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1. Registration Policys
2. Policies for Student Hiring, Registration, and Certification
3. Student Protection Policy
4. Certification Policy
5. Philosophy of Vocational Assessment
6. Evaluation policy (face-to-face and distance learning)
7. Recognition of Prior Learning Policy (RPL)
8. Equality and Diversity Policies
9. Internal Verification Policy
10. Appeals Policy
11. Discrepancies on evaluation decisions
12. Special consideration Policy / reasonable adjustment
13. Evaluation decisions
14. Personal Development
15. Health and safety policy
16. Contingency and adverse effects policy
17. Conflict of Interest Policy

Registration Policys

 

Objectives:

 

• To register each student with the correct programme within the agreed

• To build a secure, accurate and accessible audit trail to ensure that the individual learner’s record can be traced back to the certificate that is issued to each

To do this, the centre will do the following:

 

• Register each student within the requirements of the certifying body. The enrolment department must submit a list of names to the Quality Nominee (QN) in October before the published deadline of 1 November. The QN will confirm that the list is correct, before passing it to the Examinations Officer who will enrol learners via Edexcel

• If entries are requested by secretariat after the submission date, the QN and Head of Studies will make a decision based on the suitability of the candidate. Late entries will only be made in exceptional circumstances, when a Coordinator can provide a timetable to show how a student can work already covered in the

• Provide a mechanism for programme teams to check the accuracy of learner records. This will be done by the Edexcel Online exams officer’s confirmation report and passing it to the co-ordinator to sign and send, advising whether they are correct or incorrect (giving details if necessary).

• Make each pupil aware of his or her registration

• Inform the awarding body of withdrawals, transfers or changes to student

Policies for Student Hiring, Registration, and Certification

Student Hiring Process

• Admission Requirements: Minimum admission requirements will be established to ensure that students meet the necessary criteria for enrolling in BTEC HN programs by Pearson at the authorized center, Campus FP IVT, center number 94425.

• Application Procedure: A clear and transparent procedure will be established for students to submit their admission applications to Campus FP IVT, for enrollment in BTEC HN programs by Pearson. This will include the required documentation, deadlines, and steps to follow.

• Evaluation and Selection: A comprehensive evaluation of the received applications will be conducted to select the most suitable students for enrollment in BTEC HN programs by Pearson at Campus FP IVT. The selection criteria will be based on academic merits, relevant experience, and the ability to meet program requirements.

• Communication of Results: Once the evaluation process is completed, applicants will be promptly and clearly informed of the outcome of their admission applications for BTEC HN programs by Pearson at Campus FP IVT.

Student Registration

• Required Information: The necessary information will be collected from each admitted student for registration in BTEC HN programs by Pearson at Campus FP IVT, center number 94425, to maintain accurate and up-to-date records. This may include personal data, academic backgrounds, contact information, and any other information relevant to the educational process.

• Confidentiality and Privacy: The confidentiality and privacy of the information provided by students will be ensured in accordance with applicable laws and regulations. Personal data will only be used for educational and administrative purposes related to the enrollment in BTEC HN programs by Pearson at Campus FP IVT.

Student Certification

• Graduation Requirements: Specific requirements that students must fulfill to obtain the corresponding certification from Pearson upon completing their BTEC HN programs at Campus FP IVT, center number 94425, will be established. These requirements may include satisfactory completion of BTEC units, assessments, projects, or any other program components specified by Pearson.

• Evaluation and Progress Monitoring: Assessment and progress monitoring mechanisms will be implemented to track students’ progress throughout their BTEC HN programs at Campus FP IVT. This may include periodic exams, assessment submissions, projects, and any other method specified by Pearson that allows evaluating the level of competence and knowledge acquired.

• Certificate Issuance: Once students have fulfilled all graduation requirements as specified by Pearson for the BTEC HN programs at Campus FP IVT, center number 94425, the corresponding certificates from Pearson will be issued. These certificates will accurately and reliably reflect the level of competence and skills acquired by the student during their time at Campus FP IVT.

Student Protection Policy

At Campus FP IVT, we are committed to ensuring a safe and secure environment for all our students. The student protection policy aims to safeguard their well-being and promote their safety in all activities and situations related to their educational experience. The following are the key points of our student protection policy:

1. Promotion of a safe environment:

• Regulatory compliance: We commit to complying with all applicable laws and regulations regarding student protection and well-being.
• Risk prevention and mitigation: We will implement preventive measures to identify and mitigate potential risks that may affect the safety and well-being of our students.
• Adequate supervision: We will provide appropriate supervision by authorized staff in all areas and activities of the center, including classrooms, laboratories, internships, and extracurricular events.

2. Prevention of abuse and mistreatment:

• Zero tolerance policy: We have a zero-tolerance policy towards any form of abuse, mistreatment, or harassment of students by any member of staff, classmates, or third parties.
• Reporting procedures: We will establish clear and accessible procedures for students to report any incidents or suspicions of abuse, mistreatment, or harassment in a confidential and secure manner.
• Training and awareness: We will provide regular training to staff members to ensure they are well-informed about the signs of abuse, mistreatment, or harassment, and know how to respond appropriately should any situation arise.

3. Personal data protection:

• Confidentiality and privacy: We will respect the confidentiality and privacy of students’ personal data in accordance with applicable data protection laws and regulations.
• Responsible use of information: We will only use students’ personal information for educational and administrative purposes, ensuring it is handled securely and protected.

4. Collaboration with relevant authorities:

• Cooperation and communication: We will collaborate closely with relevant authorities such as the police and social services in case of reported or suspected abuse, mistreatment, or situations posing a risk to our students.
• Information to parents or legal guardians: We will maintain clear and transparent communication with parents or legal guardians of our students in case of incidents or relevant situations that affect their safety and well-being.

