy for young people to raise any concerns or to seek help elsewhere if preferred.

Young people made award of key worker and how to raise or escalate any concerns in induction.Displays of useful information helpline numbers/ websites available in a variety of places.

Organisation champions Child Protection issues

Minutes available from regular Safeguarding meetings.

All staff are suitably trained to carry out their duties this is regularly assessed.

Training plans carried out annually.

The organisation reviews staff on performance on a regular basis.

Procedure in place to ensure regular reviews.

The organisation has an Anti Bullying policy.

Policy in place.Member of Anti Bullying Alliance.

AttendanceProcedures in place to ensure the accurate recording of attendance and feedback given on attendance.

Daily registers taken.Schools/ County informed on a daily/weekly/monthly basis.

Action taken on day one in relation to non attendance.

Reason given for any non attendees.Non attendance chased up by key worker.Records kept of action taken in relation to non attendance.Procedure put in place to ensure non attendance is not accepted.

Provider is based in Northumberland

Registered address.

Health and SafetyProvider has all Public Liability Insurance in place.


Provider has all Employee Liability Insurance in place.


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by

Health and SafetyProvider has full Health and Safety Policy in place.

Copy of policy.

Named member of staff trained in use of Evolve system.

Copy of training record.

All activities that take place off site are entered onto and authorised by the Evolve system.

Copy of Evolve record available.

Annual meeting held with NCC offsite visits office in relation to safe procedures.

Minutes of meeting.

All risk assessments carried out Re: activities.

Copy of risk assessments available.

Staff to have relevant outdoor training if taking young people on activities.

Copy of BEL Award or similar as accepted by NCC offsite visits officer. John Heron/ Peter Flynn.

Organisation to be aware of and fully comply with NCC offsite activities Policy.

Copy of Policy.Staff aware of Policy.

Any vehicle used by the organisation to be regularly serviced.

Copy of vehicle history available.

.. . .

Drivers to have D1 or xxxxx ??

TO BE AGREED WITH H&S at NCC

The organisation has an e-safety policy

Policy is in place. Staff aware of it.

An Acceptable Use Policy for Staff and Students

Copy of the Policies.

The designated person for e-safety needs to have had either CEOP's or L.A. e-safety training.

Details of who attended training and when.

Organisation has PCE (or agreed equivalent) installed on all computers (staff and students)

Installation details

Adopt and disseminate to staff the NSCB flow chart on dealing with an e-safety incident.

Flowchart easily accessible for all staff.

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by

Health and SafetyAll data in relation to young people safely secured.

Organisation to confirm where personal data kept.

Buildings are safe and secure for the purpose of the placement.

Visit to premises.

Fire Protection Procedures in place.

Copy of up to date fire certificate.

Staff on site trained in use of first aid.


Where necessary organisations to be registered with Data protection agency.

Quality of ProvisionCurriculum to be agreed by both parties but is flexible enough to meet the needs of the young people and the contractor.Adhere to NCC SLA. Previous contract

compliance.Commitment and adherence to NCC Quality assurance document.

Signed up to pledge/ Quality Kite Mark achieved

Organisation has recognised quality mark such as Investors in People/Pqasso.

Confirmation of assessment.

Organisation Finances and Compliance to be run in a professional manner.

Copy of Charity Commission page showing Compliance.Copy of Companies House return where app.

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Aspect Outstanding Good Satisfactory Inadequate

1. Subject Knowledge

Excellent subject knowledge is applied consistently to challenge and inspire students.

Strong subject knowledge is applied to challenge and enthuse students.

Subject knowledge is secure and helps learning.

Subject knowledge is unsatisfactory and does not help learning.

2. ProgressStudents of all abilities/groupings are making exceptional progress.

Students of all abilities/groupings are making good progress.

Students are making progress broadly in line with their capabilities.

Students of all abilities/groupings fail to make progress according to their capabilities.

3. Planning to meet needs

Teachers are aware of student capabilities and their prior learning and plan effectively to build on these.

