Level 2 Certificate in Children and Young People’s Workforce L… · Level 2 Certificate in...
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Level 2 Certificate in Children and Young People’s Workforce Section A must be completed before enrollment, alongside the application form and the On Start section of the Attendance Register Individual Learning Plan and Commitment Statement
Transcript of Level 2 Certificate in Children and Young People’s Workforce L… · Level 2 Certificate in...
Level 2 Certificate in Children and Young People’s Workforce
Section A must be completed before enrollment, alongside the application form and the On Start section of the Attendance Register
Individual Learning Plan and Commitment Statement
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Job role & responsibilities:
Welcome to your training programme. This Individual Learning Plan (ILP) outlines the programme of learning that you agree to complete, with the support of your Manager, your Parenta Assessor/Tutor and other organisations.
Information captured within this ILP & Commitment Statement includes your individual qualification aims, short-term, medium-term and long-term objectives, as well as how you will achieve those objectives. When completing the ILP, if you have any questions about the information contained within, then always ask your Assessor/Tutor for an explanation.
To make this a useful and purposeful document it will be completed and stored on your online portfolio and updated with your Assessor/Tutor regularly. This it to ensure you have all the necessary information you need to complete your objectives.
SECTION A
Apprentice / programme information
Apprentice name:
Framework / standard title:
Level 2 Certificate in Children and Young People’s Workforce
Pathway:
Awarding body: TQUK Apprentice reg no:
Start date: Planned end date: Min. duration:
Funder:
Assessor name: Assessor contact no:
Assessor email:
Planned date for End Point Assessment: EPA assessment organisation:
Training providerName:
Address:
Contact number:
Paid hours workedDay (tick) Start time: End time:
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Total hours worked:
Off the job training requirement(hours for whole course):
Off the job training requirement(hours per month):
Total GLH:
Does starting salary meet minimum requirements?
yes no
Training & funding deliveryElements of training necessary to meet EPA therefore eligible for payment from digital account/co-investment, who will deliver them?
Elements of training addition to meet EPA & will be fully funded by the Employer? Who will deliver them?
Elements of training fully funded by the ESFA, for example English and Maths qualifications? Who will deliver them?
Achievement date:
Learning outcome:
Date of outcome:
On successful completion of this apprenticeship the apprentice will be considered competent in:
Apprentice workplace detailsCompany name:
Address:
Telephone number:
Email:
Contact name:
Workplace mentor:
Job title:
Employment start date:
Employment contract end date (if applicable):
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To help us support you in accessing the best course, please let us know why you would like to complete this course:
Short Term Goals: Long Term Goals:
Commitment to Progress Reviews
A formal progress review must involve the Apprentice, Employer and Training Provider.
Reviews will take place at least every 10 weeks and will usually be held at the Employer’s premises, this will include discussions with all parties and a self-assessment prior to the review by the employer and apprentice. A formal record of the discussion will be provided detailing the feedback and any actions required. This will include progress on all aims relevant to the apprentices’ framework including Functional Skills. Health and Safety and Equality and Diversity will also be discussed at each review.
Employment ChecklistDoes your employer provided you with appropriate PPE (personal protective clothing)? yes no n/a
Have you received your contract of employment and do you understand your terms and conditions? yes no n/a
Are you paid at least the Apprenticeship minimum wage by your employer? yes no n/a
The Company Induction/H&S procedures and responsibilities have been explained? yes no n/a
Has the Employer’s Grievance and & Disciplinary procedures been explained to you? yes no n/a
Agreed action(if appropriate):
Agreed action deadline:
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Delivery plan
Programme type: Framework / standard title: Standard code:
Required elementApprentice
requirements for study
Employer commitments
Provider support and guidance
Delivery org Start date End date Reference number Funding type
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Progression Commitment and Milestones
To ensure that you make good progress and succeed on the course, it is essential that you accept all evidence marked by your Assessor on your online portfolio. On the online portfolio you will see your ongoing progress and the % achieved to date. To ensure that you are able to achieve the course on time it is important that you make at least the following progression. The Apprentice, Assessor and Employer must commit to achieve and support the following progression:
Main Award and ERR
Date milestone Minimum progress Achievement date: Comments:
Date 1/4 way through programme: Minimum 30% progress
Date 1/2 way through programme: Minimum 60% progress
Date 3/4 way through programme: Minimum 80% progress
Additional Learning Support (ALS)Does the apprentice feel that they require additional support? yes no
Did the Apprentice indicate that they have a Educational Health Care Plan (EHCP) in their application? yes no
If ‘Yes’ to any of the above please complete the enclosed support needs questionnaire
Need that ALS relates to: Evidence required to support ALS:
Maths / English / ICT BKSB diagnostic highlighting a need
Other Other assessment highlighting a need
All Functional Skills must be completed in the first 6 months on programme - please see Functional Skills Plan below
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Commitment Statement, Terms and Conditions and Learning AgreementCommitment Statement and Agreement between ‘The Apprentice’, ‘The Employer’ and ‘Parenta’.