At Campus FP IVT, the protection of our students is of utmost priority. We are committed to their safety, well-being, and holistic development, ensuring compliance with the highest standards in student protection in all the activities and services we offer

Certification Policy

Objectives:

• To claim valid student certificates within the agreed

• To build a secure, accurate and accessible audit trail to ensure that learner certification claims can be traced back to the certificate that is issued to each

To do this, the centre will do the following:

• Ensure that certificate claims are timely and based solely on internally verified assessment

• Ensure that all internal verification processes are completed by 30 June. From then on the Coordinator will start to complete the grades on the online platform for all enrolled students. All degree requests will be made by 31 July at the

• Monitoring of requests for qualifications to the certifying body. The QN will check 25% of the requests against the departmental mark sheets to ensure accurate information. If a significant number are inaccurate the QN will report to the Head of Studies who will investigate and decide if there are inaccuracies that are due to human error or

• Audit certificates received from the procuring entity to ensure accuracy and completeness.

• Maintain all records securely for three years after

This policy will be reviewed every 12 months by the Quality Manager.

Philosophy of Vocational Assessment

Vocational assessments are set up so that course tutors can assess and assign a mark for their learning at a particular point in the course. The grade assigned contributes to the students’ final certificate result.

The most important thing in completing the assessment is to establish what the learning outcomes are and to ensure that learners are fully aware of the learning objectives they include:

• the exact details of the assignment, including instructions on format, presentation and structure
• the scoring criteria for the evaluation
• the «intended learning outcomes» for the course, i.e. what the tutor has stated he/she expects you to be able to demonstrate in order to pass the course

At CAMPUS VET School we support and encourage all learners to strive to achieve the best possible outcomes both academically and in their lives outside of school. For many of our students, vocational qualifications are the preferred route to demonstrate their skills and understanding of the professional environment.

Through effective assessment procedures shared with learners, we create a partnership that leads to successful outcomes at the end of the course.

Evaluation policy (face-to-face and distance learning)

Objectives:

• Ensure that the assessment methodology is valid, reliable and does not produce disadvantages or advantages for any group of learners or individuals.

• Ensure that the assessment procedure is open, fair and free of bias and in accordance with the current regulations.

• Ensure that there is an accurate and detailed record of assessment decisions.

To do this, the centre will do the following:

 

• Ensure that learners have assignments that are fit for purpose, and that they are able to produce the relevant assessment

• Ensure that all assignment briefs are verified internally by the QN or staff who have effectively completed the standardisation

• Provide standardisation exercises for BTEC staff so that all faculty members are able to internally verify tasks

• Evaluate tests using only the published evaluation and marking

• Ensure that evaluation decisions are impartial, valid and

• Do not limit student achievement if work is submitted

• Develop assessment procedures that minimise the possibility of

• Maintain accurate and detailed records of evaluation

• Record all assessment decisions on the corresponding template and save them in the BTEC file in the school’s computer

• Ensure that all records are kept for 3 years after the date of

• Ensure that each assignment includes a student statement of

• Ensure that coordinators and the QN monitor the entry of assessment decisions for each term to ensure that grades are up to date. Where this is not the case, the Head of Centre will be

• Maintain a robust and rigorous internal verification

• Monitor quality reports and take all necessary corrective

• Sharing good evaluation practices among all BTEC programme teams.

• Ensure that the BTEC assessment methodology and the role of the assessor are understood by all BTEC staff.

• Provide resources to ensure that the assessment can be conducted accurately and appropriately.

• Ensure that coordinators review each assignment brief once it has been completed by learners. Coordinators will complete a review form and send it to the QN every 3 months.

• This policy will be reviewed every 12 months by the Quality Manager.

Particularities of the evaluation in distance mode:

In the distance mode, we carry out weekly exercises that have the most technical parts of the assignments associated with them. The same exercise can have more than one assignment associated with it.

The platform is open until a certain date in order to upload the files worked on.

In addition, we have face-to-face tests to validate and verify the student’s level of knowledge. These tests are compulsory, the tasks are supervised by a teacher, and the students have to upload the files with the exercises to the platform from the educational centre.

These tests may include are designed to demonstrate continuous learning during the module.

With regard to the more theoretical assignments, they have a specific online module for this, in which they have defined the tasks to be done associated with the HND of each of the units.

Links

BTEC Programme Specifications:  These provide guidance on assessment for each BTEC qualification. All teaching staff in BTEC programmes should have access to the relevant specification. They are published on the Edexcel website:

www.edexcel.com

Edexcel BTEC Evaluation and Assessment Policy: This is Edexcel’s policy on the application of the rating criteria w h e n assessing BTEC programmes:

www.edexcel.org.uk/about/policies/centrepolicies/

 

 

Recognition of Prior Learning Policy (RPL)

 

Objectives:

• Recognition of Prior Learning (RPL) offers learners the opportunity to demonstrate that they can meet the assessment requirements of a unit through knowledge, understanding or skills that they already possess and do not have to develop through a course of

• To ensure that the assessment methodology is valid, reliable and does not create disadvantage or advantage for any group of learners or

• Provided that the assessment requirements for a given unit or qualification have been met, the use of RPL is acceptable for the accreditation of a unit or an entire qualification. Evidence of learning must be valid and reliable (see 6).

Scope:

• This policy applies to qualifications on the National Qualifications Framework (NQF), QCF Qualifications and other national frameworks and non-regulated qualifications. However, where learning is evidenced only through a national examination, the learner is required to sit the examination, e.g. general qualifications such as GCSE or GCE are not within the scope of this

Legislation

• The Equality Act 2010 applies to the operation of this

Principles of policy implementation and development

• RPL is a valid method for individuals to claim credit for units regardless of how their learning took place. There is no difference between the achievement of the learning outcomes and the unit assessment criteria through prior learning or through a formal programme of

• RPL processes, procedures, practices and decisions should be transparent, rigorous, reliable, fair and accessible to individuals and stakeholders to ensure that users can be assured of RPL decisions and

• RPL is a learner-centred, voluntary (for the learner) process. The individual should offer advice on the nature and extent of evidence that is considered appropriate to support a claim for credit through RPL, and give guidance and support in making the

• The assessment process for RPLs is subject to the same quality assurance and monitoring standards as any other form of assessment. The granting of credit through RPLs shall be no different from any other credit

