Quality & Procedures Policy

1 Scope and Purpose
1.1 Scope
1.1.1 This Policy applies to all staff who are involved in curriculum delivery and/or
assessment.
1.2 Purpose
1.2.1 Action Youth Boxing Intervention is committed to providing the highest quality
education and training to our local, regional and national communities of students and
employers. It is our intent that all of our students will be given the opportunity to
realise their full potential, enabling them to achieve the highest standards in their
programmes of learning. Inherent in this achievement is a community of learners that:
are safe and feel safe; are treated equally and fairly; are ambitious; and who gain the
skills and attitudes they need to be effective employees and good citizens. Key to
fulfilling ‘success for our students’ is our commitment to continuous improvement to
our quality assurance and enhancement processes.
1.2.2 The purpose of this procedure is to:

• Support the continued development of AYBI which is self- critical,
transparent and responsive.
• Establish and maintain quality systems and procedures which enable us
rigorously to evaluate our strengths and weaknesses and respond to
improvement needs effectively.
• Respond and be accountable to our stakeholders, including learners,
employers, partners and the bodies which fund, validate or in other ways
collaborate in the work of AYBI.
• Continually improve the quality of the student experience and our service to
employers by monitoring, reviewing, developing and enhancing standards
of learning, teaching and assessment.
• Provide mechanisms for our students, employers and other stakeholders to
express their views on our services, have their feedback taken into account,
and to be involved in decision making.
• Develop and set standards and targets for all areas of activity and all AYBI
teams, benchmarked against other providers where possible.
• Encourage the involvement of all members of AYBI community in the

review of performance, the maintenance of high standards and the setting
and achieving of quality improvement targets.
• Achieve recognition for our performance standards through accreditation
and commitment to national quality standards, for example, Matrix.
• Operate within the context of a coherent and transparent planning and
quality assurance cycle.
• Ensure that staff in all areas AYBI activity which impact on the learner and
employer experience aspire to excellence and have the awareness and
skills necessary to respond effectively to the challenges of self-assessment,
action planning and continuous improvement.

2 Quality Procedures
Quality Calendar A quality calendar will be published at the start of an academic year
that will include the dates of cross AYBI meetings, learning walks,
quality summit meetings and other deadlines and dates that are
important to AYBI’s quality assurance processes.

Course Approval Rigorous scrutiny and internal approval of all proposals for new or

significantly revised courses.

Curriculum
Resource Modelling

Rigorous scrutiny and resource approval of the curriculum offer for
the academic year.

Planning
Documentation and
Student Information

Student Handbook and Induction – the course team should ensure
that each learner undertakes an induction and is taken through the
Student Handbook at the start of their course. The handbook is
designed to help learners understand how AYBI can support their
learning. It contains information about the services AYBI offers, what
we expect from them, and most importantly, what they can expect
from AYBI.
The following planning documentation is expected:
• Schemes of work – detailing the structure, organisation and
sequence of subject content, teaching activities and
assessment for a unit or qualification.
• Lesson plans – detailing the content, sequence of activities
and resources in an individual lesson.
• Group profiles – to provide an overview of student starting
points (GCSEs, English and maths etc.), targets, additional
learning support and other information to support student
progression and achievement.
• Student Trackers – to provide an overview of student
attendance and progress.
• Individual Learning Plans and Tutorial Reviews – the

Personal Tutor will establish and maintain an Individual
Learning Plan (iLP) and hold one to one tutorial review
sessions on a termly basis with each learner. The purpose of
one-to-one tutorials is to help support learners through their
studies; motivating learners and enabling them to achieve
their potential, whilst enjoying their time at AYBI. Where
students are identified at risk of failing or withdrawing, a
cause for concern meeting is convened and actions agreed.
Collaborative working will be required where students have
special educational needs and/or there is an EHCP in place
to ensure individual needs and academic outcomes are met.
Course Files A Staff Course File is kept by course teams for each individual
course or groups of courses, as appropriate. This contains details of
the quality assurance systems and procedures as well as course
details, information and records.

Learning Walks Two learning walk weeks are identified on the cross AYBI meetings
and quality calendar. Within these two weeks learning walks are
unannounced. AYBI Governors may accompany theLine Manager.
Learning walks provide a snapshot of the teaching and learning
performance in a session, are developmental in nature and
ungraded.
Brief verbal feedback is provided to the teacher. A written summary
of strengths and areas for development for the full curriculum area is
reported in the following quality summit documentation.
Learning walks may also be carried out on Learning Support
Assistants These will be conducted in accordance with the Learning
Walk Guidance for Learning Support Assistants which is updated
annually.

Observations of
Teaching, Learning
and Assessment

All teaching and instructional staff are included in the teaching and
learning observation cycle, including Adult and Community Learning.
AYBI will endeavour to observe all teaching staff annuallyand
the teaching and learning observation will be graded.
The aim of the observation cycle is to contribute to the continuous
improvement in the performance of teaching staff across AYBI. It
also helps to ensure that learners are provided with a positive
learning experience, through promoting and supporting reflective
practice and the developmental aspects of teaching, learning and
assessing. It is also one of the key sources of evidenceunderpinning
AYBI self-assessment process.
Observations of teaching, learning and assessment will be
conducted in accordance with the Teaching Observation Guidance
which is updated annually.

