QUALITY ASSURANCE POLICY

Overview

Altamira Training Academy (ATA) is committed to maintaining high academic standards as well as continually enhancing the quality of its programmes. We seek to achieve these standards by:

Developing a comprehensive and rigorous system of quality assurance, augmented by internal systems of peer and learner review.
Encouraging a culture of ownership and commitment amongst both academic and administrative staff members.
Constantly enhancing its relationships with its external partners and ensuring best practice through this interaction.

Aims

We seek to provide a high-quality learning environment through the continuous improvement of its resources.
We are committed to a high-quality provision that ensures that every learner receives the most appropriate education in line with their aspirations and abilities.
To achieve these objectives, we regularly review key aspects of provision including, staff development, monitoring, and review and the sharing of best practice, particularly in conjunction with its external partners.

Implementation

To ensure that these aims are implemented, we:

Carry out observation of teaching and learning at least twice for a cohort.
Actively work to ensure that everyone in the Academy community owns and shares the aims of the policy. This to be achieved through interaction at a number of levels outlined below.
Design procedures that ensure the reports of external bodies are implemented.
Regularly monitor admissions criteria, in line with the recommendations and requirements of its external partners and government legislation.
Ensure that we all staff understand the objectives of the Academy.

Delivery

We deliver the quality policy at a number of levels:

Through the Management Committee, the overall Mission of the Academy is being achieved.
The Academic Committee, which holds the ultimate responsibility for academic quality in the Academy and advises the various academic departments.
At a Departmental level through the Heads of Programme and their staff, are responsible for quality in their specific departments.
At a learner level through Learner Services, the head of admin works closely with the Class Representatives.

A great deal of the Quality Management of the Academy developed a partnership with the external bodies it works with, including other professional bodies. These bodies are responsible for curriculum and adherence to the benchmark statements. Accordingly, close liaison with these bodies is seen as a major objective of quality assurance. This is achieved through:

The Annual Monitoring Reports on programmes produced by each department and the subsequent feedback from the awarding body partner.
Regular visits from the partner institutions to share best practice and review performance.
Regular visits of Academy faculty to partner institutions to develop peer review.
The approval of Academy faculty by the external bodies.

Quality at a Learner Level

Providing learners with a high level of support is a primary objective of the Academy. Specific measures to ensure quality at this level will include:

The provision of learner feedback forms both during and at the end of each course.
The provision of Learner Services and Department Administrators to provide a conduit for learner complaints and suggestions.

Monitoring, evaluation, and development:

The ultimate responsibility for monitoring and developing this policy lies with the Academic Committee and awarding bodies, the Management Committee will liaise with Departmental Heads and External Bodies as appropriate. Any changes will be presented in the form of action points that can be regularly evaluated.

LEARNER RECRUITMENT AND ADMISSION POLICY

Admissions Statement

Altamira Training Academy (ATA) is committed to excellence in admissions and aims to provide a professional and fair service for applicants. Altamira Training Academy aims not only to select learners who have the ability and motivation to benefit from the programmes which they intend to follow and ensure that no prospective or existing learner is treated less favorably on the grounds of age, race, color, nationality, ethnic origin, faith, disability, status, sexual orientation, gender, marital or parental status, political belief or social economic class.

Overall aims of the policy

The aims of the Learner Recruitment and Admissions Policy are to ensure that:

A wide range of flexible educational and training programmes are available to meet the needs of the UK Educational Authorities and the relevant awarding bodies.
Opportunities are developed to allow access and progress to higher levels of study.
Selection is based on clearly specified criteria which are available in our prospectus

Admission regulations and Policy Framework

Our Learner Recruitment and Admissions Policy complies with all appropriate national legislation and takes account of national guidelines governing the recruitment and admission of learners. We also comply with the guidelines and principles outlined by the funding bodies such as ESFA and external awarding bodies for the Assurance of Academic Quality and Standards in Further Education.

Our aim to provide and conduct our admissions procedure and processes in an efficient and effective manner taking into account the procedures and documented policies that are accessible to staff members within the institution, potential candidates, applicants, clients and all those who are involved in the admission processes.

Principles of Selection

To attract and retain learners, from wide and diverse national and international communities, who have the potential to complete their programme of study successfully and benefit from the experience where places are limited, available places are offered to those applicants who are best able to contribute to and benefit from their chosen programme
We are committed to transparency in its admissions procedures. All applicable selection criteria are published in relevant recruitment literature and promotional materials (e.g. Prospectus, Course leaflets) and on our websites. Similarly, our aim to provide relevant, current, precise and most importantly accessible information that will inform the applicants about their options and will consequently aid their decision making.
Selection is primarily based on academic criteria; and no candidate will be excluded from entry to a programme by reason of religious belief, political opinion, racial group, gender, age, marital status, sexual orientation, disability or responsibility for dependants.
Our admission staff members are competent, equipped and committed to the quality and to ensure right judgments for the admissions of the candidates to the programme. All our admission staff members are equipped with all the relevant policies and necessary skills and expertise regarding admissions such as undertaking interviews, assessment of the applicant’s qualification and credentials.
Our admission staff members will also be updated in as much as required with the new policy and guidelines made by the funding bodies like ESFA and with the relevant national legislation in order to maintain quality assurance of all the knowledge and information to be disseminated to learners, potential and interested candidates for admissions to higher education.

Selection criteria

The admissions criteria will take into account ATA policy, national guidelines, and relevant legislation.
Selection criteria are considered carefully in order to ensure that the assessment of applicants is fair and transparent.
Selection criteria are reviewed regularly in order to ensure their ongoing relevance to developing curriculum and teaching and learning practice, and in the light of changes in the applicant pool.
Our selection criteria, policies and procedures are made clear for all candidates and are strictly monitored and followed consistently and expeditiously.
Equivalent criteria will be considered for applicants where standard procedures do not produce equivalent evidence. We may seek and take into account additional information which may include alternative evidence of an ability to meet the selection criteria and evidence regarding the reasons why it was not possible to demonstrate meeting the criteria by standard procedures, for example, mature learners without the relevant formal qualifications may be granted admission into a course of studies.
Learner application will be assessed against valid academic and non-academic selection criteria specific to the course of study for which learner have applied for Information on course-specific entry requirements can be found on the Academy website. Entry and selection requirements may vary from programme to programme depending on the nature of the course and any specific guidelines from concerned warding bodies.

Entry Requirements

We welcome applications from learners achieving excellence in a wide range of qualifications. Individual courses reserve the right to judge the relevance and the acceptability of any qualification or individual subject when considering and application. Where any UK qualifications or subject are less favoured, this will make clear within the published selection criteria against individual courses.

Further Education programmes

We apply minimum entry requirements for all the Further Education Programmes. These take into account the recommendations of awarding organisations and represent the qualifications which applicants are normally expected to present for entry. However, all programmes will specify additional entrance requirements and these appear against individual programme entries in our printed prospectuses and website.

Non UK qualifications

We accept a broad range of non-UK qualifications, although we require a translation for an overseas qualification or award certificate. Further information may be found in General information of our Prospectus and some of marketing materials, for more details and if you require specific advice you may contact us or email us.

Accreditation of Prior Accredited and Experiential Learning (APEL)

We recognise both certificated and experiential learning irrespective of the context in which it is achieved as per relevant Awarding Body Guidance. Accordingly, we will accredit alternative forms of learning, provided these can be evidenced in writing and authenticated at the appropriate level as per relevant awarding Body Guidance.

Disabled Applicants with Special Needs

We strive to be an inclusive learning environment and welcomes and encourages applications from persons with special needs. If we are unable to meet the needs of the prospective learner, he/she may be referred to another Academy or body corporate that may be able to meet the needs of that learner.

Selection and entry criteria

We recognize that standard selection measures and procedures may not enable applicants with special needs to demonstrate fully their competence for their chosen programme and so will seek to take into account alternative evidence, such as examples of previous work, additional references or evidence gained during an interview in order to ensure equivalent consideration

We will also consider making reasonable adjustments to those general entrance requirements which are essential to a programme but not attainable for reasons related to the specific needs of individuals with special needs. We will work with Awarding Organisations to ensure that applicants with special needs are not discriminated against.

Communication during the application process

All applicants are encouraged to inform ATA about special needs or medical conditions at an early stage in order to discuss the support which may be required.
Applicants who disclose a special need are assured that the information provided will be treated sensitively and in accordance with our Data Protection policy.
Applicants are encouraged to contact the Learner Support/IAG Officer at any time during the application process to discuss matters related to the support we may put in place for them and discuss their chosen programme of study.

Administration of the Admissions Process

All our staff are involved in the admissions process will be careful to note the potential need to make reasonable adjustments to procedures for disabled applicants

Admissions

We are committed to providing accurate admissions and course information which is clear, comprehensive and easily accessible for enquirers learners and to our recruitment consultant. Admissions and course information including detailed information about entry requirements for Applicants is published in the prospectus and on our website.

We aim to provide accurately and up to date information in all of our publications, but – as the print prospectus is published before the beginning of a course. Learners should always refer to our website for the most up to date admissions and course information or can enquire through our inquiry form on our website. A prospectus is also produced for markets overseas, and involve the management of agent networks as well as coordinated in-country missions with academics across the UK.

Fraudulent statements/omissions

Admission to ATA is subject to applicants disclosing all facts and information relevant to their application. If, during the course of the consideration of an application, or subsequently an applicant is discovered to have omitted any information requested in the instructions or the application form, or has made any misrepresentation therein or given false information, we reserve the right to withdraw an offer of a place and/or dismiss their application.

Procedures for making offers

Admission Procedures is imperative for both prospective candidates and we will be fully informed of the processes of the admissions, it should be consistent and must be followed accordingly.