• RPL assessment methods must be of equal rigour to other assessment methods, which are appropriate to the objectives and which relate to evidence of learning. Credit may be claimed for any unit through RPL unless the assessment requirements of the unit do not allow this, based on a rationale consistent with the objectives and regulations of the academic

• Prior learning that would provide evidence of current knowledge, understanding and skills varies from sector to sector. This will depend on the extent of experience, technological changes and the nature of the outcomes sought. If the validity of any evidence is in doubt, the assessor may use questions to test the candidate’s understanding and

Pupils’ rights

• All students will be eligible to apply for RPL provided they meet the specific requirements of the validating awarding body/body regulating the qualification for which they are

• A student doing initial research on RPL should provide timely and appropriate guidance and support on the rules, regulations and processes involved in

• A student may appeal against credit points awarded but only on grounds of non- compliance with agreed procedures and/or misapplication of those

Student Responsibilities

• The student must complete a credit claim form, and provide evidence to demonstrate that the requirements of the unit, module or part of a unit or module have been met;

• The student should consult with the subject specialist agreed in the preparation of his/her

• Students applying for credit must agree a plan of action to enable him/her to obtain the degree she/he is aiming

• Students must agree to attend any additional oral assessments or corresponding assessments if the initial evidence is deemed unsatisfactory to the RPL

Teachers’ responsibilities

 

• Provide support and encouragement to all students who wish to claim credit for prior learning.

• Following initial investigations of any student the staff member should place the student in contact with a subject

• The subject specialist should develop, with the learner, an action plan to address the learning outcomes of the

• The subject matter expert should identify the evidence needed to support the credit claim and explain how this evidence will be assessed and by

• Make sure that the student is enrolled for a specific degree/qualification.

• This policy will be reviewed every 12 months by the Quality Candidate.

CREDIT CLAIM FORM (complete all sections as much as possible)

If you are already registered in a programme you may be eligible for credit for previously acquired qualifications, vocational training and/or apprenticeships not already registered in a programme, you may be eligible for credit for previously acquired qualifications, vocational training and/or apprenticeships.

regulated. If you wish to make an application for recognition of prior learning please complete this form.

 

 

DETAIL IS PERSONAL IS

 

Name:

 

Address

 

Postcode:

| Telephone:

 

Programme / Course in which you are registered, or have been accepted in CAMPUS FP

 

 

a.		Module(s) / Unit(s) for which credit is claimed:
Course	/	Module / Unit Code
Course	/	Module / Unit Code
Course	/	Module / Unit Code
Course	/	Module / Unit Code
Course	/	Module / Unit Code
Course	/	Module / Unit Code
Course	/	Module / Unit Code
Course	/	Module / Unit Code

 

Course / Module / Unit Code

 

b.           Learning outcomes/objectives of the programme for which credit is claimed if not related to individual modules or units of study

specific.

 

 

BACKGROUND OF CREDIT CLAIM (Attach separate sheets) In this section specify the achievements, experience and qualifications previously acquired and the certificates you wish to use as the basis for your claim. You should attach photocopies of supporting documents wherever possible, e.g. syllabus, course structures, examination certificates.

Equality and Diversity Policies

 

Introduction:

 

Every member of the school is regarded with equal value and importance, irrespective of his/her creed, culture, class, race, gender, sexuality and/or disability. The school aims through its proactive approach towards inclusion, to enable pupils to participate fully in the life and activities of their communities. Addressing fundamental prejudices against disability in children and adults is a central element of our inclusion work.

This policy aims to promote understanding of the principles and practices of equality and fairness, with the aim of equipping students with an awareness of the diversity of society and an appreciation of the value of difference. This policy is a proactive approach to the promotion of equality of opportunity with regard to race, gender or disability.

Law and Discrimination:

In all its dealings with pupils, staff, governors, parents, prospective employees and external agencies, the school will actively comply with existing laws and discrimination legislation. The main laws that currently apply are:

• Sex: Sex Law 1975 Discrimination, Sex Discrimination (Gender Reassignment)

Regulations 1999, the Equality Act 2006 o Ethnic: Race Relations Act 1976, Race Relations (Amendment) Act 2000 o Disability: Disability Discrimination Act 1995, Special Educational Needs and Disability Act

2001, the Disability Discrimination Act 2005 o Sexual Orientation: Equality in Employment (Sexual Orientation) Regulations 2003 o Religion or Belief: Equality in Employment (Religion or Belief) Regulations 2003, Equality

o Age: Employment Equity (Age) Act 2006 o Age: Employment Equity (Age) Act 2006

Objectives:

• To ensure that students and staff recognise that discrimination on the basis of colour, culture, origin, gender or disability is not
• To provide an environment in which all students and staff feel safe enough to express and challenge
• To ensure that all staff feel valued and supported and have appropriate advice and encouragement for professional
• Ensure that the principles and practice of equal opportunities apply to all members of the school community: pupils; teaching and non-teaching staff; parents; governors and visitors. Â – Equal Opportunities practices should be evident in
  1. the formal curriculum (the syllabus);
  2. the informal curriculum (extracurricular activities); and
  3. the «hidden» curriculum (the ethos of the school, the quality of personal relationships, ).
• To educate, develop and prepare all learners for life regardless of gender, colour, origin, culture or
• Ensure that pupils and teachers contribute to a happy and caring environment by showing respect and appreciation for each other as
• Ensure that learners are seen as individuals and that each learner’s education is developed in direct relation to their needs and abilities. This eclectic approach should be based on knowledge and awareness of an appropriate range of teaching and learning styles, teaching interventions, behavioural methods, medical issues and diagnostic