Good assessment procedures lead to well planned lessons which meet the needs of all students.

Regular and accurate assessment informs planning which generally meets the needs of all students.

Assessment does not support student improvement or planning.

4. A4L

Students understand in detail how to improve their work; are aware of success criteria and are constantly supported in improving work.

Students are provided with detailed feedback which results in knowing how well they have done and what to do to sustain good progress.

Students know about their progress and how to improve but may need more detailed guidance.

Students are unsure of progress made or how to improve.

5. Engagement & enjoyment

Students demonstrate excellent concentration, are all fully engaged and are rarely off task. Enjoyment of the subject is clearly evident.

Majority of students are engaged and motivated and demonstrate enjoyment.

Students are generally engaged, show some enthusiasm and little time is wasted.

There is lack of engagement and enjoyment in general. Students may be off task for periods of time.

6. Behaviour Management

Behaviour management is excellent and school policy is applied consistently.

Behaviour Management is good with reference to school policy which is applied consistently.

Behaviour Management is adequate.

Behaviour management is inadequate and prevents learning at times. There is limited application of school policy.

7. ResourcesResources, including new technologies, make a marked contribution to learning.

Resources, including new technologies, enhance student learning.

Adequate use is made of resources including new technologies.

There is inadequate use of resources including new technologies.

8. Range of learning activity

There is a wide range of learning activities with evidence of differentiation and collaborative learning.

There is a range of learning activities with evidence of differentiation and collaboration.

There is adequate range of learning activities which could be developed to aid differentiation and collaboration.

There is inadequate range of learning activities and lack of differentiation and collaboration.

9. Intervention & support

Student understanding is checked throughout the lesson with targeted intervention and support.

Student understanding is checked at times with relevant intervention when necessary.

Student understanding is checked occasionally and some intervention occurs.

Student understanding is not checked and hence lack of intervention and support.

10. Use of TA

Where appropriate, TAs make an impact on learning.

Where appropriate, TAs contribution makes a significant contribution to the quality of learning.

Where appropriate, the TA is effectively deployed.

Where appropriate, the TA is not used effectively.

Ofsted Criteria for grading lessons

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School information for Northumberland Alternative Education Provision

This information will be shared with alternative education providers. Please ensure that all sections are completed. !This form needs to be discussed with Chris Farley with a view to altering the passport!

Name of SchoolContact PersonPosition

Student Surname: Male Female

Student Forenames:

Address:

Post Code: Tel: No: DOB:

Year Group: Ethnic Origin:

Name of Parent / Carer: Tel No:

Emergency Contact Details

Name: Tel No:

Yes NoCAF Lead Prof and Tel/e-mail:

LAC

FSM

Social Worker Name and Tel/e-mail:

YOS Worker Name and Tel/e-mail:

EAL First Lang if EAL:

SENIf yes which stage of CoP: SA SA+ Statement

Attach IEP / Student profileDisabilityIf yes please give details:

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Yes No

Medical ConditionIf yes please give details of condition and medication/s:

Permission to use photo of student: Yes No

Attendance in last academic year: %

Behaviour InformationPlease give details / attach summary of incidents / interventions used and a copy of ask risk assessments completed if applicable.

Preferred Learning Styles

Barriers to LearningPlease refer to any issues other than behaviour that you feel have affected this young person’s ability to learn and / or make progress e.g. attendance, social / communication skills, family issues, health, substance misuse etc.