After assessing the candidate’s qualification, English and Mathematics initial assessment test would be carried out.
Conditional Offer will be given to candidates who qualify and possesses the skills to undertake the course assessed with. However, the offer is subject to the applicant completing the requirements detailed and mentioned on the conditional offer letter.
Candidates who wish to take up the offer will have to follow the admissions procedure, similarly if do not wish to take up the offer.
For candidates who were given a conditional offer or if they do not achieve or meet the requirements set upon will be provided with a full explanation and clear information about the action, they should take in order to achieve or to meet the criteria specified in the offer.
All successful applicants must demonstrate that they have met entry criteria to the required level as specified for each programme on our website. Offers may be conditional upon subsequent achievement in academic examination or other methods of assessment, as specified during the application process.
If for some reason candidates/applicants were not able to proceed with the admissions process, applicants may request a deferral of entry to a later year. The decision of whether to grant or to decline the request of the deferral entry to a later cohort will be deliberated and will be based on clear criteria by relevant bodies including Awarding bodies’ course entry requirements.
We reserve the right to alter timetables, content of a programme such as changes with the modules or any significant adjustment with teaching and assessment, we will inform the prospective learners of the significant changes at the earliest time possible in order to make necessary adjustments, and will guide and support candidates of the arrangements or alternative options available.

Feedback to unsuccessful applicants

We understand that some candidates may not pass or meet the requirements set upon the academic department/ course programme or the ESFA, in such cases, we give a careful consideration on how to convey to the candidates that their application has been unsuccessful.

We will provide feedback on the request to unsuccessful applicants. This will not constitute a reconsideration of an application. Feedback will only refer to the selection criteria employed by the programme and will only be provided on receipt of a written request from the applicant, candidates will also be informed of this procedure.

Complaints and Appeals

We have policies and procedures in place for responding to any applicant’s complaints in terms of institutions operations, admission process and procedure. We also ensure that all staff members involved in this procedure will be equipped with knowledge and are familiar with the policies and procedures.

At the end of the admissions procedure, prospective candidates will be well informed about the policies and procedures. We ensure that candidates will be well informed about the procedures if the application is successful or unsuccessful. Candidates will also be notified about the forms that are readily available such as feedback forms for unsuccessful candidates and complaint forms if in any case that they are dissatisfied with the procedures of admissions. This information will be disseminated to the candidates verbally and will be provided with necessary documents such as brochures.

In considering the most appropriate manner to respond to any complaint or appeal made by applicants, we will, first of all, determine in the earliest stage as possible the reason for the complaint. Candidates are encouraged to resolve the matter informally and in an amicable manner if possible.

Procedure for applicants disclosing a criminal record

We have a duty to ensure the safety of its learners and staff. Where an applicant indicates a criminal record, the application will first be judged against the academic and other criteria specified for the programme. If the application meets these criteria, the application will be assessed in order to ensure that neither the applicant nor our community will be put at risk if the applicant enrolls on our programmes. The applicant’s information will only be shared with those who are involved in the consideration of the application and the applicant will be kept informed throughout the process.

Use of inquiry data

We may use contact details acquired during inquiry or application to provide enquirers or applicants with details of programmes it believes may be of interest, particularly where an offer of a place on the chosen programme may not be possible.

Freedom of Information requests

We are aware of its responsibilities to respond to requests for aggregated data under the Freedom of Information Act 2000. All such requests will be dealt with confidentiality.

The authenticity of Previous Certificates

In all cases, we will make an inquiry to relevant awarding bodies in order to establish the authenticity of any certificates presented.

Data Protection

We use the retention and storage of data fully comply with the Data Protection Act 1998 and GDPR 2018.

Learner Finance

This will be published as per the prevailing price list.

Admissions Complaints Procedures

If learners wish to make an appeal or complain against the decision made by the Academy, Appeals or complaints should be made in writing to Admissions/Administration Manager within 28 workings days of the decision made by the Academy.
Admission Manager will carry out an initial investigation of the circumstances leading
If the appeal is made on academically related grounds it will be passed to Director of Studies
If the appeal is made on administrative grounds (including maintenance funds requirement published by UKVI) will be passed to the Admissions team.
Admission/Admin will communicate the decision which is final to the appellant

For another type of complaints, please see our complaints policy and procedure

Equal Opportunity and Diversity Policy

Altamira Training Academy (ATA) states a commitment that equality should be supported with Equal Opportunities Policy together with the code of practice and action plan where applicable. We value each member of the community and recognizes the contribution made to the ATA life by learners (full-time, part-time, local/overseas learners), academic staff, support staff, and directors.

The key elements for our Academy are to achieve success and it would be demonstrated a commitment to and an involvement in using equality initiatives at all levels. The statement of this policy is subject to various legislative requirements concerning discrimination, equal opportunities and the disclosure of information.

• The Equal Pay Act 1970,
• The Equal Pay (Amendment) Regulations 1983,
• The Sex Discrimination Acts 1975 & 1986,
• The Race Relations Act 1976.
• The Disabled Persons (Employment) Acts 1944 & 1958
• The Rehabilitation of Offenders Act 1974,
• Data Protection Acts 2010

Discrimination always creates a victim and causes distress.

As a matter of principle we will not discriminate any member of the community who will be treated less favorably than another on any of the following grounds:

• Age
• Disability
• Gender
• Religion
• Marital status
• Nationality
• Race
• Ethnic origin
• Financial status
• Religious or political view or affiliations
• Sexual orientation
• Socio-economic background
• Transsexualism
• Mental health problems
• Family responsibilities
• Or any other reasons

Nor will they be disadvantaged by placing on them of any condition or requirement which cannot be justified.

Code of Practice

• Learner Admissions and Contract
• Access
• Assessment
• Curriculum Content and Delivery
• Environment
• Monitoring
• Teaching
• Staff Training

Learner Admission and contract

All learners will be given a learner contract form to complete. This contract will be based on equal opportunities for all learners which also includes the Rules and Regulations of the ATA. It will entail the non-discriminatory language and will encourage applicants from groups that are under-represented. Prospective learners will be given realistic guidance on the costs they can expect to face and of financial support arrangements available to them. Learner’s academic qualification provides evidence in the assessment to enhance their position to obtain a qualified certificate, diploma or degree. Many requirements are accepted to meet the general entry requirement of a particular course.

Access

Prospective staff and learners will be informed of the commitment to Diversity and Equal Opportunities. We follow the admission system for learners and, recruitment and selection for staff, bias-free, in keeping with Equal Opportunities. Our staff will make every effort to ensure that non-biased advice on courses and non-biased career guidance for prospective learners who request counseling. Prospective learners and new staff will be informed of the existence of supporting services provided for users as well as child-care facilities and some additional facilities related to easy access could be provided based on circumstances. We are committed in improving access to the Academy buildings, whenever possible for learners, who are disabled physically and/or sensory impaired.

Assessment

The objective is to provide a fair method of assessment for equality of opportunity to all of our learners. Special arrangements will be made available for learners with known disabilities to compensate for the restrictions imposed by the disability without affecting the validity of examinations and assessments.

Curriculum Content and Delivery

Consultation and guidance are available for all learners in order ensure that they have an equal opportunity to fulfil their potential by following courses of their choice. Course materials are provided in a non-discriminatory style. All course material such as class lectures and scheme of work are coordinated accordingly by the tutors and assessors. Every effort will be made to monitor guides, resources, teaching material and other material that may affect our academy environment for any overt stereotyped bias or discrimination. Staff and learners of the ATA will be encouraged to extend their experience and make a comfortable atmosphere.

Environment

All elements of the academy are intentionally structured to support the process achievement and total development. ATA environments can comprise of:

• A healthy and safe environment
• An academic environment
• Physical and social environment
• An administrative environment
• A cultural environment

The most important elements in the environment are the learners, staff and tutors/assessors, administration as well as the policies of the Academy. We have created an environment in which all learners, visitors, and staff feel welcome, comfortable, safe and relaxed.

Monitoring

We acknowledge the involvement, support, structure, feedback, application, integration. Monitoring learner’s progress and reviewing their strengths and weaknesses are done constantly and consistently. This is efficient to the Academy progress and achievement. High-quality learning integrates the teaching that is been delivered. A variety of opportunities and resources facilitate the learner’s review of the learning process and it is monitored by the academy.

Teaching

All staff and learners of the ATA use language, which is non-discriminatory and is not gratuitously chosen in order to cause offense to particular groups, in the course of teaching and learning. It is a fundamental principle of academic freedom that reasoned argument may be employed to test and challenge views, opinions and assertions of all kinds, and in no circumstances may this clause be used to discourage or prevent the exercise of that freedom. We take into account the need of individual learners and, staff wherever reasonably practicable within existing constraints, consideration is given to situations.

Staff Training

The importance of providing equality awareness training for staff is importantly considered by us. All of our staff that normally has contact with learners receive this policy and code of practice supplemented by basic training appropriate to their role in the ATA. Specific advice and training are given to Academic and Administrative staff in relation to recruitment and selection, assessment, tutoring, and learner procedures.

Disability Policy

Altamira Training Academy (ATA) is committed to supporting all the disability groups. We have as part of our Continuing Professional Development (CPD) plan to make aware on disability to all staff and learners. Training takes place with regard to the Disability Discrimination Act (DDA). We work to up-skilling of all staff and learners with regard to disability awareness and continuous developments in quality curriculum delivery.

Any complaints of discrimination or harassment dealt seriously and with confidentiality which may result in disciplinary action by our management. We develop, implements and publicize policies which promote disability rights and awareness for all members of the Academy and its local communities. We provide training opportunities for all staff, relating to the Disability Policy and its implementation. The policy needs to be read in conjunction with the Academy’s

• Mission Statement
• Equal Opportunities Policy
• Health and Safety Policy
• Learner Admission and Recruitment Policy
• Staff Recruitment Procedure

This policy applies to the following:

• All learners, whether full-time; part-time; day release; attending short courses or link courses and all those in community settings
• All visitors
• All staff, whether full-time or part-time; in teaching or support roles and voluntary workers working in or for the Academy. Staff on agreed leave of absence continues to be members of the Academy.

The following list indicates the kinds of acts which might occur in incidents of discrimination/harassment:

• Physical assault and abuse;
• Verbal threat and abuse;
• Unwelcome physical contact;
• Derogatory name-calling, insults, demeaning jokes;
• Offensive comments;
• Incitement of others to behave in an offensive or oppressive manner;
• Provocative behavior, mimicry etc.
• Wearing of discriminatory logos, badges or insignia;
• Displaying or distributing products (e.g. leaflets or magazines) containing offensive material;
• Attempts to recruit other users, staff or learners to any form of discriminatory practice.