Policy in practice

• Admission: The school follows LEA and Governing Board admissions policies that do not allow gender, race, colour or disability to be used as admissions
• Accessibility: reasonable access The school has an established set of Accessibility Procedures and an Accessibility Plan to ensure that all pupils will have full access to the curriculum and that no member of the school community (pupils, staff, governors, or visitors) will be denied access to any part of the school premises as a result of any individual disability.
• Pupil registration and staff names will be recorded accurately and correctly pronounced. Pupils are encouraged to accept and respect names from other
• Discrimination All forms of discrimination by any person within the responsibility of the school will be treated seriously as such behaviour is unacceptable. Racist symbols, badges and insignia on clothing and equipment are prohibited in school. Staff should be aware of possible cultural assumptions and prejudices within their own attitudes. In all staff appointments the best candidate will be appointed on the basis of strict criteria of professionalism. Parents should be aware of the school’s commitment to equal
• All cases of discrimination or prejudice shall be taken seriously and dealt with, where appropriate, in accordance with existing sanctioning procedures. A record of incidents should be kept by the head
• Language The school views linguistic diversity in a positive way. Pupils and staff should feel that their natural language is
• Culture, class and race: The school recognises that members of the school may come from diverse cultural, racial and socio-economic backgrounds and will seek to foster a climate of mutual respect in order to help promote a school and society in which there is social, religious and racial
• We recognise the inequalities of opportunity that exist within society for individuals and groups, and are determined to take positive steps to enable each individual to raise his/her self-esteem, expectations and performance to have wider life
• We are aware of the need to be different without being excluded. We are happy for pupils to wear special forms of dress when these are an essential part of their religious or cultural background – Sikh turbans, Muslim headscarves on girls etc. although the needs of safety and effective learning in school will always take precedence and any such items of dress should be consistent with the school uniform
• We value the history, experience and contribution of our multicultural community and seek to express this in the curriculum and the life of our
• We strive to counteract negative, patronising and stereotypical views: the main cause of prejudice is ignorance and misunderstanding. We make use of the Multicultural Centre for counselling and teaching
• We will not tolerate racist behaviour in any
• Gender: We constantly review our curricula, procedures and materials to ensure that there is no gender discrimination or
• We encourage students to be aware of rigid sexual stereotypes presented, for example, by the
• We are committed to providing a curriculum that avoids unnecessary gender divisions.
• All pupils experience the subjects that were previously considered suitable for a single sex.

• We ensure

1. that all pupils have opportunities to work with pupils of both sexes,
2. we start with traditional sexual stereotypes (e.g. by not asking boys to move furniture while girls tidy up),
3. that students are encouraged to follow less conventional subjects and interests
4. We make no distinction between the sexes in relation to our school

• Religion: We recognise that members of the school may come from diverse backgrounds: some have no religious faith, others are committed to a greater or lesser extent, to a variety of religions. We seek to promote an ethic of tolerance based on understanding and respect for the beliefs and practices of
• Resources: The aim of the centre is to provide for all pupils according to their needs, regardless of gender, ability or ethnicity. Resources are to reflect children’s cultural and racial backgrounds to support positive self-images. We seek to ensure that our resources include non-sexist books that value the achievements of all. Displays will equally reflect a range of cultures and races. All materials used in school must be supervised by the subject co- ordinator.

·         Relations: Relationships between pupils, staff and management should be such that any member of the school acting in a manner contrary to the spirit of this policy is made aware of the unacceptable nature of his/her behaviour. This should be done in a way that supports and encourages change and reinforces the principles of this policy.

·         Responsibilities: All staff within the school have a responsibility for the maintenance and implementation of this policy. The Headteacher has a responsibility to ensure that all pupils, parents and staff are aware that the school has an equal opportunities policy and to enable anyone wishing to receive a copy of the policy.

·         Follow-up and review

The school monitors the achievements of groups of pupils (gender, race, disability, vulnerability) to ensure that they are achieved in the same proportion as the general body of pupils.

School monitors and records all incidents of harassment/bullying and also records whether such incidents are motivated by any act of discrimination against minorities.

The director is responsible for the day-to-day supervision of the effective implementation of this policy.

A designated governor shall prepare an annual report on the effective implementation of this policy

Internal Verification Policy

 

Objectives:

• Ensure that the IV is valid, reliable and covers all advisors and programme

• Ensure that the IV procedure is open, fair and free of

• Ensure that there is an accurate and detailed record of decisions

To do this, the centre will do the following:

 

• Ensure that all site assessment instruments are verified as fit for

• Verify an appropriately structured sample of evaluative work from all programmes, sites and equipment to ensure that the centre’s programmes meet the

• Plan an annual internal verification calendar, linked to allocation

• Define, maintain and support effective internal verification

• Ensure that identified personnel maintain secure records of all internal verification activity.

• Train staff on the requirements of the current internal verification

• Promote internal verification as a development process among

• Provide standardised documentation of the IV

• Use the internal verification result to improve future evaluation

• This policy will be reviewed every 12 months by the Quality

• Internally verify the work of 25% of the students registered for each

• Each coordinator will keep a record, together with the IV records, of how many of the evaluation decisions are not correct. The QN will use this information to adjust the sample size needed for subsequent

• Ensure that internal verification of work is carried out in line with the school’s policies and procedures, these being:
  • There can be reciprocal IV within thematic
  • The IV will decide which student work is to be sampled and stored using the format provided and saved within the corresponding
  • Each student’s work must be subject to IV at least once throughout the

• The Quality Nominee (QN) will randomly sample a selection of internally verified jobs from across the range of BTEC programmes to ensure that the IV standards are being met. The QN shall record how many are accurate and

• If IV inaccuracies are repeated then a larger sample of that staff member will be required and will be subject to verification by the QN and Head of

• An erroneous IV could lead to the blocking of certification and the application of the staff negligence

• Strive to complete all internal verification within 1 month of assignment
• Where a previous quality report has identified a bad IV, that matter will be subject to closer scrutiny by the

The general process of standard verification of Assignments and Assessment in CAMPUS FP is divided into two parts: On the one hand, the internal verifier will check each of the Assignment Briefs before they are handed out to the students, within the time frame established by the Assessment plan, and on the other hand, there will be quarterly meetings (Assessment Board) with the teachers to check that the Assessment process is done properly and in a standardised way, as well as that the assessment criteria are fulfilled. In addition, the internal verifier will check that the assessments are carried out according to standard criteria and that there are no differences in interpretation between different assessors.