Strengths, Interests and Aspirations

Self Confidence, Vulnerability, Motivation

Support Services Involved (also see CAF if in place)

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Agency Name of Contact Contact Details

Current Arrangements

Including interventions and strategies used to support student:

Name of contact: Position:

Signature: Date:

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NAEP QA: Lesson observation - guidance

Observation Guidance for lessons/training sessions

The teacher plans effectively and sets clear objectives that are understood: Objectives are communicated clearly at the start of the session Materials are ready There is a good structure to the session The session is reviewed at the end The learning needs of all learners is incorporated into the lesson plan

The teacher shows good subject knowledge and understanding: Teacher has a thorough knowledge of the subject content covered in the session Subject material was appropriate for the session Knowledge is made relevant and interesting for students

The teaching methods used enable all learners to learn effectively: The session is linked to previous teaching or learning The ideas and experiences of learners are drawn upon A variety of activities and questioning techniques is used Instructions and explanations are clear and specific The teacher involves all learners, listens to them and responds appropriately High standards of effort, accuracy and presentation are encouraged Appropriate methods of differentiation are used

Learners are well managed and high standards of behaviour are insisted upon: Learners are praised regularly for their good effort and achievement Prompt action is taken to address poor behaviour All students are treated fairly, with an equal emphasis on the work of boys and girls, and all ability groups.

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Assessment of Learner’s progress is effectively used to plan learning: Learner’s progress is to be assessed regularly and the information used to plan learning

activities Teacher adapts assessment approach to meet learner needs as identified through formal and

informal assessment Leaner understanding is assessed throughout the session by, for example, the use of the

teacher’s questions Mistakes and misconceptions are recognised by the teacher and used constructively to

facilitate learning Learners written work is assessed regularly and accurately Assessment is timely Both verbal and written feedback are clear, identifying achievements and signposting

improvement

Learners achieve productive outcome: Learners remain fully engaged throughout the session and make progress the session Learners understand what work is expected of them during the session The learner outcomes of the session are consistent with the objectives set at the beginning The teacher and students work at a good pace

The Teacher makes effective use of time and resources: Time is well utilised and the learning is maintained for the full time available A good pace is maintained throughout the session Good use is made of any support available e.g. learning assistants Appropriate learning resources are used, e.g. ICT and e-learning

The setting is of good quality and well equipped: Environment is welcoming and pleasant Any equipment needed is available and working

All Providers are expected to effectively manage processes around: Individual learner details Induction Initial assessment Individual learner plans Progress reviews Learner support

Protocol for ObserversThe observer will:

Arrange with the teacher a suitable day and time for the observation and a date and time for the feedback

Give a minimum of one week’s notice

Where possible collect evidence before observation, the observer and teacher should be clear about the context of the session, the activities planned and the learning objectives. This should be done either through discussion or from the session plan.

Spend between 30 and 60 minutes observing the teaching and learning

Arrive punctually and avoid disrupting the lesson by:

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1. Not interrupting the teaching process2. Observing from an unobtrusive position 3. Giving back feedback to the teacher during the lesson

Leave any introduction or explanation of observation to the teacher concerned, or at most give a very brief introduction to the purpose of the visit. If a brief Introduction is given it needs to be made clear the lesson (or activity) is being observed and assessed and not the learners

Where possible the observer should talk to the learners

Ensure that notes are being made during the observation. The appropriate pro-forma can be filled out during observation or completed directly afterwards from personal notes

Maintain an open-minded view of classroom techniques which may be different to the observer’s own practise. The key question is ‘does it work for these students in this environment and for this course?’

If the Observer has to leave before the end of the lesson, leave unobtrusively

Give verbal feedback at a time and place agreed with the teacher. It should be given as soon after the observation as possible, preferably on the same day

Allow a gap of 10 minutes or more between observations and feedback to collect priorities, key strengths and any areas that require improvement

Care should be taken to ensure the feedback can be given privately

Verbal feedback should include the main points to be made in the written notes and include ways to improve

Give written feedback to the teacher and a copy to a nominated manager within the provider. This is confidential so respect the confidentiality of the individual member of staff

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School information for Northumberland Alternative Education Providers

A form which should be completed by schools about the student(s) they send to the learning provider.

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Personal Learning Plans

There is a Personal Learning Plan available for use on realsmart for colleagues who have signed up to this online resource

Go via the Resource Cloud: www.northumberlandfl.org.uk

A Personal Learning Plan needs to contain targets and steps for achieving those targets. It is essential that the PLP is drawn up with the full involvement of the young person. Discussion needs to take place around what the young person is interested in achieving and what career they are aiming for.