The main legislation covering disability includes the following:

• Equality Act 2010
• The Equal Pay Act (1970, amended 1983)
• The Sex Discrimination Act (1975)
• Special Education Needs Disability Act (SENDA 2001).
• The Disability Discrimination Act (1995)
• The Human Rights Act (1998)
• The Learning and Skills Act (2001)
• Disability Discrimination Act Part 4 (September 2002) and any other associated parts.
• Disability Equality Duty Dec 2006

Any subsequent legislative changes or additions will be incorporated within this policy.

At present we do not have the facility to accommodate physically disable learners; therefore, we have prepared the following future plans:

• All entrance qualifications for our courses will relate to standards laid down by the appropriate validating body or to objective criteria relating to course content and outcomes.
• All our potential learners who meet the entrance qualifications will have equal access to our curriculum. We will not discriminate in providing access to opportunities and facilities related to their course of study.
• All learners will have equal access to general facilities and to appropriate social or extra curriculum activities offered by us.
• Disabled learners will be provided with special examination arrangements, where necessary. These arrangements may include additional time in examinations, the use of readers or amanuenses and the provision of examinations in appropriate formats e.g. large print.
• Under-represented groups will be encouraged to participate in all our courses and activities.
• We will continue to widen participation amongst under-represented groups by developing community-based access centers and flexible modes of learning.
• Access to disability toilet would be ensured

Academic Appeal Policies and Procedures

Learners may appeal against decisions of the Altamira Training Academy (ATA), including those about assignments, projects, reports, examinations, or any other marks or outcomes. The appeals procedure depends on whether the appeal relates to summative assessments (exams) or to formative assessments or other matters.

For appeals on matters not covered in this chapter, for example, disciplinary actions, learners are asked to consult learner support.

The Purpose of the Appeal

An appeal may be made against:

• A disciplinary sanction
• Suspension/ exclusion

The process of an investigation into an allegation such as harassment and bullying

Assessment Outcomes

Result following an examination

Grounds of Appeal

• The individual was not given an opportunity to put their side of the story;
• Internal procedures were not followed
• Mitigating factors were not taken into account
• New evidence has come to light which could have affected the original decision if it had been presented at that time
• The penalty is outside the band of reasonable responses
• No reason was given for the decision
• The individual who made the original decision was biased (evidence would have to be brought up to prove this)

How to Appeal

The appeal should be made in writing to the appropriate person within ten working days of the decision.

Who Hears an Appeal?

Appeals will be heard by a panel that was not involved in the original process/decision, as set out in the appropriate Academy policies/ procedures.

Appeals Relating to Formative Assessments

All appeals on formative assessments are handled by the Director of Studies. Learners who are unhappy about their marks or other decisions by us can contact the Director of Studies directly and discuss the matter. Learners are entitled to ask for a re-mark and can also request a report from the tutor who marked the assignment.

Appeals Relating to Summative Assessments

First appeal

A learner who wishes a summative assessment decision to be changed may appeal on the following grounds:

• Illness or other factors unknown to the Examination committee when it reached its decision, which adversely affected performance in the coursework or assessment, or prevented submission of the coursework or attendance at the assessment.
• There was a material administrative error.
• The assessments were not conducted in accordance with the regulations for the programme. Some other material irregularity occurred in the conduct of the assessment.
• The learner may, within one month of the publication of a result, request an examiner's report and/or a review of the decision in the form of a remark.

Procedure

• The learner should request an Application Form for a Re-mark from the Summative Assessment Department and submit the completed form to the same department and allow a 10 working days’ timescale to receive a response.
• The learner will receive confirmation of the application within 03 working days of submitting a request, followed by the report or the result of the re-mark as stated above.

Further appeals

In the event of a learner not being satisfied with a re-marking decision for a final examination, a further and final appeal may be directed to the Examination Appeals Committee.

The Examination Appeals Committee consists of:

• Director of Studies, Programme Head and tutors/assessors
• Procedure for lodging a further appeal
• The learner fills in a Final Appeal Form, which is also obtainable from our front desk, and submits it to programme head and/Welfare officer.
• The learner receives acknowledgment of receipt of the application within 03 working days of submission of appeal.
• Programme head presents the completed appeal document to the next meeting of the Examination Appeals Committee.
• The learner is notified as to when the appeals meeting is to be held within 10 days of submission of appeal.
• The Examination Appeals Committee makes a decision on the appeal and informs the learner in writing of this decision.
• Our admin department keeps records of appeals heard by the Examination Appeals Committee and of the results of such appeals.
• Our academic committee is notified of all decisions made by the Examination Appeals Committee at the following board meeting.

Escalation to Awarding Body

If a learner is still dissatisfied with the delivery of course or assessment of awarding body’s programmes at the center, within 10 working days of receipt of the final outcome of the appeal, He or She will be given the opportunity to escalate it to the Awarding Body. Learners will be helped by the IAG officer to escalate the matter and will liaise with the awarding body in this regards.

If the learner is not still satisfied with the decision made by the academic committee they would be advised to contact awarding organizations using their complaints procedure and if the learner still remains unhappy with the final decision that is made by the awarding body, the learner can then raise their complaint to the Qualification Regulator whose decision will be final.

Safeguarding Statement

We are committed to the safeguarding of all our learners, staff and visitors. Safeguarding is a priority with arrangements in place to ensure learners feel and are safe on our premises and during off-campus activities such as study tours. The learner experience and individual achievement are paramount and safeguarding initiatives are developed to impact positively upon this.

We ensure safeguarding legislation and guidance are adhered to and taken into account when developing and revisiting policies, procedures, and associated arrangements. We provide a safe and secure (monitored by CCTV) physical environment for our learners and staff, ensuring that campuses and premises are of a good standard. Health & safety arrangements are in place to ensure adherence to current legislation and guidance.

Applicants will be subject to recruitment and selection procedures designed to emphasize our commitment to the safeguarding of our learners and staff. The procedures include questioning at interview stage, verification of appropriate qualification, acquiring references, appropriate CRB/DBS checks.

We have a designated person for safeguarding. Policies and procedures are in place to deal effectively with child protection and safeguarding issues together with recording and monitoring processes. It is a condition of employment that all staff members are trained to a level appropriate to their safeguarding responsibilities. Staff members are expected to attend internal and external training and awareness sessions covering safeguarding issues.

We are committed and considers safeguarding as the paramount to the success of the learners. Our CEO, Management and Academics will continue to keep abreast of developments in this area and implement arrangements to continually improve the safety and awareness of our learners and staff.

Code of Conducts for Students

We expect the learners:

• To abide by the rules and regulations of our Academy
• To behave appropriately to staff and learners, with co-operation and respect
• To act in a manner which does not bring the name of the Academy into disrepute
• To treat everyone with respect regardless of differing culture, ability, race, gender, age, religion, sexual orientation, disability or social class
• To act in accordance with the law of the land
• To register and pay your fees on time (If applicable)
• To inform the Academy of any changes in your personal details or address
• To display your student ID card at all times whilst on Academy premises
• To make full use of the learning opportunities provided by us by attending classes, and using the learning support services
• To communicate and co-operate with your tutors, and other staff, attending classes on time, working hard at your studies, completing all your assignments/other assessment activities on time and notifying the admin team of any absence.
• To ask for help when necessary and to be in a fit state to learn.
• Not to plagiarise other people’s work and to check with your tutors if you are in doubt.
• To turn off/silent your mobile phone while in lectures or tutorials.
• To respect our building and furnishings and other people’s property, and not remove equipment or books without permission.
• To take responsibility for your own safety and to look after your belongings and yourself, never put yourself at risk.
• To inform a member of the management staff if you are harassed or bullied or assaulted, on or off the Academy premises.
• To be a responsible member of the Academy, looking out for your fellow learners and to be aware of support services.
• Not to be under the influence of drugs or alcohol or banned substances on our premises or in lectures.
• Not to damage or deliberately misuse any equipment provided for the health and safety of members of the Academy, contractors or visitors.

Complaint Policy and Procedures

Purpose

This policy aims to bring about the rapid resolution of complaints/grievances, without recourse to formal proceedings wherever possible. It applies to all learners of the Altamira Training Academy (ATA).

Scope

A complaint and grievance can arise when a learner is dissatisfied with their course, has problems with another learner (s) or member(s) of academic/administrative staff. In cases of grievance, a quick and efficient is in the interests of all concerned.

• Nothing in this procedure impinges on the legal rights or obligations of staff and learners.
• Complaints/Grievances will be regarded as confidential and individuals concerned will be interviewed if the grievance is to be resolved.
• Complaints/Grievances which are anonymous or based on rumor cannot be investigated.

We reserve the right to take disciplinary action against any learner whose complaint/grievance is found to be based on false allegations.

Equality and Diversity Statement

We are committed to the promotion and development of equality and diversity. The primary aim is to provide a working and learning environment which values individuals equally regardless of age, disability, ethnic origin, gender, sexual orientation, marital status, religious belief or trade union membership.

This procedure is implemented in accordance with our policies on equality and diversity, disability and race equality, and is subject to an equality and decisions/actions taken in relation to a learner complaint/grievance are not influenced by the learner’s background or situation, and each case is dealt with on its own merits.

Informal Procedure - Complaints

If a learner has a complaint, before invoking the formal procedure every effort should be made to resolve the issue informally by raising his/her concerns with the person(s) involved, with a learner’s tutor/teacher or with a member of staff from IAG Officer to Director of Studies, who will help and advice.

If this does not lead to a satisfactory outcome, or if a learner feels unable to discuss the matter with the person(s) involved, the learner may opt to invoke the formal grievance procedure. If the complaint has been resolved informally, no record will be kept on the learner file unless both parties wish to have a note of what has been agreed. If the issue has been resolved by the Learner Welfare/IAG Officer a Learner Counselling Report will be filled in. Issues relating to bullying/harassment should be raised in the first instance with the Learner Welfare/IAG Officer and Director of Studies.

In case of complaints learners should opt for one of the following:

• Submit a written complaint explaining the nature of the issue by writing to the Learner Welfare/IAG officer
• The Learner welfare/IAG officer will give a written reply within 3 working days and arrange a meeting with the learner if necessary.
• Arrange to see the Learner Welfare Officer or Director of Studies (DOS) and discuss the issue.
• The Director of Studies or Learner Welfare Officer will make a written record form the issue in the Learner Counselling Form and provide a learner with a potential solution to the problem.
• Formal Procedure - Grievance

A learner may proceed from one stage of the procedure to the next only within the timescales detailed in each stage. If other than by mutual agreement, the time allowed for any stage has elapsed and no decision has been taken to proceed to the next stage, then the matter is closed.