Parenta has to comply with multiple regulations regarding the satisfactory delivery of funded training, in order to access funding on behalf of the apprentice and employer. These include, but are not limited to, minimum levels of timely, face-to-face meetings, an adequate pace of learning and timely completions. Many of these require commitment from the apprentice and the employer and this agreement provides a framework for compliance with these requirements.
In line with the ESFA ‘Apprenticeship funding and performance-management rules for training providers’ the employer and prime funder must ensure there is a fully compliant Commitment Statement in place for the entire length of the apprenticeship and that this is fully completed, signed and distributed to the following three parties: prime funder, employer and the apprentice. For those apprentices starting an apprenticeship when aged between 15 and 17 years old (until their 18th birthday) the Commitment Statement must be signed by a parent or legal guardian.
The Apprentice As the apprentice you confirm/commit that:
1. You have received information and advice. You have completed the initial assessments and diagnostic exercises and have discussed your options with Parenta to help make the right course choices for your apprenticeship.
2. You completed the initial assessment for English, Maths and ICT (where applicable) independently and without assistance. Receiving support during the initial assessment is not allowed and may jeopardise your place on the qualification or your ability to gain access to funding.
3. You have a learning plan for your qualification and details of the courses that will make up the framework you will undertake to achieve your apprenticeship. You understand that you will not achieve your apprenticeship unless you complete and achieve the qualifications that are planned.
4. You are not currently enrolled anywhere else, on a course of similar content and level.
5. You know you will have an Assessor/Tutor for this course. You have agreed how much time you will spend on this learning with your Assessor/Tutor and you have agreed when you expect to finish the course. You agree that you will keep in regular contact with your Assessor/Tutor at least every 2 weeks and you will record your progress on this course with your Assessor/Tutor at progress reviews.
6. You understand that if you are not able to continue learning for a period of time, wherever possible, you will tell Parenta in advance. If you cannot tell Parenta in advance, you will do so as soon as possible, and without failure within one month of the start of the break in learning.
7. You have been asked by Parenta if you need additional support for this course, for example if you have a physical or learning need. We have agreed any necessary arrangements and these have been recorded on your learning plan.
8. From your start date, you are settled in the UK and have been resident in the UK for 3 years prior to this and the main purpose for that residence was not to receive full-time education during the 3 year period, OR you have provided the necessary proof/statement of your eligibility for funded learning, and the details of this evidence are noted in your application.
9. You are over 15 and have legally left school.
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10. You understand that you are being supported by funding from the Education and Skills Funding Agency (ESFA) and you agree to the processing of your personal data by the ESFA.
11. You understand that this activity is part financed by the European Union through the European Social Fund (ESF).
12. You promise you will obey the health and safety instructions given to you by your employer and the advice about safe working practice from Parenta.
13. All the information provided by you throughout this document is to the best of your knowledge complete, correct and true. You understand that if you have intentionally provided information to mislead, Parenta reserves the right to claim from you additional fees to cover costs.
14. You understand that if you fail to provide complete, true and correct information in this agreement it may affect your ability to access funding and any funding claimed on your behalf could be reclaimed from you.
15. You will observe the employer’s terms and conditions of employment and the Apprenticeship Agreement, that you agree to:• Be diligent and punctual at all times. This includes attendance at appointments with your Assessor/Tutor.• Be respectful of colleagues, employers, teaching staff in accordance with the main provider, the delivery subcontractor (if applicable) and workplace policies. • Attend courses, keep records, undertake assessments and take part in and contribute to the review process.• Negotiate achievable learning targets and milestones in conjunction with Assessors, Tutors and employer, and to undertake to achieve these objectives and outcomes within an agreed
timescale. • Keep the employer informed of progress towards these objectives.• Notify the employer and the provider as soon as possible, of non-attendance at either scheduled training sessions, reviews or other planned meetings.• Inform the employer and the provider of any health issues which may affect your learning.• Notify the employer and the provider of any change of circumstances.• Behave in a safe and responsible manner, in accordance with the requirements of the Health and Safety Legislation at all times.
Parenta’s AgreementAs the prime funder and training provider we confirm/commit that:
1. We will agree a plan for the apprenticeship delivery including financial value that will (for Standards) include End Point Assessment (EPA) costs that will also cover the external quality assurance to ensure consistency of quality.
2. We will support employers to negotiate with the assessment organisations to secure value for money, especially where the 20% expected maximum of the funding band by the ESFA is exceeded.
3. We will provide appropriate training and support for the employer that is value for money, to ensure the apprenticeship programme can be achieved.
4. We will ensure, where a delivery subcontractor is used to complement delivery, that they meet one of the three criteria as stated in the Apprentice Funding and Performance Management Rules.
5. We will ensure the checking of the eligibility of the apprentice and provide evidence of their eligibility.
6. We will ensure that the Individual Learning Record (ILR) contains the:• Entire duration of the apprenticeship for both training and end-point assessment (if applicable).