Distance learning :

 

The internal verification procedure is essentially the same as in the face-to-face mode.

In order to authenticate the student’s level of knowledge, regular face-to-face tests are carried out to ensure that the work submitted corresponds to the student’s actual level of knowledge.

Appeals Policy

 

Objectives:

• To enable the learner to investigate, challenge or appeal against an assessment
• To try to reach an agreement between the learner and the counsellor at the earliest
• To standardise and record any resources to ensure openness and
• To facilitate a student’sthe lastright of appeal to the awarding body, if applicable.
• To protect the interests of all learners and the integrity of the

To do this, the centre will do the following:

 

• Inform the learner at induction of the Appeals Policy and
• Record, track and validate any
• Forward the appeal to the awarding body, where a student considers that a decision continues to disadvantage him/her after the internal appeal process has been
• Maintain a record of recourse for inspection by the licensing body for a minimum of 18 months.
• Have a staged appeals
• It will take the necessary steps to protect the interests of other students and the integrity of the qualification, where the outcome of an appeal casts doubt on the validity of the other
• Monitor appeals to inform quality

This policy will be reviewed every 12 months by the Quality Candidate.

Discrepancies on evaluation decisions

 

If a learner is in disagreement with the initial decision of the assessor the next process will take place until the learner is satisfied or the awarding body has been contacted.

Evaluation of Negligence Policies

Objectives:

• To identify and minimise the risk of malpractice by staff or
• To respond to any incidents of alleged malpractice promptly and in an objective manner.
• To standardise and record any malpractice investigations to ensure openness and fairness.
• Impose appropriate sanctions and/or penalties on students or staff where incidents (or attempted incidents) of malpractice have been
• To protect the integrity of this centre and BTEC

To do this, the centre will do the following:

• Try to avoid potential malpractice by using the induction period and the student handbook to inform students of the school’s policy on malpractice and the penalties for attempted and actual incidents of
• Show learners the appropriate formats for recording such texts and other materials or sources of
• Ask participants to state that their work is their own
• Ask participants to provide evidence that they have interpreted and synthesised the appropriate information and recognised sources
• Conduct an investigation in a manner commensurate with the nature of the allegation of negligence. Such an investigation shall be supported by the Head of Centre and all staff linked to the allegation. It will proceed through the following stages:
  1. Allegation
  2. Adjudication response
  3. Investigation, where the Head of Centre establishes the facts and circumstances full of interviewing the student and person making the
  4. Report of the Director of the Centre
  5. Decision
  6. Appeal
• Making the individual fully aware at the earliest opportunity of the nature of the alleged malpractice and the possible consequences should Negligence should be
• Give the individual an opportunity to respond to the allegations
• Inform the person of the avenues of appeal against a judgement
• Document all stages of any

Where negligence is proven, this centre will apply the following sanctions/penalties:

2. The loss of marks for a section. Ex: Merit or Distinction
3. The loss of all notes for a
4. Disqualification for one
5. The disqualification of all units of one or more titles.
6. The seriousness of the negligence will determine which sanction is

Definition of Student Neglect

 

This list is not exhaustive and other cases of malpractice may be considered by this centre, at its discretion:

• Plagiarism of any
• Collusion working collaboratively with other students to produce work that is presented as an individual learning
• Copying (including the use of ICT to facilitate copying).
• Deliberate destruction of works
• The production of results or
• False declaration of authenticity in relation to the contents of a portfolio or
• Impersonation by pretending to be another person for the purpose of producing work for another or arranging for another to take place in an assessment, examination or
• The process the centre will follow if there is an allegation of pupil neglect is as follows;

Definition of negligence by the Personnel Centre

This list is not exhaustive and other cases of malpractice may be considered by this centre, at its discretion:

• Inadequate assistance to
• Inventing or changing marks for internal assessment work (coursework or portfolio tests) where there is insufficient evidence of candidate achievement to justify the marks given or assessment decisions
• If candidate courses/portfolios of evidence are not kept
• Fraudulent claims for
• Inappropriate retention of
• Assisting learners in the production of work for assessment, where the support has the potential to influence assessment outcomes, e.g. where the support involves the production of workplace staff for the
• The production of false witness statements, e.g. for evidence the pupil has not generated.
• Allow evidence, which is known to the official not to be the pupil’s own, to be included in an assignment/assignment/portfolio/course’s?
• Facilitating and enabling
• The misuse of conditions for special learner requirements, e.g. where learners are allowed support, such as an amanuensis, is permissible to the extent that the support has the potential to influence the outcome of the
• falsification of records/certificates, e.g. by alteration, substitution or
• Fraudulent certificate claims, which is claiming a certificate before the student who completed all assessment
• If an allegation of staff negligence is made there will be an investigation by the QN and Head of Centre. If it is found that there are serious grounds for the allegation, then the QN will investigate every job marked that member of staff and the Head of Centre will contact Edexcel for further assistance/guidance.

This policy will be reviewed every 12 months by the Quality Candidate. Links Edexcel BTEC Negligence Assessment Policy:                  This is Edexcel’s policy on Edexcel’s negligence assessment relating to BTEC programmes: www.edexcel.org.uk/about/policies/centrepolicies/

Special consideration Policy / reasonable adjustment

 

Objective:

CAMPUS FP aims 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. This will be 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 the assessment results nor must they give the learner 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 eliminate the difficulty the Trainee faced at the time of the assessment, and can only be a relatively minor adjustment to ensure that the integrity of the assessment is not compromised.

Special consideration cannot be applied to units within a qualification, or qualifications.

Reasonable Adjustment Guidance and Special Considerations

A reasonable accommodation helps to reduce the effect of a disability or difficulty that places the student at a substantial disadvantage in the assessment situation. Reasonable accommodations must not affect the validity or reliability of the assessment results, but may include:

• Change of usual evaluation regime
• Adapting evaluation materials
• The provision of assistance during the assessment
• Re-organisation of the physical environment assessment – Change or adaptation of the assessment method – Use of assistive

CAMPUS FP understands that reasonable adjustments must be approved (internal or external) and put in place before assessment commences. It is an agreement to give students access to a qualification. The work produced following a reasonable adjustment must be assessed in the same way as other students’ work.