Stage 1

If the matter has not been resolved informally to learner’s satisfaction, the Learner Welfare Officer will arrange a meeting with the learner and give the learner to make a written record of the grievance by filling in a Learner Grievance Report, where all the details of the complaint will be recorded and reasons why the issue has not been resolved. The learner Welfare officer will consult the Director of Studies and within one working day arrange the meeting with the learner where a solution to the problem will be offered.

Stage 2

If the issue is still not resolved, the learner will be having a meeting arranged with the Director of Studies. The DOS will record in written the nature of the grievance and provide the learner with a solution to the problem.

Stage 3

If the learner is still not satisfied with the provided solution the Learner Committee, (The Director of Studies, Learner Representative, and a third independent party) - will arrange a meeting with a learner where the grievance will be discussed and dealt with.

If the grievance is against another learner the grievance will be submitted within two working days to the Director of Studies. The DOS will send a letter of acknowledgement within five working days and conduct an investigation.

Following the investigation, written notification of the outcome will be given as soon as possible, normally within ten working days of the grievance being notified. The written notification will include reasons for the outcome, the right of appeal and an explanation of the appeal procedure. If the grievance is against a member of staff the grievance will be referred immediately to the DOS who will investigate the matter through the Academy complaints procedure.

Appeals

If the learner wishes to appeal against the outcome of the grievance the learner should do so in writing within 10 working days of the decision being notified. The letter will explain who to write to. The outcome of the appeal will be sent in writing within a further five working days. It is learner’s right to seek advice from outside the Academy at any stage of the proceedings.

Monitoring

The conduct of investigations and responses to grievances will be monitored by the DOS and discussed at the management meetings.

Complaints Procedure

At ATA we seek to provide an excellent service to our staff. Regular staff feedback, as well as the ATA complaints procedure, is an important part of recognizing and maintaining the optimum experience of everyone working the Academy. The company furthermore wishes to ensure that all staff concerns are addressed and resolved promptly.

If the complaints are related to academic including (assessment), learners can contact their respective tutors first and can resolve the complaints. However, if it is not resolved in the first contact, learners can follow the Altamira Training Academy’s Complaint form against the decision made by the tutor.

The Academic committee will investigate and provide the outcomes of the complaints by 15 working days from the complaints made formally. If the learner is not still satisfied with the decision made by the academic committee he/she would be advised to contact awarding organizations (HABC, ABC Awards, TQUK) using their complaints procedure and if the learner still remains unhappy with the final decision that is made by HABC/ABC Awards/TQUK, the learner can then raise their complaint to the Qualification Regulator whose decision will be final.

HEALTH AND SAFETY POLICY

Health and Safety Work Act 1974

Our Statement of General Policy is:

• To provide adequate control of the health and Safety risks arising from our work activities;
• To consult with our employees on matters affecting their health and safety;
• To provide information and maintain a safe environment for work;
• To ensure safe handling and use of substances;
• To provide information, instruction, and supervision for employees;
• To ensure all employees are competent to do their tasks and to give them adequate training;
• To prevent accidents and cases of work-related ill health;
• To maintain safe and healthy working conditions; and
• To review and revise this policy as necessary at regular intervals.

Health & Safety Policy

Altamira Training Academy (ATA) realizes and takes responsibilities as an employer for supplying a safe and healthy working environment and surroundings for the academy’s students, employees, and visitors. We make every effort to make arrangements to ensure that all individuals on the premises understand the procedures and its policy of Health and Safety.

An annual written assessment is provided and produced to meet the risk of health and safety to its known employees, students and visitors. All arrangements are put into practice in order to prevent and protect the measures, which follows the risk assessment. The CEO of the Academy is responsible for ensuring the overall implementation of our health and safety policy and for ensuring the policy is followed effectively. This, therefore, ensures the responsibilities in the designated workplace environment are risk-free. Measures of reported incidents that do not play a part in health and safety should be dealt with immediately and with greater precaution.

We inform our employees of the duties they should carry out under Section 7 of the Health and Safety at Work Act, in order to take care of their own safety and whoever that may be affected by their acts to enable the Academy to carry out its own responsibilities successfully, effectively and efficiently. Various measurable steps are taken in the maintenance of equipment and systems in order to ensure the safety of such items to work on/with.

Adequate and appropriate information, instruction, training, and supervision with great clarity are accommodated to enable all employees to avoid hazards at work and also to contribute positively to the health and safety procedures and policy.

We always make safe arrangements when using different resources such as OHP, Digital Projectors and Computers. We also ensure safety precautions are taken when handling and the storage of the resources. At all times each individual should check the workplace thoroughly to ensure safety.

According to the Employer’s Liability (Compulsory Insurance) 1969 Act, all employees are insured. An employee that suffers an injury in the course of their employment should immediately notify their employer and all accidents and cases of work-related ill health are recorded in the Accident Book. The Accident record book is kept at the Reception area. The Managing Director/Principal is responsible for reporting accidents, diseases and dangerous occurrences which reported to the enforcing authority.

All Fire Exits are marked in bright colors (green). Every individual in the building must know and understand the procedures and the assembly point in the case of a fire.

The Health and Safety Law poster is displayed in the Reception Area. The accident book and first aid kit are placed in the reception. All the classroom doors are displayed with Fire Emergency Plan.

More details on health and safety advice are available from the:

Health and Safety Executive

http://www.hse.gov.uk

Tel. No. 0845 300 9923

The Admin Head is responsible for ensuring that all employees’ working locations are under control and they have been given relevant health and safety information. Induction training will be provided for all employees by the responsible staff. The whole training process is identified, arranged and monitored by the CEO.

The first aid boxes are kept at the Reception Area. The appointed First- Aider is Mr. Afazur Rahman.

Alarms, Emergency evacuation and Fire Extinguishers are maintained and will be checked/tested by responsible staff.

This statement is distributed to all employees and displayed at certain key points in the building clearly.

SMOKING AND ALCOHOL IS TOTALLY PROHIBITED ON ANY PART OF THE PREMISES

(This statement is subject to change when reviewed or modified)

Responsible for Health and Safety

First Aider: Afazur Rahman

Fire Marshall: Afazur Rahman

Attendance Policy

Learners are expected to attend all of their classes.

Attendance is recorded daily by the tutor/assessor. The registers are collected at the end of each lecture by a member of the Admin team and the data is recorded on our IT system. If a learner arrives within 20 minutes of the class start he/she is marked present, if a learner arrives more than 20 minutes late then he/she is marked as late and is not allowed to enter the class until after the break or whenever the tutor allow him/her to join the class.

If a learner is intending to be absent, he/she must seek the authority of the Academy in advance. If a learner is absent without having previously notified the Academy, for example in the case of illness, he/she must contact the Academy immediately with the reasons. If the Academy is not satisfied with the reasons or evidence provided by the learner the absence will be treated as unauthorized. This process is made clear to all learners on induction and is included in the learner declaration and the learner handbook.

Where a learner is expected to be present, on the second contact/class/session of absence we endeavor to contact the learner by phone to identify the reason for the absence, establish whether it is likely to be treated as an authorized or unauthorized absence, and the likely date of the learner’s return.

If the learner continues an unauthorized absence for a fourth contact, we send the learner a first written warning from the Admin team explaining the seriousness of the situation and requiring the learner to contact us immediately. We may also try to make a phone call to the learner and ask the reason of absence. If an unauthorized absence continues, this process escalates with further warning letters sent to the learner on the 6th and 7th contact of absence. These are sent by the senior administrator and Head of Academics/Course Coordinator respectively and the learner may also be required to meet with either or both on their day of return to discuss their absence.

If a learner misses 10 consecutive expected contacts without the Academy’s permission their admission is suspended. If a learner’s attendance falls below 85% for one semester, then we consider suspension /expulsion.

Lateness policy

Lateness is monitored and recorded daily. If a learner regularly attends late for classes they are sent a warning letter and further action taken if there is no improvement in their timekeeping.

Authorized and unauthorized absence (recorded as sick, casual or absent)

The information below is intended as a guide for staff and learners as to how absence is normally classified. Note that the lists below are not exhaustive and each case is treated on its merits. We actively monitor all requests for authorized absence.

The following may be considered as reasons as an authorized absence:

• Illness (as evidenced by a medical certificate);
• Medical appointments that could not be made outside of Academy hours;
• Attendance at a funeral or wedding of a close family member;
• Genuine family emergencies;
• Severe travel disruption that leaves learners with no means of attending the Academy by public transport;
• A driving test;
• A religious holiday.

Deferment or Withdrawal

If any learner states that he/she is moving to another Academy, the learner is asked to provide details of the new Academy including evidence of acceptance there. The Academy also contacts the new Academy to confirm these details. Where a learner withdraws from his/her course stating that he/she intends to leave the UK, the learner is asked to provide evidence of his/her plans for leaving the country (for example a ticket).

Classroom Code of Conduct:

Learners at Altamira Academy are required to adhere to the Classroom Code of Conduct and to refrain from all forms of unacceptable behavior during lectures. Lecturers are likely to report a learner to the Academy authorities for failing to comply with the Code of Conduct. Infringement of the Code may result in disciplinary action.

Environment and Sustainability Policy

In providing high quality educational and workplace facilities we are committed to embedding continuous environmental improvement into its business model and ethos. We recognize the important role it has to play in developing the environmental stewardship of staff, learners and visitors and to integrate the principles of sustainability into all activities.

To continue to manage our environmental aspects, impacts, and risks we have committed to:

• Ensuring compliance with all relevant environmental legislation, regulations and other requirements as a minimum.
• Developing a clean, safe and healthy environment and discourage litter, graffiti, and noise pollution.
• Maintaining Employers’ estates in an environmentally sensitive way
• Following all employer policies relating to energy and water use within all its premises.
• Reducing the use of consumables.
• Promoting awareness and understanding of sustainability, environmental and health issues among all staff and learners and the external community.
• Ensure that this policy and all reports and reviews of environmental performance are communicated to all staff and learners.
• Encouraging and reward learner and staff initiatives to improve environmental performance.
• Advising and encouraging staff and learners to consider ways of reducing the environmental impact of travel to and from our Academy.
• Managing and reducing water consumption where possible.
• Encouraging the development of curricula and extra-curricular activities to promote environmental awareness and responsibility amongst our community and to enable individuals to develop

values, skills, and knowledge to contribute to sustainable development.