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• Agreed prices for training and assessment.• Total cash value of employer contributions received.
7. We carry out thorough assessments that meet the criteria for those apprentices requiring learning support.
8. We will ensure evidence is provided for employers who are eligible for waivered employer contribution.
9. We will ensure that employer contribution payments are collected, evidenced and recorded on the Apprentice’s ILR.
10. We apply for incentives on your behalf, however cannot be held accountable should these not be allocated for any reason.
11. We will ensure that there are no delays with the processing of any incentive payments which the employer is eligible to receive within 30 working days of receiving this funding from the ESFA.
12. We monitor the quality assurance of the delivery by the training provider/delivery subcontractor through regular meetings, audits and observations of teaching, learning and assessment.
13. We will be responsible for resolving any issues or disputes between the employer, main provider, any delivery subcontractors and assessment organisations.
14. We will ensure that all current funding rules are not breached to avoid recovery of all or part of the government funding.
15. We will secure the most advantageous funding available at the point of apprentice commencement.
16. We conduct Initial Advice and Guidance with the apprentice and clearly define expectations for the course, and will make this information available to the employer.
17. We will promptly notify the employer if the apprentice starts to fall behind with their work, or is struggling to maintain the effort required to complete the course.
18. We will provide regular reports of each apprentice’s progress, measured against the expectations of the apprentice journey.
19. We will provide an appropriate individual training plan for the apprentice, in consultation with the employer, to meet the needs of the employer, whilst keeping in line with the agreed criteria for apprenticeships.
20. We will ensure that the training meets the requirements set out in the Contract between the main provider, the delivery subcontractor and the employer.
21. We will appoint suitably qualified Assessors/Tutors to undertake training of the apprentice, provide support and guidance throughout their training and provide an apprentice handbook and induction materials, including access to key policies and procedures.
22. We will advise the apprentice and employer of contact details for nominated Assessors, Tutors and support staff responsible for the relevant training programme.
23. We will at all times comply with Funding Rules and requirements provided by the main provider.
These main responsibilities are taken from the ‘Apprenticeship funding rules for training providers’ August 18 to July 19, v1 where further more detailed responsibilities are clearly outlined for compliance with government funding.
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The EmployerAs the employer you confirm/commit that:
1. In order to be fully funded by the government the apprentice is 16-18 years old and the business has not employed more than 50 staff in the 12 months preceding enrolment.
2. Where the course is part funded you agree to pay the employer contribution of 5% of the course value.
3. You agree to allow Parenta staff to enter your premises as required to complete apprentice assessments, teaching and learning sessions and reviews.
4. You agree to support the apprentice in achieving Maths, English and ICT (where appropriate) and allow the apprentice time out-of-ratio to complete functional skills exams and teaching and learning sessions as needed.
5. You agree to participate in apprentice reviews every 10 weeks or will make the apprentice’s mentor available for these.
6. You will make apprentices available for pre-arranged appointments with Assessor/Tutors and agree to pay the cancellation fee* (currently £80) if a pre-arranged appointment is cancelled with less than 48 hours’ notice.
7. You agree to provide additional support and motivation to the apprentice and undertake to assist the apprentice in any way practical.
8. You agree to pay a £300 early termination fee* should the apprentice withdraw from the programme.
9. You agree to support the apprentice to achieve their qualification in the agreed timescale and pay a fee* of £80 per assessment which is completed past the apprentice’s planned end date.
*NOTE: Fees are only applicable where apprentices are aged 19 and over.
10. The Apprentice is undertaking a new job role OR if in an existing job role, that the individual requires significant new knowledge and skills and that an apprenticeship is the most appropriate learning programme for them.
11. The Apprentice works enough hours per week so that they can undertake sufficient, regular training and on-the-job activity. You confirm that the apprentice will be employed to work at least 30 hours per week on average for the duration of the apprenticeship. Where this is less than 30 hours per week but more than 16 hours. You will provide a verbal statement to the training advisor who will document this confirming circumstances/reasons and acknowledging that the duration of the apprenticeship will change accordingly. If the learner is 16-17 years of age, their weekly hours must not exceed 40.
12. You are aware that if the apprentice works fewer than 30 hours a week the duration of the apprenticeship will be extended to reflect this, this includes any temporary periods of part-time working. All changes to hours must be notified to Parenta who will agree with the apprentice and employer the extended apprenticeship duration.
13. The apprentice has a contract of service which complies with current legislation and is long enough for them to complete the apprenticeship successfully.
14. You will undertake health and safety, legal and contractual responsibilities for the apprentice.
15. You follow an equal opportunities policy which meets all legal requirements.
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16. You understand that Parenta put the information provided by the apprentice and employer on computer file to assist with record keeping and may pass it on to third parties such as funding bodies, referral agencies and employers.