The following are examples of reasonable adjustments. It is important to note that not all of the adjustments described below will be reasonable, permissible or practical in particular situations. The learner may not need, nor will the same adjustment be allowed for all assessments.

The reasonable adjustments allowed by the Centre may fall into the following categories:

• Changes in assessment conditions
• The use of mechanical and electronic aids
• Modification of the presentation of the evaluation material
• Alternative forms of responses that present
• The use of access facilitators

Please note that a reasonable adjustment must not affect the validity or reliability of the assessment, influence the outcome of the assessment or give the student(s) concerned an unfair assessment advantage.

Examples of reasonable adjustments as defined in the above categories are listed below.

• Allowing extra time, e.g. assignment extensions
• Using a different evaluation location
• Use of colour overlays, low vision aids,
• The use of assistive software
• Evaluation material in large format or in braille
• Readers / scribes
• Practical assistants / transcribers / note-takers
• Evaluation material on coloured paper or in audio format
• Modified evaluation material Language-
• Sign Language
• The use of ICTs / responses using electronic devices

Applying Reasonable Adjustment

Reasonable accommodations are approved prior to an evaluation and are intended to allow achievement to be demonstrated. A student does not have to be disabled to qualify for a reasonable accommodation; nor is every student who is disabled entitled to a reasonable accommodation. Allowing reasonable accommodation depends on how the student’s access is to be provided. A reasonable accommodation is intended to allow access to assessment, but can only be granted when the accommodation does not:

• It will affect the validity or reliability of the
• Giving the pupil(s) concerned an unfair advantage over others
• Students taking the same or similar assessment
• Influencing the final outcome of the evaluation decision

CAMPUS FP School applies the reasonable adjustment in a transparent and impartial manner. All reasonable adjustments made must be recorded using the JCQ reasonable adjustment form.  Once completed, these will be held by the School to be available at all times for scrutiny by the awarding body, if requested.

All reasonable adjustments implemented by the school are subject to compliance with the requirements of the appropriate assessment and evaluation strategy and assessment criteria for each qualification and award body.

It is the responsibility of the school principal (or nominee) to ensure that any access agreement implemented by the school on behalf of the student is based on firm evidence of a barrier to assessment.

Achievement Evaluation

The College would ensure that for all internal assessment, achievement is given only for the skills demonstrated by the learner and that reasonable adjustments do not jeopardise the assessment results.

Special Educational Needs

CAMPUS FP points out that a Statement of Special Educational Needs (SEN) does not automatically qualify the student for reasonable accommodation for assessment, such as:

• the NSS statement may not contain a recent needs assessment
• the assessment procedure demonstrates the capacity above the adjustment threshold reasonable access arrangements/

Inappropriate use of reasonable accommodation

The School 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 measures to manage assessment malpractice; this could ultimately lead to the withdrawal of certificates, removal of qualification approval or withdrawal of central approval.

Special considerations

A special consideration given after a period of assessment for a student who:

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

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

• evaluation requires the demonstration of practical competence
• criteria must be fully met

Where assessment is in the form of on-demand assessment, such as electronic tests set and marked by computer, then it is likely to be more appropriate to offer the learner the opportunity to take the assessment at a later date.

Outcomes The learner should reflect true achievement in the assessment and not potential ability. To this end, special considerations can only be a minor post-assessment adjustment to the mark or outcome.

The awarding s decision is based on several factors, which may vary from student to student, and from subject to subject. These factors may include the seriousness of the circumstances, the date of the assessment, the nature of the assessment (e.g. practical oral presentation, etc.).

A student who is fully prepared and present from a scheduled assessment may be eligible for special consideration if:

• Performance in an assessment is affected by circumstances beyond the student’s control, e.g. recent personal illness, accident, bereavement, serious disruption during the assessment.
• Alternative assessment arrangements that were agreed upon before the assessment proved inappropriate or inadequate

• Part of an assessment has been missed due to circumstances beyond the student’s control.

• A student will not be eligible for special consideration if:
• there is evidence provided by the centre that the student has been affected at the time of assessment by a particular
• any part of the assessment is missed due to personal arrangements, including public holidays or unauthorised
• The preparation of a component is affected by difficulties during the course, e.g. disruptions through construction work, lack of adequate facilities, or changes in staffing shortages, or labour

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

• Terminal illness of the pupil
• Terminal illness of a parent
• Recent loss of an immediate family member
• Serious and disturbing national crises leading to acute anxiety
• About the family
• Disabling illness of the pupil
• Serious car accident
• Recent traumatic experience, such as the death of a close friend or
• Distant relative
• Outbreak of severe congenital diseases, such as epilepsy,
• Diabetes, severe asthmatic attack
• Recent internal crisis
• Recent physical assault trauma
• Broken limb on the mend

Request for Special Consideration

Applications must be submitted to the contracting authority. All applications for special consideration can only be made on a case-by-case basis and therefore separate applications must be made for each student. The only exception to this is where a group of students 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 the affected students must be attached to the application.

Requests for special consideration should be sent to the procuring entity:

• Application Form
• The Student Report Form
• Evidence to support the application such as a medical certificate, a medical letter, a statement from the supervisor (if applicable), or any other appropriate

The Head of Studies will authorise all applications for special consideration. Applications must be submitted to the awarding body within seven days of the assessment taking place. Upon receipt, the awarding body will usually give a decision within a further ten working days. If the matter is complex, the awarding body usually informs the school if the decision cannot be made within the specified time scale.

It is important to note that special consideration applications will not be considered in the performance of students has been claimed and certified.

The lost or damaged tra bass

Where a student’s work has been lost or damaged, the awarding body may consider accepting a grade for which no evidence is available. In all cases, the School will be able to prove that the  work was already done and that it was monitored while in progress.

Complying with the policy

The School understands that failure to comply with the requirements listed in this policy document could lead to poor assessment practices, which will have an impact on the student’s outcome.