Our management and administration are responsible for environmental management and performance and the integration of sustainable development at the Academy. All staff members and learners share this responsibility and are supported by key staff to help promote best practice, continuous improvement, and monitor performance.

Student Support and Reasonable Adjustment Policy

We review policies regularly to update them and to ensure that they are accessible and fair to all.

Purpose/Scope of the Academy Special Consideration/Reasonable Adjustment Policy

Our aim to facilitate open access to all qualifications for learners who are eligible for reasonable adjustment and/or special consideration in assessments, without compromising the assessment of the skills, knowledge, understanding or competence being measured. It is achieved through:

Reasonable Adjustment: This is agreed at the pre-assessment planning stage and any action that helps to reduce the effect of a disability or difficulty, which places the learner at a substantial disadvantage in the assessment situation. Reasonable adjustments must not, however, affect the reliability or validity of assessment outcomes nor must they give the learners an assessment advantage over other learners undertaking the same or similar assessments.

Special Consideration: This is a post-assessment allowance to reflect temporary illness, injury or indisposition that occurred at the time of assessment. Any special consideration granted cannot remove the difficulty the learner faced at the time of assessment and can only be a relatively small adjustment to ensure that the integrity of the assessment is not compromised. Special consideration cannot apply to “license to practice” units within a qualification or to “license to practice” qualifications.

Guidance on Reasonable Adjustment and Special Considerations Reasonable adjustment

A reasonable adjustment helps to reduce the effect of a disability or difficulty that places the learner at a substantial disadvantage in the assessment situation. Reasonable adjustments must not affect the validity or reliability of assessment outcomes, but may involve:

• Changing the usual assessment arrangements
• Providing assistance during the assessment
• Re-organizing the assessment physical environment
• Adapting or changing the assessment methods
• Adapting assessment materials
• Using assistive technology

We understand that reasonable adjustments must be approved (internally or externally) and set in place prior to assessment commencing. It is an arrangement to give a learner access to a qualification. The work produced following a reasonable adjustment must be assessed in the same way as the work from other learners. Below are examples of reasonable adjustment. It is important to note that not all adjustments described below is reasonable, permissible or practical in particular situations. The Learner may not need, nor be allowed the same adjustment for all assessments. Reasonable adjustments permitted by the academy may fall into the following categories:

• Changes to assessment conditions
• The use of mechanical and electronic aids
• Modification to the presentation of assessment materials
• Use of access facilitators
• Alternative ways of presenting responses

Please note that a reasonable adjustment must never affect the validity or reliability of assessment, influence the outcome of assessment or give the Learner(s) in question an unfair assessment advantage. Examples of Reasonable Adjustments as defined by the above categories are listed below.

• Allowing extra time, e.g. assignment extensions (about 2-3 weeks)
• Use of ICT/Responses using electronic devices
• British sign language (BSL)
• Using a different assessment location
• Use of colored overlays, low vision aids, CCTV
• Practical assistants/transcribers/promoters
• Language modified assessment materials
• The Assessment material in large format or Braille

Academy Recruitment

We take measures to ensure that learners have the correct information and advice on their selected qualifications and that the qualifications will meet their needs. The recruitment process includes the academy assessing each potential learner and making justifiable and professional judgments about the learner’s potential to successfully complete the assessment and achieve the qualification. Such an assessment must identify, where appropriate, the support that is made available to the learner to facilitate access to the assessment.

Where the recruitment process identifies that the learner may not be able to demonstrate attainment and thus gain achievement in all parts of assessment for the selected qualification, this must be communicated clearly to the learner. A learner may still decide to proceed with studying a particular qualification and not be entered for all or part of the assessment.

Ensures that Learners are aware of

• The range of options available, including any reasonable adjustments that may be necessary, to enable the demonstration of attainment across all required assessment; and
• Any restrictions on progression routes to the learner as a result of not achieving certain outcomes

Applying Reasonable Adjustment

Reasonable adjustments are approved before an assessment and are intended to allow attainment to be demonstrated. A learner does not have to be disabled (as defined by the DDA) to qualify for reasonable adjustment; nor will every learner who is disabled be entitled to the reasonable adjustment.

Allowing reasonable adjustment is dependent upon how it will facilitate access for the learner. A reasonable adjustment is intended to allow access to assessment but can only be granted where the adjustment does not:

• Influence the final outcome of the assessment decision
• Give the learners in question an unfair advantage over other learners taking the same or similar assessment
• Affect the validity or reliability of the assessment

We apply the reasonable adjustment in a transparent and unbiased manner. All reasonable adjustments made must be recorded using the Academy reasonable adjustment form. Once completed, these would be held by the Academy in the learner’s file and shall be available at all times for scrutiny by the awarding body, if so requested. All reasonable adjustments implemented by the Academy are subject to meeting the requirements of the appropriate assessment strategy and assessment criteria for each qualification and awarding body.

It is the responsibility of the CEO/IAG Officer (or designated nominee) to ensure that any access arrangement implemented by the Academy on behalf of the learner, is based on firm evidence of a barrier to assessment. For further clarification is required in relation to the application of reasonable adjustment, the Academy would contact the applicant by e-mail. For all qualifications that are internally assessed, the Academy applies to the awarding body to request to implement a reasonable adjustment, but it must:

• Only make reasonable adjustments that are in line with this policy
• Record all reasonable adjustments made on the appropriate forms
• Keep all forms on the appropriate Learner’s record
• Make forms available to the awarding body as required

Assessing Achievement

The Academy ensures that for all internal assessment, achievement is given only for the skills demonstrated by the learners and that reasonable adjustments do not compromise the outcomes of assessment.

Special Educational Needs

The Academy should note that a Statement of Special Educational Needs (SEN) does not automatically qualify the Learner for reasonable adjustment to assessment, as:

The SEN statement may not contain a recent assessment of the needs, and the reasonable adjustment may compromise assessment

Inappropriate use of Reasonable Adjustment

The Academy understands that if they misuse the reasonable adjustment policy, then the awarding body will take appropriate action. Such action will range from advice and action for the centre through to the implementation of steps to manage assessment malpractice; this could ultimately lead to the recall of certificates, removal of qualification approval or removal of centre approval.

Special Considerations

A special consideration is a consideration given following a period of assessment for a learner who:

• Was prepared for and present at an assessment but who may have been disadvantaged by temporary illness, injury or adverse circumstances that have arisen at or near to the time of assessment
• Misses part of the assessment due to circumstances outside their control

It is important to note that it may not be possible to apply special consideration instances where:

• Assessment requires the demonstration of practical competence
• Criteria have to be met fully
• Units/qualifications confer a license to practice

Where assessment is in the form of on-demand assessment, such as electronic tests set and marked by computer, then it is probably more appropriate to offer the learner an opportunity to take the assessment at a later date. A special consideration cannot give the Learner an unfair advantage, nor must its use cause the user of a certificate to be misled regarding a learner’s achievement. The Learner’s results must reflect real achievement in assessment and not potential ability. To this end, special considerations can only be a small post-assessment adjustment to the mark or outcome.

The awarding body’s decision will be based on various factors, which may vary from learner to learner, and from one subject to another. These factors may include the severity of the circumstances, the date of the assessment, the nature of the assessment (e.g. practical, oral presentation, etc). A learner who is fully prepared and present for a scheduled assessment may be eligible for special consideration if:

• Performance in an assessment is affected by circumstances beyond the control of the learner, e.g. recent personal illness, accident, bereavement, serious disturbance during the assessment
• Alternative assessment arrangements which were agreed in advance of the assessment proved inappropriate or inadequate
• Part of any assessment has been missed due to circumstances beyond the control of the learner

A learner will not be eligible for special consideration if:

• No evidence is supplied by the center that the learner has been affected at the time of the assessment by a particular condition
• Any part of the assessment is missed due to personal arrangements including holidays or unauthorized absence
• Preparation for a component is affected by difficulties during the course, e.g. disturbances through building work, lack of proper facilities, changes in or shortage of staff, or industrial disputes.

The following are examples of circumstances which might be eligible for special consideration (this list is not exhaustive):

• Terminal illness of the learner
• Terminal illness of a parent
• Recent bereavement of a member of the immediate family
• Secures and disruptive domestic crises leading to acute anxiety about the family
• Incapacitating illness of the learner
• Severe car accident
• Recent traumatic experiences such as the death of a close friend or distant relative
• A flare-up of severe congenital conditions such as epilepsy, diabetes, server asthmatic attack
• Recent domestic crisis
• Recent physical assault trauma
• Broken limb on the mend

Unlike reasonable adjustment, there are no circumstances whereby the Academy can apply its own special consideration. Applications must be made to the awarding body.

Applying for Special Consideration

We put arrangements in place to enable a learner, in extenuating circumstances, to complete assessment and thus achieve the qualification. Only when this is unsuccessful should an application for special consideration be made. All applications for special consideration can only be made on a case-by-case basis and thus separate applications must be made for each learner. The only exception to this is where a group of learners has been affected by a similar circumstance such as a fire alarm during an assessment; in this case a group application is permissible. In this situation, however, a list of learners affected should be attached to the application. Applications for special consideration should be submitted to the awarding body:

• Application Form
• The Student Report Form
• Evidence to support the application such as a medical certificate, a doctor’s letter, a statement from the invigilator (if relevant), or any other appropriate information

The CEO/IAG officer authorize all applications for special consideration. Applications must be submitted to the awarding body within seven days of the assessment having taken place. Following receipt, the awarding body usually gives a decision within a further ten working days. Where a case is complex, the awarding body usually informs the Academy if a decision cannot be made within the time scale specified. During the processing of an application, the awarding body only liaises with the Academy who is considered to be acting on the learner’s behalf and not with the Learner or their designated third party.

It is important to note that special consideration applications will not be considered where learner achievement has been claimed and certificated.

Lost or Damaged Work

When a Learner’s work has been lost or damaged, the awarding body may consider accepting a grade for which there is no available evidence. In all cases, we would be able to verify that the work was done and that it was monitored whilst it was in progress.