17. You employ and pay the apprentice in accordance with agreed employment terms and conditions and taking into account relevant legislation regarding minimum pay levels and terms and conditions appropriate to the role.
18. You provide the apprentice with an Apprenticeship Agreement which forms part of the individual employment arrangements between the apprentice and the employer, such as the apprenticeship agreement template. This can be a written statement of particulars under the Employment Rights Act 1996, a contract of employment or a letter of engagement, where the employer’s duty under the 1996 Act is treated as met.
19. The apprentice will be an employee on the first day of their apprenticeship and will be paid a lawful wage for the time they are in work and in off-the-job training. The apprenticeship minimum wage can only be paid from the start of the apprenticeship programme and not before.
20. The apprentice’s job is genuine with an accompanying skills development programme to gain the knowledge, skills and behaviours they need for their immediate job and future career. You are aware this will be developed through a wide mix of learning in the workplace, formal off-the-job training and the opportunity to practice new skills in a real work environment.
21. From the start of the apprenticeship, that there is available time to allow for the apprentice to be able to complete the apprenticeship within their working hours, including English, Maths and ICT, if applicable. Evidence of this will be recorded and retained for funding purposes.
22. At least 20% of the apprentice’s paid working hours, over the planned duration of the apprenticeship, will be spent on off-the-job training and this will be agreed with the provider and evidence will be recorded. English, Maths and ICT are not included in this 20% and where an apprentice may need more than 20% off-the-job training this will be agreed between the apprentice, employer and provider. Off-the-job training must be relevant to the apprenticeship framework or standard and not solely for the purpose of enabling the apprentice to perform the work for which they have been employed. Please see a list of off-the-job training activities on page 16.
23. If planned off-the-job training is unable to take place as scheduled, then this must be rearranged to take place in paid hours. All off-the-job training must take place during paid hours. Apprentices may choose to spend time on training outside their paid hours, but this must not be required to complete the apprenticeship.
24. You understand that when the apprenticeship is achieved the apprentice should remain with the employer, where a job opportunity continues to exist and where the apprentice wishes to remain. Where this is not possible, the apprentice must be supported by the provider and employer to seek alternative opportunities.
25. FOR STANDARDS ONLY you will fund re-sits for mandatory qualifications or EPA needed for the apprenticeship where no additional learning is required. The apprentice must be employed until the end-point assessment (where applicable) is completed.
26. You will fund additional training, optional modules, educational trips or trips to professional events not specified in the Apprenticeship Framework or to meet the knowledge, skills and behaviours of the Apprenticeship Standard.
27. You understand that the apprentice must not be asked to contribute financially to the direct costs of training, on programme or end-point assessment (where applicable). This includes both, where the individual has completed the programme successfully or left the programme early. Direct costs include any co-investment or additional training and assessment costs above the funding band that the employer has paid directly to the training provider where this is part of the agreed apprenticeship.
28. FOR STANDARDS ONLY you will pay the difference in costs for end-point assessment for Apprenticeship Standards, where these exceed the 20% of the funding band maximum.
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29. You provide appropriate supervision to support, encourage and monitor the apprentice in the workplace including provision of a nominated mentor and deputy to ensure continuity of supervision.
30. You ensure that recruitment practice is not detrimental either to the apprentice or the apprenticeship brand.
31. You ensure that all current funding rules are not breached to avoid recovery of all or part of the government funding.
These main responsibilities are taken from the ‘Apprenticeship funding: rules and guidance for employers’ Aug 18 to July 19, v1 where further, more detailed responsibilities are clearly outlined for compliance with government funding.
Source references:Taken from Apprenticeship funding: rules for training providers:https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/786465/apprenticeship_funding_rules_for_training_providers_August_2018_to_July_2019_version_2.pdf
Taken from Apprenticeship funding: rules and guidance for employers:https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/786464/apprenticeship_funding_rules_and_guidance_for_employers_August_2018_to_July_2019_version_2.pdf
Definition of Roles:
The ApprenticeAn apprentice is an individual who receives apprenticeship training and, where applicable, end-point assessment through an apprenticeship framework or standard funded by the government.
The EmployerThe employer is where the apprentice works, it is an organisation that has a contract of service and an apprenticeship agreement with the apprentice.
Parenta as the Prime FunderThe prime funder holds a contract with the ESFA, which directly funds apprenticeships from an employer’s apprenticeship service account or government-employer co-investment. The prime funder has overall responsibility for the training and on-programme assessment conducted by themselves and their delivery subcontractors, and have a contractual relationship on behalf of the employer for the end-point assessment conducted by an end-point assessment organisation.
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Eligible Off-the-Job Activities
The apprentices Assessor/Tutor will support with this and assist the apprentice to complete the off-the-job training register.
Job ShadowingJob shadowing is a common training technique for new employees or apprentices. Job Shadowing essentially involves spending a period of time with an experienced member of staff, observing everything that he or she does that is related to the work that is expected to be accomplished as part of the daily routine of the job. The apprentice will act as the observer, and the experienced member of staff as the demonstrator. This allows the apprentice the opportunity to see what is involved in performing the tasks associated with the work.