Right of appeal

If the school cannot agree with the decision of the adjudication body made in respect of this policy, then the school has the right of appeal.

Upon receipt of an appeal, the awarding body will generally acknowledge receipt within two working days and award within s more than ten working days.

Evaluation decisions

 

Objectives:

 

• To accurately report all evaluation decisions to the procuring entity.

To do this, the centre will do the following:

 

• Ensure that all coordinators complete Classroom after consulting the Edexcel BTEC Manual.

• Randomly sample 25% of completed Classroom from each programme, to be reviewed by the Quality candidate.

• Submit notes to the designated address well before 31 July.

• Providing grades to students in physical and electronic form

Personal Development

 

To ensure that BTEC course delivery staff remain vocationally up to date the centre will ensure that;

• Coordinators identify at the beginning of each year the academic areas within their programme where staff lack recent professional

• Once the coordinators have made the QN aware of the training needs, the QN will try to agree on appropriate courses or internships

Health and safety policy

 

 

DECLARATION OF INTENT

 

It is our policy to conduct our activities in such a way as to ensure as far as is reasonable and practicable, the health, safety and welfare of our employees and all persons who might be affected by our activities, including the general public, where appropriate. We will co-operate and co-ordinate with partnerships, contractors, sub-contractors, employees, Hampshire County Council departments and the occupiers and owners of premises and land on which we set out to work in order to pursue our Health and Safety Policy.

Our objectives are:

• Provide and maintain a safe and healthy working environment to ensure the wellbeing of all
• Maintaining control of health and safety risks arising from our activities
• Comply with legal requirements as a minimum safety
• Consult with all staff on issues affecting their health, safety and well-being.
• Providing and maintaining safety systems, equipment and machinery
• Securing the handling, storage and use of substances
• Provide adequate information, instruction and supervision for
• Ensure staff are properly trained and competent to do their job
• Continually develop a culture of safety to eliminate or reduce the possibility of accidents, injuries and ill
• Assessing risks, recording significant findings and monitoring security arrangements
• Review and revise security policies and procedures periodically and when circumstances may introduce a requirement to modify or improve the arrangements
• Develop and maintain a positive safety and health culture through regular communication and consultation with workers and their representatives on health and safety matters.

Our health and safety management system has been developed to ensure that the above commitments can be met. All staff and governors will be central to their implementation.

ORGANISATION

 

Employer’s Liability

Overall responsibility for health and safety at CAMPUS FP is in the hands of the Consejería de Educación de la Comunidad de Madrid, which will do the following:

• Ensuring health and safety has a high profile
• Ensuring adequate resources for health and safety are made available
• Consult and advise staff on health and safety requirements and
• Periodically monitor and review local health and safety

Responsible Manager

The manager responsible for the premises is the director who will act as a:

• Develop a safety culture throughout the unit / centre / school /
• Consult with staff and provide information, training and instruction so that staff are able to perform their various tasks safely and
• Assessing and controlling risk in facilities as part of everyday management
• Ensure a safe and healthy environment and provide adequate welfare
• Making operational decisions on health and safety issues
• Ensure periodic safety visits and inspections are carried out
• Ensure significant hazards are assessed and risks are managed to avoid
• Ensure staff are aware of their health and safety
• Regularly update Governing bodies/partnerships, as appropriate
• Produce, monitor and periodically review all local security policies and

All staff (including volunteers)

 

All staff have a legal duty to cooperate with the requirements of this policy and to take care of their own health and safety and that of others affected by their activities through:

• Support for unit/centre/school/premises health and safety arrangements
• Ensuring your own work area remains safe at all times
• Do not interfere with health and safety arrangements or misuse
• Complying with all security procedures, whether written or verbally advised, for your own protection and the protection of those who may be affected by your actions
• Report security problems to your personal representative or other appropriate
• Report any incident that has resulted or could have resulted in damage or
• Assisting in investigations due to accidents, dangerous occurrences or near misses
• Not act or omit to act in any way that may cause harm or health problems to

Gatekeeper / Portal Administrator

The Interim and/or Area Manager is responsible for carrying out a wide range of typical health and safety related functions on behalf of, and under the direction of the responsible manager. He/she is to work within the parameters of any training given and in accordance with risk assessments and work practices in the safety facilities. He/she is to work within his/her level of competence and seek appropriate guidance and direction from the director/manager responsible and/or the

and Security Equipment as required.

On-site Health and Safety Coordinator/Officer

The on-site health and safety officer/school co-ordinator will manage, advise and co-ordinate local safety issues on behalf of, and under the direction of, the responsible manager. He/she is to work within his/her level of competence and seek appropriate guidance and direction from the accountable manager/director and/or Health and Safety Services as necessary.

All teachers and supervisors

Responsibility for the implementation of local safety procedures on a day-to-day basis rests with teachers and supervisors. When a new process or operation is introduced into the area of their responsibility, they are to liaise appropriately so that the associated risks are assessed and any precautions deemed necessary are implemented. They are to ensure that all new members of staff under their control are instructed in their own individual responsibilities with regard to health and safety, and will appropriately monitor new staff members. They are to make regular inspections of their areas of responsibility, taking immediate corrective action where necessary to control risk.

Security Committee

The purpose of the safety committee is to assist in the assessment of safety related issues and to provide the necessary support to the responsible manager/director. The safety committee is to meet periodically to monitor and analyse on-site health and safety performance, and recommend necessary actions should this performance appear or prove unsatisfactory. Safety committee staff shall be kept informed of all changes in

practices and procedures, new guidance, accidents, incidents and related risk issues.

Fire Safety Coordinator

The school headmaster is the fire safety coordinator who is the competent person for fire safety on the premises and acts on behalf of the responsible manager. He/she is to attend the fire safety coordinator training course and undertake this training every three years. The fire safety coordinator is responsible for local management and completion of day to day tasks related to fire safety and maintenance of the fire safety manual.

The fire safety co-ordinator is to work within their level of competence and seek appropriate guidance and direction from the responsible manager/director and/or Health and Safety Services Team as necessary.