Complying with Policy

We understand that failure to comply with the requirements contained within this policy document could lead to assessment malpractice, which will impact on the learner’s result. Failure to comply is defined as any or all of the following:

• Where applicable, putting in place arrangements without the awarding body’s approval
• Agreeing delegated adjustments that are not supported by evidence
• Failing to maintain records
• Failing to report delegated adjustments when required to do so by the awarding body
• Implementing delegated adjustments when requested to do so by the awarding body
• Implementing delegated adjustments that affect the validity and reliability of assessment, compromises the outcomes of assessment or gives the learner in questions an unfair assessment advantage over other learners undertaking the same or similar assessment

For further information about malpractice in assessment, please refer to the Policy Assessment Malpractice on the course directory.

Right to appeal

If we fail to agree with the awarding body decision made in respect of this policy, and then we have the right to appeal. Upon receipt of an appeal, the awarding body will usually acknowledge receipt within two working days and adjudicate within further 10 working days.

Prevent and Anti-Radicalisation Policy

Altamira Training Academy (ATA) has a policy of zero tolerance for violence. If any learner engages in any violence in the Academy premises, or threaten violence, his admission in the Academy will be canceled immediately for cause. No talk of violence or joking about violence will be tolerated.

“Violence" includes physically harming another, pushing, harassing, intimidating and threatening or talking of engaging in those activities. It is the intent of this policy to ensure that everyone associated with this Academy, including employees, never feels threatened by any learner’s actions or conduct.

Academy Security Measure

In an effort to fulfill this commitment to a safe study and work environment for learners, employees, and visitors, a few simple rules have been created. These are:

Access to our property is limited to those with a legitimate interest.
All learners, employees entering the property must display Academy identification such as Learner ID card for students and Staff ID card for employees of the Academy.
All visitors must register while on the property.

All Weapons Banned

We specifically prohibit the possession of weapons by any learner while on Academy premises. This ban includes keeping or transporting a weapon in a vehicle in a parking area, whether public or private.

Weapons include guns, knives, explosives, and other items with the potential to inflict harm. Appropriate disciplinary action, up to and including rustication, will be taken against any students who violate this policy.

Inspections

Desks, telephones, and computers are the property of the Academy. We reserve the right to enter or inspect your study area including, but not limited to, desks and computer storage disks, with or without notice.

The fax, copier, and mail systems, including e-mail, are intended for study purposes only.

Reporting Violence

It is everyone's moral duty to prevent violence in the Academy. We can help by reporting what you see that could indicate that a co-learner is in trouble. You are in a better position than management to know what is happening with those you study with.

You are encouraged to report any incident that may involve a violation of any of the Academy’s policies that are designed to provide a comfortable study environment.

All reports will be investigated and information will be kept confidential.

Terrorist Activities

Any form of terrorism is an act of violence. Any learner or staffs who engages in any form of terrorism will be dismissed without notice for gross misconduct

N.B. Whilst care has been taken to ensure the accuracy of information included, this is not a legal document and the Academy does not accept liability for errors or omissions. The document sets out a policy, which the Academy is seeking to achieve.

Prevent Safeguarding

We are committed to taking all reasonable steps to promote and safeguard the welfare of our learners. There are robust safeguarding arrangements in place to keep our students safe, monitored and reviewed by management and governors. Our approach to prevent is to embed the duty within safeguarding, as our priority is to keep our students safe.

For the purposes of the policy the following definitions have been adopted:

Radicalization as the process by which people come to support terrorism and extremism, and in some cases, then participate in terrorist group.
Extremism is vocal or active opposition to fundamental British Values, including democracy, rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. Also included in this definition of extremism are calls for the death of members of our armed forces, whether in this country or abroad.
We have a duty to ensure that learners are suitably protected from the risks associated with radicalisation and extremism. The primary aim of the Prevent strategy is to safeguard our learners from radicalisation and extremism therefore the same process of recognising, reporting, recording as well as referring any concerns is consistent with the Safeguarding policy and the processes.

In addition, we recognise the need to be proactive in preventing radicalisation and extremism and in order to achieve this will:

Develop staff and learner awareness of radicalisation and extremism and ensure that learners, staff and management are aware of their roles and responsibilities in preventing radicalisation and extremism;
Promote and reinforce college values, creating an environment of respect and tolerance, reinforcing the role of democracy and law, and engaging all students in playing a full and active role in wider society
Risk assess and manage the risk of learner extremism, this will include managing and monitoring external influence and IT usage;
Work closely with partners to mitigate and report risk as necessary

Teaching, Learning and Support for Learners

We are committed to proving a curriculum which promotes knowledge, skills, tolerance and respect as outlined in the Behaviour for Learning and Employment policy. We will aim to further raise the resilience of our students by:

Promote social and emotional wellbeing through the curriculum and extra curricula activities in order to support students to challenge extremism and promote tolerance and respect
Embedding equality, diversity and inclusion across the college community
Support our staff to use opportunities within the classroom to explore controversial issues in a way that promotes equality, diversity and inclusion
Develop extra-curricular activities which support and promote our values and safeguard our learners
Implementing anti-bullying strategies and challenging discriminatory behaviour

External Influence and Lettings

Our facilities are regularly let to external agencies for events and conferences and there are many events organised by us to support learner achievement and progression where external speakers may have been invited to deliver talks to staff and learners alike. In safeguarding our learners from the risk of radicalisation and extremism we shall:

Ensure messages communicated to learners are consistent with the ethos of the academy and do not marginalise any communities, groups or individuals
Ensure that any messages do not seek to glorify criminal activity or violent extremism or seek to radicalise learners through extreme or narrow views of faith, religion or culture or other ideologies
Ensure that there is due diligence in the lettings policy and procedure to prevent activities which could put students at risk

Implementation, Monitoring and Evaluation

The strategy will be implemented, monitored and evaluated as follows:

An annual risk assessment will be undertaken, and form the basis for an annual plan
Implementation of the plan will be overseen by the Prevent and Safeguarding Lead, and monitored by the CEO
The effectiveness of the plan will be assessed through our Self-Assessment process

Teaching and Learning Strategy

The teaching and learning strategy of the Altamira Training Academy (ATA) reflect the overall mission in helping learners to build success into their lives through our experience by offering tuition of the highest standard by professional staff. We are dedicated to preparing its learners to meet today’s national skill set requirements.

The strategy is based around a number of key pillars:

• To provide safe, accessible and reliable learning environment for every learner.
• All learning and teaching activities are for each and every learner in-order to recognise and achieve their best potential.
• To maintain well-equipped physical, virtual and social learning environments particularly suited to teaching and learning at the Further Education levels.
• Continuous analysis and evaluation of the effectiveness and appropriateness in learning and teaching practices followed in our Academy.
• Effective support for the learner in order them to understand their responsibilities during their study at the Academy such as attendance, engagement, course work requirements, assessments and learning outcomes.
• Continuous informal and formal feedback on the learner’s work to ensure that learners understand whether they are progressing and meeting all the necessary learning outcomes and assessment criteria of the programme.
• Every learner is being informed about their concerned programmes, programme specification, learning outcomes, attendance policy, complaint procedure, assessment procedure, provision of providing the feedback on their own overall learning experience and support by our Academy.
• Recruiting and retaining talented appropriately qualified academic and support staff with both industry and educational experience.
• Encouraging personal development amongst teachers, particularly in the area of teaching qualifications.
• Providing training courses for tutors/assessors as appropriate.
• Fostering independent learning through the provision of library and other learning facilities.
• Encouraging collaborative learning through group discussion and interaction.
• Achieving excellent academic quality both by working closely with our academic partners and monitoring teaching quality through the Academic Committee.
• Optimizing the use of Information Communications Technology (ICT) by taking advantage of the latest technology in teaching and maintaining the Academy’s online resources.
• Developing key skills in learners to enhance their employability.
• Encouraging reflection and communication amongst learners through interactive teaching and the learning support center.
• Encouraging flexibility in response to learner need, through both formal and informal channels.
• Constantly appraise current course offering and develop new programmes in the light of learner need.
• Staying abreast of national and international education imperatives.
• To ensure that more effective learning, teaching, and pastoral support services are provided to learners in order to help them progress in life and achieve good qualifications and vocational employability

We provide inspiring professional development support which is appropriate to staffs. Our Academic committee uses feedback on teaching, peer observation, and other approaches to identify the member of staff who could benefit from support and further development as teachers and those whose outstanding skills should be recognized and shared.

We further improve the range of teaching and assessment methods and the quality of feedback, to ensure that they are integrated effectively into programme structures, contribute directly to learners’ learning and skills development, are fair and inclusive, and provide an appropriate level of intellectual challenge.

We develop new areas of teaching and learning and new programmes where we can be confident that the quality will be excellent. In response to changing learner expectations, continuous developments in education and our widening participation strategy has been implemented by helping learners to make effective transitions into further education. This includes support for international learners, mature learners and those who are studying alongside employment.

We ensure that resources are managed efficiently and allocated in order to allow small group teaching where appropriate and the maintenance of a learner-centered supervisory system. We provide information for each programme including the rationale for its structure, content, and modes of teaching, learning and assessment; the expectations regarding learner workloads and contact time with staff, and the nature and availability of support and advice.

Data Protection Policy and Procedure

Altamira Training Academy (ATA) keeps certain information about its employees, students and other users to allow us to monitor recruitment, attendance, performance, achievements and health, and safety. It is also necessary to process information so that staff can be recruited and paid, courses organized and legal obligations to funding bodies and government complied with. To comply with the law, information must be collected and used fairly, stored safely and not disclosed to any other person unlawfully. To do this, we comply with the Data Protection Principles, which are set out in the Data Protection Act 1998 and GDPR 2018. In summary, these state that personal data shall:

• Be obtained and processed fairly and lawfully and shall not be processed unless certain conditions are met.
• Be obtained for a specified and lawful purpose and shall not be processed in any manner incompatible with that purpose.
• Be adequate, relevant and not excessive for those purposes.
• Be accurate and kept up to date.
• Not be kept longer than is necessary for that purpose.
• Be processed in accordance with the data subject’s rights.
• Be kept safe from unauthorised access, accidental loss or destruction.
• Not be transferred to a country outside the European Economic Area, unless that country has equivalent levels of protection for personal data.
• The Altamira Training Academy and all staff or others who process or use any personal information must ensure that they follow these principles at all times. In order to ensure that this happens, we have developed the Data Protection Policy.
• The organization keeps a register of staff authorized to access and process learner and staff data and these members of staff will be asked to sign a confidentiality statement.