Job SimulationJob simulations are employment tests that ask apprentices to perform tasks that they will eventually perform on the job. Apprentices complete tasks that are similar to tasks they will complete on a day to day basis once they are confident. For example, completing example accident report forms or trial different child observation. By using job simulations, employers can evaluate whether an apprentice is ready to do the job.
Online LearningOnline learning is a way of gaining underpinning knowledge and being able to learn at their own pace without needing to attend classes. This can be internet research where you find relevant information that you can read and gain knowledge from.
Manufacturer TrainingThis would entail training within the organisation of the technical skills required for the role. A person who gives a younger or less experienced person help and advice over a period of time, especially at work.
MentoringA person who gives a younger or less experienced person, such as an apprentice, help or advice over a period of time. Usually at the onset of the apprenticeship a mentor is appointed who is happy to pass on some of what they’ve learned over their employment to an apprentice who will benefit from their experience.
Industry VisitsAny time which is spent out in industry counts towards ‘off-the-job’ training. The apprentice may be taken, via their training provider or employer, to an organisation similar to their own employer to learn new skills or see a different type of work in action. The visiting of a site other than their main place of work is an example of ‘Industry Visits’.
Time Writing Assignments/AssessmentsThe apprentice will be given research and assignments to complete by their assessor. It is important that they are given time to do this within their normal working hours. When completing any written work for the apprenticeship in this way, the time taken should be fully documented as ‘off-the-job’ training.
Additional Learning SupportIf the apprentice requires additional support for learning so that they can get the most out of the apprenticeship then this will be organised with the employer. The support that is subsequently received to help you achieve the apprenticeship will be considered to be ‘off-the-job’ training.
CompetitionThe apprentice may be asked if you would like to enter into a skill competition, either by the training provider or employer. This is very beneficial and can result in gaining many new world class skills which will help the apprentice to be successful in their career. If given the opportunity to do this, it can be documented as time spent on ‘off-the-job’ training towards the apprenticeship.
Teaching and LearningAny taught sessions that take place between the assessor and the apprentice in the way of teaching and learning sessions, presentations, and delivery of underpinning knowledge which is carried out in work hours is considered to be part of ‘off-the-job’ training.
Role PlayNo doubt you wish to ensure that your apprentice is confident, has the skills and abilities to deal with situations before placing them into difficult/challenging positions. These attributes can be gained through effective role play, for example dealing with a difficult customer where advice and guidance can be given to the apprentice on the best way to approach this.
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Supervision, mentoring and other support activity 1. The Employer to provide appropriate supervision to support, encourage and monitor the apprentice in the workplace:
• Nominate a mentor and deputy to ensure continuity of supervision of the apprentice.• Fulfil responsibilities for the Safeguarding of the apprentice in accordance with relevant legislation.
2. To provide opportunities for the apprentice to apply new skills in the workplace:• To support the apprentice by providing time to complete the necessary assignments/assessments/projects.
3. The Main Provider will monitor the Quality Assurance of the delivery by the Delivery Sub-Contractor (if applicable) through regular meetings, audits and observations of teaching, learning and assessment.
4. All parties to contribute to, and participate in, apprentice review meetings at maximum 12 week intervals.
Working togetherThe Employer and the Apprentice will work together with the Training Provider’s representatives to ensure that the Apprentice has the best chance to achieve. In so doing, each parties’ roles and responsibilities should be read carefully in this Commitment Statement (page 11) with further recourse to the appropriate, identified Funding Rules.
Resolving problems between the Employer and Main Provider (including delivery sub-contractor if applicable)
The Complaints and Appeals procedure are available in the learner handbook and from:
https://www.parenta.com/policies/
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SECTION B
Initial assessmentWhat is your job title and what does your work involve?
What mandatory training (including inhouse / induction) or qualifications do you need for your job?
Have you been provided with training in your job role by your current employer?
What are your interests and hobbies?
How long have you been in your current job role (with your current employer)?
How would you like your job role to develop?
What other prior work experience do you have?
Skills scan
Use your job description and in discussion with your manager and assessor/tutor please tick any of the three columns that best describe your involvement in these responsibilities.
Qualification: Level 2 Certificate in Children and Young People’s Workforce
Initial assessment and Functional Skills
Initial assessment results
English Maths ICT
Area / competence always sometimes never
Do you understand how to plan work and be accountable to others
Do you understand how to behave in a way that supports effective working
Are you able to plan and be responsible for own work, supported by others
Do you behave in a way that supports effective working
Are you able to agree own development plans
Do you provide accurate information, using appropriate verbal and written communication techniques
Are you responsible for managing a budget
Are you involved in ensuring that operational problems are resolved
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Once your initial assessment is completed please complete the diagnostic assessment and then start working through the resources on the BKSB platform.