Quality
Improvement
Reports (QIR)

Published monthly, the QIR summarises key data sets at AYBI,
Faculty, Curriculum Area, Course and Student level. The QIR is
presented at CMT and is used to monitor performance in-year.
Subject Reviews Subject reviews are meetings that are held termly that normally
involve teachers in a subject area with the Curriculum Team
Leader/Head of Campus and the Assistant Principal. The aim is to
review and evaluate course performance in-year.
A standard template is provided for completion that is aligned to the
Education Inspection Framework. Discussions also take place on
student and apprentice progress and trackers are updated.
Quality Summits Quality summit meetings are carried out by the Principal or Deputy
Principal with the Curriculum Team Leader, Head of Campus or
Sector Manager supported by their Assistant Principal to self-assess
the performance of curriculum areas on a termly basis. Supporting
documentation includes a quality summit position paper, subject
reviews, updated student trackers, apprentice tracking, the QIR and
quality improvement plans.

Self-Assessment
Report (SAR)

The production of annual self-assessment reports (SAR) and quality
improvement plans at Curriculum Team Leader or Head of Campus
level forms the basis for AYBI’s annual self-assessment.
The curriculum SAR is subject to a scrutiny panel with governors to
confirm the narrative and grades awarded.
An executive summary SAR and quality improvement plan drawing
together the curriculum SAR is produced by the Deputy Principal.
This is approved by CMT, the Quality and Standards Committee and
the Board of Governors. An approved copy is sent to Ofsted.
Monitoring of the quality improvement plan is the responsibility of the
Quality and Standards Committee.

Courses with
Serious Concerns

The performance of individual courses is considered by AYBI
Management Team. Courses that are underperforming are
identified. There are two levels of concern: amber or red.
For courses designated amber, a series of meetings take place,
chaired by the Assistant Principal with the Course Leader,
accompanied by the Curriculum Team Leader or Head of Campus.
For courses designated red, a series of meetings take place, chaired
by the Deputy Principal with the Course Leader, accompanied by
the Assistant Principal.
An action plan is agreed to secure improvement at the first meeting.
Progress against the action plan is monitored through subsequent
meetings.
Reports on Courses with Serious Concerns are provided to the
Quality and Standards Committee on a termly basis.

Assessment Board
Meetings

These meetings take place to confirm module marks for
qualifications that are on the Framework of Higher Education
Qualifications and where the provision is not franchised. Careful
consideration is given to internal quality assurance processes, the
award of borderline marks, and extenuating circumstances relating
to individual students.

Operational Higher
Education
Committee

The Operational Higher Education Committee meeting is chaired by
the Higher Education Manager and oversees the operational
delivery of AYBI’s Higher Education programmes.

Strategic Higher
Education
Committee

The Strategic Higher Education Committee meeting is chaired by the
Principal and is concerned with the maintenance of academic quality
and standards in AYBI’s higher education provision, and the enhancement
of the quality of the higher education student experience.

Annual Monitoring
Reports

For all Higher Education qualifications on the Framework of Higher
Education Qualifications an annual monitoring report is produced at
the end of an academic year. This is to review their performance
and confirm that quality and academic standards have been
maintained in accordance with all external and internal benchmarks
and requirements.

Periodic Review Periodic Review is the periodic appraisal of Higher Education
programmes. AYBI is committed to ensuring that the academic
standards of the Higher National programmes it deliversare
maintained and that the quality of learning opportunities provided
for students on these programmes is enhanced through regular
monitoring and periodic review.

Self-Evaluation
Document (SED)

The production of annual monitoring reports at course level along
with survey results, external examiner reports, periodic review
outcomes and student feedback form the basis for AYBI’s annual
self-evaluation document for qualifications on the Frameworkof
Higher Education Qualifications.
The annual Enhancement Action Plan outlines the actions identified
for the improvement in the quality of AYBI, programme of study
and/or student learning opportunities for qualifications on the
Framework of Higher Education Qualifications.
The SED and enhancement action plan are produced by the Higher
Education Manager. These are approved by CMT and the Quality
and Standards Committee.
Monitoring of the enhancement action plan is the responsibility of
the Strategic Higher Education Committee.

Student Voice Each course elects a course representative. Students' views will be
sought at scheduled times throughout the year by means of student
surveys, learner focus groups and forums.
All students complete AYBI’s annual student survey provided by
QDP and the FE Choices Learner Survey.

The student complaints procedure outlines the actions to be taken in
the event of a complaint from a student about AYBI services.
Employer Voice Employers are invited to provide feedback through the FE Choices

Employer Survey.
Employers provide feedback to AYBI Assessors and Business
Development Officers and are invited to Employer Open Events and
other meetings as appropriate.

Subcontractors Regular meetings and consistent processes of quality assurance to
ensure students are benefitting from high-quality training and
assessment and complying with the Sub-Contracted Agreement in
place.

Internal Quality
Assurance

A consistent process of internal verification/moderation for all course
provision in accordance with AYBI Internal Quality Assurance
Policy.

External Quality
Assurance

Organising and supporting cross-AYBI responses to external
agencies, including Ofsted, IQER, Awarding Bodies ensuring
positive outcomes.

Internal Audit Internal AYBI processes and systems are subject to internal auditto
provide independent assurance that AYBI’s risk management,
governance and internal control processes are operating
effectively. The schedule of works is determined by AYBI’s
objectives, its risk profile and assurance framework in linewith the
Internal Audit Strategy document.

Quality Policies Maintaining up to date policies and procedures in order to deliver the

commitments of the Quality Strategy.

Sharing of Good
Practice

Ensuring examples of good practice are identified, promoted and
shared across the curriculum areas, CPD opportunities and Staff
Development Days. Good practice is shared, discussed and
disseminated by the Assistant Principals, in Curriculum Team
Leader and Course Team Meetings.
Ensuring timely identification of underperformance and
implementation of effective intervention strategies as detailed within
AYBI’s Staff Capability Procedures.