Responsibilities of Staff Members

Information about Yourself

All staffs are responsible for:

• Checking that any information they provide to us in connection with their employment is accurate and up-to-date.
• Informing us of any changes to the information, which they have provided, i.e. change of address.
• Informing us of any errors or changes. We cannot be held responsible for any errors unless the staff member has informed us of them.

Information about Other People

All staff must comply with the following guidelines:

All staff will process data about individuals on a regular basis when marking registers, writing reports or references, or as part of a pastoral or academic supervisory role. We ensure through registration procedures, that all individuals give their consent to this type of processing, and are notified of the categories of processing, as required by the 1998 Act. The information that staff deals with on a day-to-day basis will be ‘standard’ and will cover categories such as:

• General personal details such as name and address.
• Details about class attendance, coursework marks, and grades and associated comments.
• Notes of personal supervision, including matters about behavior and discipline.

Information about an individual’s physical or mental health; sexual orientation; political or religious views; trade union membership or ethnicity or race is sensitive and can only be collected and processed with consent. All staff members have a duty to make sure that they comply with the data protection principles, which are set out in the staff handbook and ATA Data Protection Policy. In particular, staff must ensure that records are:

• Accurate;
• Up-to-date;
• Fair;
• Kept and disposed of safely, and in accordance with the Organisation policy.
• We designate staff in the relevant area as ‘authorised staff’. These staffs are the only staff authorized to access data that is:
• Not standard data; or
• Sensitive data

The only exception to this will be if a non-authorised member is satisfied and can demonstrate that the processing of the data is necessary:

• In the best interests of the individual or staff member, or a third person, or the ATA and
• He or she has either informed the authorized person of this or has been unable to do so and processing is urgent and necessary in all the circumstances.
• This should only happen in very limited circumstances. E.g. an individual is injured and unconscious and in need of medical attention or a member of staff tells the hospital that the individual is pregnant.

Authorized staff will be responsible for ensuring that all personal data is kept securely. In particular, staff must ensure that personal data is:

• Put away in lockable storage
• Not left on unattended desks or tables.
• Unattended ICT equipment should not be accessible to other users.
• ICT equipment used off-site must be password-protected.
• Data files on CD or floppy disk or memory stick or email attachments used off-site containing personal data must be password-protected.
• Paper records containing personal data must be shredded where appropriate.

Staff must not disclose personal data to any individual, unless for normal academic or pastoral purposes, without authorization or agreement from the data controller, or in line with our policy.

Staff shall not disclose personal data to any other staff member except with the authorization or agreement of the designated data controller, or in line with the ATA policy. Before processing any personal data, all staffs should consider the following.

• Do you really need to record the information?
• Is the information ‘sensitive’?
• If it is sensitive, do you have the data subject’s express consent?
• Has the individual been told that this type of data will be processed?
• Are you authorized to collect/store/process the data?
• If yes, have you checked with the data subject that the data is accurate?
• Are you sure that the data is secure?
• If you do not have the data subject’s consent to process, are you satisfied that it is in the best interests of the individual or the safety of others to collect and retain the data?

Rights to Access Information

Staff, individuals and other users of the ATA have the right to access any personal data that is being kept about them either on computer or in certain files. Any person who wishes to exercise this right should complete the ATA Standard Request Form for Access to Data and send it to the organisation. This request should be made in writing using the Standard Form to Access Data also located on the staff intranet. ATA will make a charge of £10 on each occasion that access is requested, although ATA has discretion to waive this. This charge will be automatically waived for staff. ATA aims to comply with requests for access to personal information as quickly as possible, but will ensure that it is provided within 21 days unless there is good reason for delay. In such cases, the reason for delay will be explained in writing to the data subject making the request.

Subject Consent

In many cases, ATA can only process personal data with the consent of the individual. In some cases, if the data is sensitive, express consent must be obtained. Agreement to the ATA processing some specified classes of personal data is a condition of acceptance of an individual onto any course, and a condition of employment for staff. This includes information about previous criminal convictions. ATA will also ask for information about particular health needs, such as allergies to particular forms of medication, or any conditions such as asthma or diabetes. ATA will only use the information in the protection of the health and safety of the individual, but will need consent to process in the event of a medical emergency, for example. Therefore, all prospective staff and learners will be asked to sign either an appropriate form or an individual document regarding particular types of information when an offer of employment or a course place is made. A refusal to sign such documents may result in the offer being withdrawn.

The Data Controller and the Designated Data Controller/s

ATA as a corporate body is the data controller under the Act, and the board is therefore ultimately responsible for implementation. However, the designated data controllers will deal with day-to-day matters. In the event of the Business Systems Managers being unavailable, the nominated deputy for the Data Protection Coordinator is the Academic Administrator.

Notification of Changes to the Processing of Personal Data

Any changes in the personal information and data should be informed office by filling up the form available in the organization reception.

Intellectual property

Any study materials prepared for this organization including class lectures, presentation slides, scheme of works and other resources are the intellectual properties of the ATA and these could not be sold, share or published without informing the organization administration.

Compliance with the 1998 Act is the responsibility of all members of the Organisation. Any breach of the data protection policy may lead to disciplinary action being taken, access to the Organisation being withdrawn, or even a criminal prosecution. Any questions or concerns about the interpretation of this policy should be referred to your line manager.

Academic Offence Policy

Altamira Training Academy (ATA) considers all acts of academic misconduct seriously, which by definition are dishonest and in direct opposition to the values of a learning community. Academic misconduct, if not challenged, ultimately devalues academic standards and honest effort on the part of learners. Academic Misconduct is a matter for learners and staff together:

• It is the responsibility of the academy to provide detailed guidance and academic study skills support alongside awareness and effective methods in all aspects of teaching, assessment and feedback.
• It is the responsibility of all learners to demonstrate both a level of independent thinking and the provision of clear referencing to all sources consulted.
• It is the responsibility of the academy to provide institutional support to both learners and staff alongside a clear policy for a consistent approach to preventing, detecting and dealing with Academic Misconduct.

Defining Academic Misconduct

Cheating: Cheating is defined as any attempt to gain unfair advantage in an assessment by dishonest means, and includes, for example, all breaches of examination room rules, impersonating another learner, falsifying data, and obtaining an examination paper in advance of its authorized release; this is not an exhaustive list and other common examples of cheating would include:

• Being in possession of “crib notes” during an examination
• Prohibited communication during an examination
• Copying from the work of another learner
• Acts of plagiarism or collusion as defined below

Collusion: Collusion is when two or more people combined to produce a piece of work for assessment that is passed off as the work of one learner alone. The work may be so alike in content, wording and structure that the similarity goes beyond what might have been a coincidence. For example, where one learner has copied the work of another, or where a joint effort has taken place in producing what should have been an individual effort. Collusion should not be confused with the normal situation in which learners learn from one another, sharing ideas and group work to complete assignments (where this is specifically authorized).

Plagiarism: Plagiarism is the act of taking someone else’s work and passing it off as your own. This includes incorporating either unattributed direct quotation(s) or substantial paraphrasing from the work of another/others. It is important to cite all sources whose work has been drawn on and reference them fully in accordance with the referencing standard used in each academic school.

The most common forms of plagiarism are:

• Cut or copied and pasted materials from websites
• Copying the work of another learner (past or present) including essays available through “essay bank” websites or other data.
• Copying material from a textbook or journal

Learners may go to great lengths to disguise the source reference they have been consulting in contributing to an assignment without understanding that with proper referencing this is entirely acceptable.

Malpractice: The infringement by candidates, administrators or teachers of the regulations governing the conduct of external examinations. Must be reported to an awarding body and may lead to a candidate being disqualified from one or more examinations or to a center being deregistered.

Support for Learners: The Altamira Training Academy, through its academic staff, will be both sympathetic and supportive in preventing plagiarism and other forms of academic misconduct, particularly in the first year of undergraduate study.

It is the responsibility of academic staff and the institution to provide clear support and detailed guidance for the prevention of misunderstood academic misconduct through:

• The availability of academic support and counseling.
• The provision of guidance at induction on concepts and forms of academic misconduct to be reinforced throughout the academic year.
• The development of learners referencing skills throughout the duration of their academic studies.
• Each School should provide written guidance to learners at induction on subject-specific conventions and how to reference work properly.
• The availability of published guidance on “How to avoid Academic Misconduct”.
• The availability of independent study skills guidance through study support staff and on-line guidance materials.
• Where “Group work” is a prescribed assessment component teaching staff must make additional efforts to underline the boundaries between collaboration and collusion.
• The identification of vulnerable groups, for special attention and guidance including international learners.

It is the responsibility of all learners to ensure that they understand the regulations and conventions for proper academic referencing and where concerned about the potential for any act of academic misconduct to seek advice/ counseling from academic or academic support staff. In understanding this, any attempt to enhance performance by dishonest means will result in academic penalties.

A proactive learning and teaching approach: The academy, as a center for excellence in approaches to learning and teaching, will promote and apply such conventions and initiatives that will reduce the prevalence of academic misconduct and encourage detection and reporting. This includes:

• Engaging learners in discussion and activities to promote understanding of Academic Misconduct.
• Engaging strategies for learning that effectively recognize the “transition” to Further Education expectations specifically at the point of induction.
• Pre-enrolment information and guidance throughout the learner life-cycle as set out above.
• Developing expertise amongst staff
• Ensuring a “no blind eyes” culture and encouraging action
• The design of modules and their delivery
• Developing research skills in learners
• Use of different approaches to assessment design

What the Consequences of Plagiarism are: If a paper involves plagiarism, the instructor is empowered by the academy regulations to assign a failing grade to the particular work. Instructors may demonstrate that a paper involves plagiarism in two ways:

• By identifying the source, or
• By showing the discrepancy of style between previous papers and the paper in question.