Exemptions
Functional skill Level Exempt Exemption evidence e.g. GCSE cert Achievement date
English n y
Maths n y
ICT n y
Maths English
The apprentice has a level 2 and is exempt from Functional Skills
The apprentice has a level 1 and is continuing onto level 2
The apprentice does not have a level 1 and has achieved below level 1 in initial assessment
The apprentice does not have a level 1 and has achieved a level 1 or 2 in their initial assessment
Receiving specialist tutor support
English Maths ICT
All apprentices must work towards level 2 Functional Skills. If it is deemed appropriate for the apprentice to start at level 1, then they must start working towards level 2 as soon as level 1 is achieved. If you think that this effects the apprentice, please discuss this with the Regional Training Manager
If the apprentice has already achieved Level 2 in English or Maths ( i.e. Level 2 Functional Skills, GCSE grade A*- C) that meets the minimum requirements of the apprenticeship framework before they start, then they are exempt from taking English, Maths or ICT.
If the apprentice has already achieved a Level 1 in either English, Maths or ICT (i.e. Level 1 Functional Skills, GCSE grade D-E) that meets the minimum requirements of the apprenticeship framework before they start, they must start, continue to study and take the test for Level 2.
The apprentice’s initial assessment results will determine which level English, Maths and ICT they are enrolled on. If the apprentice achieves below level 1 then it may be appropriate for the apprentice to start with Level 1 functional skills. However, if they achieve a level 1 or level 2, then they will be enrolled onto Level 2 functional skills. All learners must work towards and aspire to achieve level 2 Functional Skills.
Functional skills plan
Functional skill Dates Teaching and learning plan Additional support record
English
Level:
Start date:
Planned end date:
Actual end date:
Maths
Level:
Start date:
Planned end date:
Actual end date:
ICT
Level:
Start date:
Planned end date:
Actual end date:
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This section details the units that are included in your programme. Your assessor will confirm the mandatory and optional unit choices agreed with you and your employer. Please indicate your Knowledge and understanding of each of the units listed below in line with your job description, previous knowledge and experience.
Diagnostic assessment
G = Good This would indicate that the apprentice has already completed this unit or has already completed learning towards this unit. Credit transfer can be used or the apprentice requires no further learning.
L = Limited This would indicate that the apprentice has little knowledge or experience within this unit and requires additional learning.
S = Some This would indicate that the apprentice has some knowledge or experience towards this unit and requires additional learning.
All units mandatory and optional units must be included
Mandatory units - 29 credits
Unit titles G S LEvidence of RPL / credit
transferComments
% of unit to be delivered (0, 50 or 100)
Included in programme
Method of assessment
Planned end date
Actual end date
Contribute to the support of child and young person development
QCA ref No: Y/601/3236
yes
no
Contribute to children and young people’s health and safety
QCA ref No: J/601/3491
yes
no
Contribute to the support of positive environments for children and young people
QCA ref No: H/601/3496
yes
no
Understand partnership working in services for children and young people
QCA ref No: M/601/3498
yes
no
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Mandatory units continued
Unit titles G S LEvidence of RPL / credit
transferComments
% of unit to be delivered (0, 50 or 100)
Included in programme
Method of assessment
Planned end date
Actual end date
Introduction to communication in health, social care or children’s and young people’s settings
QCA ref No: F/601/5465
yes
no
Introduction to personal development in health, social care or children’s and young people’s settings
QCA ref No: L/601/5470
yes
no
Introduction to equality and inclusion in health, social care or children’s and young people’s settings
QCA ref No: R/601/5471
yes
no
Child and young person development
QCA ref No: H/601/3305
yes
no
Safeguarding the welfare of children and young people
QCA ref No: K/601/3323
yes
no
Maintain and support relationships with children and young people
QCA ref No: D/601/7403
yes
no
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Mandatory units continued
Unit titles G S LEvidence of RPL / credit
transferComments
% of unit to be delivered (0, 50 or 100)
Included in programme
Method of assessment
Planned end date
Actual end date
Supporting children and young people’s positive behaviour
QCA ref no: T/601/7407
yes
no
Mandatory units - Group O - minimum of 6 credits
Unit titles G S LEvidence of RPL / credit
transferComments
% of unit to be delivered (0, 50 or 100)
Included in programme
Method of assessment
Planned end date
Actual end date
yes
no
yes
no
yes
no
yes
no
19
Other qualifications Method of delivery / assessment Expected end date Actual end date
Employment Rights and Responsibilities
Personal Learning and Thinking Skills
Full delivery of programme required?
Any reduction in delivery or programme (funding) required?
Does the length of the programme need to be reduced as a result of the diagnostics?
Explanation to justify full programme delivery or reduction in programme length
Employment rights and responsibilities
Dates Planned support (if required)
Start date:
Planned end date:
Actual end date:
20
In consultation with your apprentice and employer, complete the below form in order to calculate the total 20% off the job GLH your apprentice will be required to complete throughout the duration of their apprenticeship.