.

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http://www.northumberlandfl.org.uk/


Induction Protocol

Procedures for Induction Should Ensure: That all learners are fully involved in the induction process

That induction delivery relates to all experiences the learner will undertake e.g. the learning programme, the provider, how they will learn, the qualification(s)

and the objectives to be met

A range of induction activities including: ice-breaking sessions, who’s who, the training to be undertaken, requirements of the programme, rights and responsibilities, layout of the building, introduction to any work placements, policies and procedures including equal opportunities, health and safety, an introduction to the contents of the learners handbook where this is provided

All Providers are expected to follow the agreed NCC protocols concerning

1. information sharing and data protection 2. Attendance and registration

Initial Assessment Protocol

Procedures should ensure: All learners are fully involved in the initial assessment process

All learners fully understand the benefits of initial assessment and how the information is to be used

How recommendations on learning requirements will be agreed and met

Constructive feedback is given to learners to highlight existing strengths and area for development

Initial assessment methods are relevant to the programme and individual

The purpose of each method is explained to the learner

Assessment methods are effective and do not discriminate against certain groups of learners

Outcomes of initial assessment are recorded

Learners views collected, collated and analysed

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Progress Review Protocol

Procedures should ensure: The minimum frequency of learner reviews is no more than a term (12 weeks)

An increasing number of progress reviews where learners are identified as having needs

Discussion in progress reviews convers the whole programme, targets in individual learning plan and relevant social or personal issues

Progress is checked on a continuing basis

An action plan is written showing targets for the period to the next review which may include personal learning and behaviour targets

The individual Plan is amended as necessary

Learners’ views are collated through reviews

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Learner Feedback THIS NEEDS TO BE DEVISED, EXAMPLE BELOW Plus examples from Tom Dexter to be discussed and developed

Frequency: Forms completed once a year or at the end of the programme

Q1. Overall, how satisfied or dissatisfied are you with your Provider? Satisfied Neither satisfied nor dissatisfied Dissatisfied

Q2. How satisfied or dissatisfied are you with the quality of teaching on your course? Satisfied Neither satisfied nor dissatisfied Dissatisfied

Q3. How satisfied or dissatisfied are you with the level of support you receive from this Provider? Satisfied Neither satisfied nor dissatisfied Dissatisfied

Q4. How would you rate the information and advice offered by this provider about your course during your induction? Good Neither good nor poor Poor

Q5. And how would you rate the information and advice offered by this Provider about the different options available to you once you completed your course?

Good Neither good nor poor Poor

Please indicate how strongly you agree or disagree with the following statements. Please answer thinking about your provider overall and not just your teachers.

Q6. I am treated with respect by staff Agree Neither agree nor disagree Disagree

Q7. I am treated fairly by staff Agree Neither agree nor disagree Disagree

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Q8. My Provider asks learners for their views on how the courses, teaching and facilities can be improved Agree Neither agree nor disagree Disagree

Q9. Which of the following best describes how your Provider responds to learners’ views? Always Sometimes Rarely Don’t know

PROBABLY MAKE AN ONLINE QUESTIONNAIRE UP BUT NEED THE RIGHT QUESTIONS

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The following documents and links relate to E-Safety.

This link is the e-safety page of the Northumberland Grid for Learning:http://ngfl.northumberland.gov.uk/e-safety/policy.html

This link has many useful documents such as model e-safety policies, and a tool which allows you to make your own policy:http://www.kenttrustweb.org.uk/kcn/e-safety_home.cfm

The e-safety incident reporting flow chart is on the following page.

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http://www.kenttrustweb.org.uk/kcn/e-safety_home.cfm

http://ngfl.northumberland.gov.uk/e-safety/policy.html


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The NCC SLA to go here

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Quality Assurance

Documents

learner feedback appendix

naep appendix

schools appendix

performance data

ncc help

performance of learners

esafety appendix

northumberland learners