Examples of Malpractice by Centre Staff

This list is not exhaustive and other instances of malpractice may be considered by this center at its discretion:

• Improper assistance to candidates;
• Inventing or changing marks for internally assessed work (coursework or portfolio evidence) where there is insufficient evidence of the candidates’ achievement to justify the marks given or assessment decisions made;
• Failure to keep candidate coursework/portfolios of evidence secure;
• Fraudulent claims for certificates;
• Inappropriate retention of certificates;
• Assisting learners in the production of work for assessment, where the support has the potential to influence the outcomes of assessment, for example where the assistance involves centre staff producing work for the learner;
• Producing falsified witness statements, for example for evidence the learner has not generated;
• Allowing evidence, which is known by the staff member not to be the learner’s own, to be included in a learner’s assignment/task/portfolio/coursework;
• Facilitating and allowing impersonation;
• Misusing the conditions for special learner requirements, for example where learners are permitted support, such as an amanuensis, this is permissible up to the point where the support has the potential to influence the outcome of the assessment;
• Falsifying records/certificates, for example by alteration, substitution, or fraud;
• Fraudulent certificate claims, that is claiming for a certificate prior to the learner completing all the requirements of assessment;
• Failure to comply with awarding body procedures for managing and transferring accurate learner data.

Maladministration

Maladministration is any non- deliberate activity, neglect, default or other practice that results in the Altamira Training Academy or learner not complying with the specified requirements for delivery of the qualifications as set out in the relevant codes of practice, where applicable.

Actions and Responsibilities

The CEO is expected to:

• Establish the culture and overall values, placing academic issues at the center of the discussions and any changes;
• Appoint a named person responsible for ensuring the institution is dealing effectively with learner plagiarism;
• Ensure policies and procedures are appropriate to the current situation;
• Maintain systems for keeping records of all incidents and what action has been taken;
• Identify the person or people responsible for monitoring and reviewing data;
• Identify how and where the resulting information will be discussed;
• Take steps to improve detection rates, including access to electronic detection tools;
• Create communication systems that allow consultation, discussion, and dissemination of information.

Virtual Learning Environment (VLE) Usage Policy

The Virtual Learning Environment (VLE) is a system available to all academic staff and learners of the Altamira Training Academy (ATA) to aid with learning in and out of lessons. This policy is to assure proper and safe use of the online portal. This policy is to be agreed by a user before being allowed to use their account. Failure to accept the policy will mean that the use of the VLE is prohibited for that user.

The purpose of this policy is to ensure:

Safety of users.
Fair treatment of other users.
Efficient use of the resources available on the VLE.
Legality of the content uploaded onto the VLE.

Terms and Conditions of Use of the Academy's Virtual Learning Environment

Copyright

• Unless otherwise indicated, this Virtual Learning Environment ("VLE") and its contents are the property of the ATA.
• We maintain the VLE for learning and teaching purposes. Users may access those parts ("courses") of the VLE that they are enrolled in and they may download or copy the available learning and teaching material for private study that constitutes as non-commercial use. Without prior approval, copying, distributing or use of the materials contained on the VLE for any commercial purpose is not permitted.
• Any copyright in the material contained on this VLE belongs to the copyright holders. English law and international trademark law protect any trademarks.
• Access and use by users constitutes acceptance of the terms and conditions set out in this statement, and take effect from users’ first use.
• Conditions of Use
• By registering on the VLE each user accepts and agrees to abide by the conditions set out below. ATA, through Director of Studies, reserves the right to exclude anyone from the VLE who fails to comply. Use of the VLE is subject to the Academy's rules relating to the use of computers.
• The VLE is provided for education, research and administration. Users are personally responsible for their contributions to the system and shall indemnify the ATA against any liability incurred by the training centre (including liability in defamation and for breach of copyright), which arises out of any such contribution.
• Disclaimers
• We make no warranty that information contained on the VLE is complete, accurate or up-to-date.
• We take no responsibility for the results of reliance on any such information.
• We reserve the right to vary, change, alter, amend, add to or remove any material on the VLE.
• We make no warranty that use of the VLE will be uninterrupted, virus-free or error-free; or that use will not affect other software or operating systems used to access the VLE.
• We make no warranty that use of the VLE will not infringe the rights of any other person or organisation; or that it is of reasonable quality or fit for any particular purpose, even if the centre received notice of an intention to use the VLE for that purpose.
• We accept no liability for any loss or damage suffered by other parties as a direct or indirect result of using the VLE, including loss of profit, loss of opportunity, loss of business, and consequential loss, to the extent permitted in law.
• Each user of us VLE undertakes that he or she will not hold the ATA liable for any material contributed to a discussion board or synchronous chat by another person, which is defamatory of that VLE user.
• It can’t be used by third parties

Prohibitions and Regulation of Use

Subject to the above, those gaining access to this VLE are authorized to make use of the VLE and of any interactive facilities available through it, for any lawful purposes. The following is a non-exclusive list of uses which are expressly prohibited:

• Using the VLE to commit or encourage unlawful acts;
• Misrepresenting the user's identity or authority;
• Distributing any virus or other device intended to cause nuisance, loss or corruption of any information on the VLE or accessed through it, or of any systems used to operate the VLE or any systems accessed through it;
• Tampering with communications that are not the user's, or making any alteration to any information on the VLE;
• Accessing or attempting to access other user accounts;
• Any misuse, including hacking, or attempting to hack, any part of the VLE, system used to run it, or a system accessed through the VLE;
• Disrupting the flow of communications in interactive areas;
• Storing personal data derived from the VLE;

Posting material that:

• is offensive, obscene or hateful, or which other users are likely to consider offensive, obscene or hateful;
• infringes intellectual property rights;
• defames or threatens other people or organizations;
• Only authorized staffs can access the full version of the VLE

Learner’s Registration Withdrawal Policy

• In cases of absence without good reason, where a learner’s attendance fails to meet the minimum required to achieve the learning outcomes of the module as published in the module handbook, the learner may be excluded from the assessment and continuous absence in study and assessment could lead the registration withdrawal from the awarding organization.
• In cases of continued absence without good reason, where attempts to address the problems have been unsuccessful, a learner may be prevented from continuing with his/her course of study and compulsorily withdrawn from the Programme.
• There is no change is proposed to the procedure, for ‘voluntary withdrawals’. Where a learner who is eligible to proceed does not register for the following academic year, he or she will be contacted by the Altamira admin team.
• Because of serious academic misconduct learners could be removed from the programme
• Due to legal issues (informed by the academy administration) registration of the learners could be withdrawn
• We operate a zero tolerance approach where a learner who has registered as a learner is not the person completing the work. Any proven instances will result in the learner being disqualified and removed from the course instantly. There will be no refund of course or registration fees.

Risk Assessment Policies

The Academy risk assessments (for all activities, teaching and non-teaching, premises and one-off activity) will be co-ordinated by the Head of administration following guidance from Corporate Health and Safety, and are approved by the CEO. Risk assessments will be reviewed on an annual basis or when the work activity changes, whichever is the soonest. Staff members are made aware of any changes to risk assessments relating to their work.

Individual Risk Assessments

Specific risk assessments relating to individuals, e.g. staff member or young person/learner are held on that person’s file and will be undertaken by the relevant line manager.

It is the responsibility of staff to inform their line manager of any medical condition (including pregnancy) which may impact upon their work. Such risk assessments will be reviewed on a regular basis.

Curriculum Activities

Risk assessments for curriculum activities will be carried out by subject/class tutors/assessors using the relevant codes of practice and model risk assessments developed by national bodies.

Whenever a new course is adopted or developed all activities are checked against the model risk assessments and significant findings incorporated into texts in daily use, lesson plans etc.

Other sources of model risk assessments:

• We aim to provide an environment and conditions, which are safe, so far as is reasonably practicable, and without risk to the health, safety and welfare of staff, learners, visitors, contractors and other members of the public who may be affected by the activities of the Academy whilst on Academy occupied sites.
• We recognize and accept our responsibility as an employer to consult with trade union health and safety representatives and to provide a safe and healthy workplace for all its employees.
• We recognize that, although Health and Safety legislation takes precedence, we need to act responsibly with due regard to the need to promote equality for all members of the organization.

Policy

We take all reasonable measures required to meet its general duties under the Health and Safety at Work etc. Act 1974, and The Management of Health and Safety at Work Regulations (as amended) 2002, in the provision of:

• A safe place to work and study, with safe access and egress,
• Plant and equipment that are safe and without risk of harm,
• Safe use, handling, storage and transport of articles and hazardous substances
• Safe systems of work,
• Suitable and sufficient information, instruction, training, and supervision to enable employees and learners to avoid hazards and contribute positively to their own health and safety,
• Adequate and suitable welfare facilities.
• We ensure that adequate planning and consultation takes place to ensure compliance with future legislation.
• We recognize that we have a duty of care to contractors. Contractors are required to recognize their duty of care to the Academy and will be required by the terms of the contract to comply with the Health and Safety at Work etc. Act and subordinate regulations.
• We will ensure the provision of competent advice on all health, safety and welfare matters.

Arrangements

In addition to this overall plan, we will develop and maintain a framework of health and safety policies and procedures including,

Our policies and procedures regarding health and safety matters common to most parts of the organization.

• We undertake a programme of risk assessments to identify hazards and risks arising from any work activity and implement appropriate controls to reduce the risk of injury or ill health as far as reasonably practicable.
• We provide appropriate procedures for dealing with emergencies such as fire and major incidents.
• We provide suitable and sufficient staff training on all aspects of health, safety and welfare.
• We provide systems for reporting, investigating and recording all accidents and incidents.

Responsibilities

• The Corporation, under the articles and instruments of Government, has ultimate responsibility for health, safety and welfare at the Academy.
• The CEO is the ‘duty holder’ / designated ‘Executive Director’, having day-to-day responsibility for ensuring that this policy is implemented and the Policy is being discharged effectively and that the necessary organization and resources are provided to facilitate this.
• CEO and Welfare/IAG Officer are responsible for implementing this policy within their own sections of the Academy. This responsibility may be delegated to appropriate departmental heads, but they remain accountable to the CEO for health and safety matters within their own sections.
• Monitoring
• The CEO monitors the effective implementation of this policy.
• An annual audit of health and safety will be carried out and incorporate risk assessment reviews, site inspections, training records and analysis of accident statistics.
• Departmental audits/inspections will be carried out throughout the year to monitor how the policy and relevant procedures are being implemented.
• Staff and learner accident and incident statistics will be monitored by the Health and Safety Officer and reviewed by the Executive on a term basis.
• The Health and Safety Officer will provide an annual report for the Management Committee.

Review

This policy may be amended as and when it becomes necessary due to any significant changes in local arrangements or in statutory requirements. However, the Health and Safety Officer, CEO, Quality Assurance Committee will review this policy every year.