On and off the job training needs to be planned in consultation with the employers so that they are very well co-ordinated with apprentices’ development at work and fully support the apprentices progress.
Apprentice / programme / employer information
Apprentice Name: Employer Name:
Framework / standard title:
View a completed example here
Off the job training plan
Off the job training hours planAs an Apprentice you will be required to commit to off-the-job training hours, this will include being released from your normal duties to complete study and teaching and learning with your Assessor. You will also be required to complete assessment activities with your Assessor approximately every 8-10 weeks. Please complete the following Off-the-job training plan with your Assessor and Employer to show how this will be met.
Apprentice hours per week
Weeks on programme
Less annual leave entitlement weeks
Annual leave entitlement for duration of the programme
Minimum 20% calculation hours
21
In consultation with the employer plan hours for each activity for each month - To be completed in normal working hours
((34.4) This document will give evidence that the job allows the apprentice to gain wider employment experience as part of the apprenticeship)
(Record details on the review forms each month)
How many hours each month will the activity take place?(During programme record details on the review forms and relait to apprentices programme)
M1
M2
M3
M4
M5
M6
M7
M8
M9
M10
M11
M12
M13
M14
M15
M16
M17
M18
M19
M20
M21
M22
M23
M24
Total
Work place training - Number of hours planned by month to be spent on practical training by Parenta staff in the workplace(NOT programme reviews or on programme assessments)
Work place training - Number of hours by month planned for online learning by the apprentice (Off the job training cannot be ALL distant learning)
Employer - Number of hours by month to be spent on training, role playing, simulation exercises, manufacturer training
Employer - Number of hours by month to be spent on Shadowing
Employer - Number of hours by month to be spent with apprenticeship specific 1 to 1 Mentoring
Employer - Number of hours by month to be spent on Industry visits
Employer - Attendance at relevant competitions
Employer - Time given to spend on directed self study - writing assessments/ assignments
Activity on a project for the workplace AND relating to the apprenticeship
Other - related to the apprenticehsip - as negotiated with employer
Total
View a completed example here
22
Total other off the job planned hours
Total number of off the job hours planned(total plus total other planned hours)
How many more hours are required?(total required minus total planned)
23
C O M P L E T E D E X A M P L E
In consultation with your apprentice and employer, complete the below form in order to calculate the total 20% off the job GLH your apprentice will be required to complete throughout the duration of their apprenticeship.
On and off the job training needs to be planned in consultation with the employers so that they are very well co-ordinated with apprentices’ development at work and fully support the apprentices progress.
Apprentice / programme / employer information
Apprentice Name: Employer Name:
Framework / standard title:
Back to form
Apprentice hours per week
Weeks on programme
Less annual leave entitlement weeks
Annual leave entitlement for duration of the programme
Minimum 20% calculation hours
24
C O M P L E T E D E X A M P L EIn consultation with the employer plan hours for each activity for each month - To be completed in normal working hours
((34.4) This document will give evidence that the job allows the apprentice to gain wider employment experience as part of the apprenticeship)
(Record details on the review forms each month)
How many hours each month will the activity take place?(During programme record details on the review forms and relait to apprentices programme)
M1
M2
M3
M4
M5
M6
M7
M8
M9
M10
M11
M12
M13
M14
M15
M16
M17
M18
M19
M20
M21
M22
M23
M24
Total
Work place training - Number of hours planned by month to be spent on practical training by Parenta staff in the workplace(NOT programme reviews or on programme assessments)
Work place training - Number of hours by month planned for online learning by the apprentice (Off the job training cannot be ALL distant learning)
Employer - Number of hours by month to be spent on training, role playing, simulation exercises, manufacturer training
Employer - Number of hours by month to be spent on Shadowing
Employer - Number of hours by month to be spent with apprenticeship specific 1 to 1 Mentoring
Employer - Number of hours by month to be spent on Industry visits
Employer - Attendance at relevant competitions
Employer - Time given to spend on directed self study - writing assessments/ assignments
Activity on a project for the workplace AND relating to the apprenticeship
Other - related to the apprenticehsip - as negotiated with employer
Total
Back to form
25
Length of programme
Is the apprentice working less than 30 hours per week?
If yes, please indicate the length of programme adjustment below
yes
no
Length of programme adjustment:
Evidence of any credit transfer / RPL
Assessor to confirm below if the apprentice has any units already achieved or relative prior learning which could result in the apprentice not having to complete all units.
Units already achieved credit transfer Recognition of prior learning Evidence provided
26
Teaching and learning goals
Short term goals
How will they be achieved?
Long term goals
How will they be achieved?
Teaching and learningUsing the diagnostic for the main course, Functional Skills and PDBW (Personal Development, Behaviour and Welfare, including employability skills) please provide details of topics or subjects that will require additional teaching and learning.
Topic area or subject Unit number(s) or state PDBW Unit name(s) or PDBW theme
27
Teaching and learning goalsIn order for you and your Trainer Assessor to create an individualised plan that works for you, summarise how you like to learn new information. To work out whether you are ‘visual’, ‘auditory’ or ‘kinaesthetic’, take the short BKSB Learning Styles assessment or paper based version.
Visual (what you see)
Auditory (what you hear)
Kinaesthetic (what you do)
Assessor to detail below any changes to how delivery or programme will take place as a result of LSA
Induction checklistThe following has been discussed as part of your Induction to your learning programme
Programme content, delivery and assessment arrangements (including support arrangements)
Equality and Diversity
Safeguarding
Health and Safety(the Safe Apprentice Principles)
Data Protection and rights to access data records
Appeals and Complaints processes (including grievance)
Apprentice code of conduct
Benefits of training and development for both personal and employment reasons and possible future career routes
Content of this award and its relevance to my current job role
The process and timescales of this training and the likely requirement and attendance by me
Progression and Development Opportunities
Guided Learning Hours
The role of Functional Skills, ERR and PLTS within the Apprenticeship
Apprentice Progress Review arrangements - discussed with both employer and apprentice
Initial Advice and Guidance
ALN / ASN support agreed (if applicable)
Off the job training hours - release from work and commitment to training / time off to study
Employer role and responsibilities - Health and Safety, Equality and Diversity, legislation (off the job GLH) and confirm work place mentor
Please detail any areas in which the apprentice will require any additional support
28
Health and Safety, Safeguarding and Equality and Diversity Apprentice Monitoring RecordAre you aware of your Employer’s Health and Safety Policy?
Who is responsible for managing Health and Safety in your workplace?
Where is your first aid box located?
Where are your fire extinguishers kept?
Where are your fire exits located and where is the assembly point?
Where is your accident book located?
What would you do if you found a Health and Safety problem?
Are you aware of your Safeguarding rights and responsibilities?
What does the word ‘Safeguarding’ mean to you?
Who is your contact if you have any Safeguarding issues or concerns?
Do you have any concerns about Safeguarding in your working or social life?
What does Equality and Diversity mean to you?
How do you feel cultural issues are addressed at work?
Do you know where to find Information on Equality and Diversity?
Are you aware of who to contact if you have an Equality and Diversity concern?
29
Review plan
Date of review visit Notes
Evidence of learning at startWhat learning activity did you complete?
What did you learn from this activity?
How will you/your setting benefit from this learning?
IAG initial course review
Have you accessed your on line portfolio?
Are you working towards your first assessment plan?
Have you completed your BKSB diagnostics?
Do you have your Assessor’s contact details?
Are you aware of the appeals procedure?
Have you read Parenta’s plagiarism policy?
Do you have any Safeguarding Issues?
Do you know who the Health and Safety representative is within your setting?
Have you read and signed the Apprentice Code of Conduct?
Have you completed the first personal skills survey?Please follow this link: https://survey.zohopublic.eu/zs/MWB8QG
Have you completed the first entry on your personal development plan?
Have you completed Prevent and British Values teaching and learning sessions?
Have you discussed career progression routes with your assessor and added these to your personal development plan?
Have you started the citizenship and extra-curricular activities section of the personal development plan?
Do you understand how to use the learning log?
Are there any questions you would like to ask?
30
IAG mid-course review
Progress against programme objectives:
Any changes to programme outcomes agreed:
Have any additional training needs been recognised?
Have you completed the mid-course personal skills survey?Please follow this link: https://survey.zohopublic.eu/zs/qJB8o5
Have you completed Prevent and British Values teaching and learning sessions?
Have you returned to and updated your personal development plan?
Have you returned to and updated the citizenship and extra-curricular activities section of your personal development plan?
Has your employer completed the employer feedback form and contributed to reviews?
Have you and your assessor been recording learning in your learning log?
Has the Apprentice Review been completed with the assessor?
16 - 18 year olds only
Has the apprentice’s parent been updated on their progress? yes
Parental comment on Progress:(If parental comment is ‘not appropriate’ or ‘not available’ please state this)
Exit IAG course overview
Was the programme achieved?
If No, please detail reasons:
Review of learning programme:
Possible progression routes for career development:
Is there an interest in further training? If so, what?
Has the apprentice completed their evaluation and feedback form?
Has the apprentice completed the end of course personal skills survey? Please follow this link: https://survey.zohopublic.eu/zs/ZUB8GT
Have you completed the whole Prevent and British Values course and taken the multiple choice questionnaire?
Has the apprentice completed all parts of their personal development plan?
Has the apprentice and assessor added all learning activities to the learning log?
What are the apprentice’s future plans?
Apprentice survey
Is the apprentice aware that they will (if not done so already) be invited to participate in a mid-course apprentice survey and the importance of their feedback?
yes
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Parenta, 2-8 London Road, Rocky Hill, Maidstone, Kent, ME16 8PZ, Reg No 05249690
Working together for our children
Updated: 17/10/19