The trained facilities logistics staff member is the competent person for the overall management of local general facilities and acts on behalf of the responsible manager. He/she is to attend the facilities management training course and upload this training every six years. He/she is responsible for the local management and completion of local day to day affairs and tasks. He/she is to work within his/her level of competence and seek appropriate guidance and direction from the responsible manager/director and/or Health and Safety Services as required.

Administration of Medicines

Provisions relating to medicines are laid down in the Pharmaceutical Policy Administration.

Child Protection

Child protection provisions are set out in the child protection policy.

Emergency Procedures

General emergency evacuation for non-fire related emergencies will be carried out in accordance with the unit/centre/school/premises emergency evacuation plan. The unit/centre/school/premises has a fire emergency plan for fire-related emergencies and an emergency evacuation plan for all non-fire emergencies.

All staff will receive a brief and/or a copy of the emergency evacuation plan at induction, and will be provided with regular updates as the emergency evacuation plan is routinely reviewed and modifications are made.

Personal Emergency Evacuation Plans should be completed, provided and exercised by any vulnerable persons in order to ensure safe, assisted evacuation in the event of an emergency incident.

Fire safety

Provisions relating to fire safety are set out in the Fire Safety Manual. The fire safety coordinator is the competent person for fire safety on the premises and is the immediate point of contact for all fire safety related enquiries on site.

The responsible director / director shall ensure through the fire safety coordinator that:

• All staff complete the mandatory fire safety induction e-learning course every

• Fire safety procedures are available for all staff to
• Fire safety information is provided to all staff at induction and periodically
• Fire safety notices are posted in key areas of the building near fire
• Evacuation routes and assembly points are clearly
• Staff are aware of their own responsibilities to know the location of fire hydrants and emergency exits. They should also be aware of the location of the assembly point in the event of a
• All staff are familiar with the flammable potential of the materials and substances they use and exercise the utmost care in their use, especially those marked
• Fire evacuation procedures, fire safety training and fire alarm testing are carried out in accordance with corporate guidance and the facilities fire safety
• The fire risk assessment is reviewed annually by the fire safety coordinator and modified as new hazards or necessary modifications are

First Aid

Provisions relating to the provision of first aid are set out in the First Aid Policy. The names and locations of first aid trained personnel on site are listed in the first aid policy and also clearly signposted around the unit.

/ centre/school/premises. First aid is never to be administered by anyone except trained first aiders with certification of training in date, operating within the parameters of their training.

Equipment

All general equipment requiring inspection and/or testing at the legal site (e.g. boilers, elevators, equipment, local ventilation systems, physical education equipment, lifting climbing apparatus) shall be inspected by appropriate competent contractors as provided for by the term contractor under PBR, or as provided for locally.

The equipment is not to be used if defective in any way. Defective equipment must be reported and immediately taken out of service until repairs can be carried out.

Order and Cleanliness

Tidiness, cleanliness and efficiency are essential factors in promoting good health and safety. The following conditions must be respected at all times:

• All corridors and passageways are kept free of
• Storage shelves and cabinets are stacked correctly and not
• Floors are kept clean and dry, and free from slip and trip
• Emergency exits and fire doors are not obstructed in any
• Supplies are securely stored in their correct locations
• Rubbish and rubbish are cleaned and removed at the end of each working
• Poor cleanliness or hygiene conditions are reported

Hazardous Substances

Hazardous substances, materials, chemicals and cleaning fluids are not allowed to be used or put into service on site unless a documented COSHH assessment has been carried out by the trained COSHH assessor, and the product has been approved for safe use on site by the responsible manager/director. The site COSHH assessor acting on behalf of the responsible manager/director of the site is the Portal Administrator.

Inspections and Surveillance

The daily monitoring of the premises, through work routines and staff awareness, is expected to identify concerns and issues that should be immediately recorded in the default premises book and reported to the General Security Gateway Manager.

Monitoring and inspections of individual departments will be carried out by Heads of Department and/or subject teachers as nominated by the Head of Department.

Documented routine inspections of the facility shall be conducted every six weeks, in accordance with the local monthly inspection schedule. Inspection results shall be recorded on the locally adapted CSAF-005/CSAF-010 Monthly Local Safety Inspection Checklist.

Contingency and adverse effects policy

At CAMPUS FP, the contingency and adverse effects policy is adopted as a guideline to cope with the exigency of emergency situations arising on campus during the conduct of its activities. Such emergency situations may be related to physical facilities, academic administration and natural calamities or other similar situations.

This Policy provides basic management guidelines for the CAMPUS FP structure in order to plan the school’s emergency response and minimise the impact of disasters/disruptions, which do occur. Although this policy does not cover all possible situations, it defines situations and outlines some basic measures to enhance the protection of lives and property through the effective use of school and community resources.

Definitions:

The following definitions of an emergency are provided as guidelines to assist in determining the appropriate response:

MINOR INCIDENT: Any incident, likely or actual, that does not affect the general operation of CAMPUS FP.

EMERGENCY: life-threatening

MAJOR INCIDENTS: Any incident, potential or actual, which affects the whole building and which will disrupt the overall operation of CAMPUS FP and require external emergency services together with a major effort at the centre.

DISASTERS: Any event or occurrence (natural or accidental), which can take place and seriously impair or halt the operation of CAMPUS FP causing staff casualties and serious material damage. It requires a coordinated effort of all the resources of the entire centre to deal effectively with the situation.

A major incident or disaster may occur due to fire, flood, earthquake, state of emergency and other similar natural and/or accidental causes.

Asunción / Guidelines:

Contingencies related to physical facilities:

The contingency policy at CAMPUS FP is based on a realistic approach to the problems that may occur at the school during an emergency or disaster. Therefore, the following are general guidelines:

• An emergency or disaster can occur at any time of the day or night, weekend or holiday;
• The sequence of events in the event of an emergency is not predictable; therefore, published support and operational plans will only serve as guidelines and checklists and may require on-site modification in order to meet the needs of the emergency. It should be considered that the disaster may affect the geographical situation surrounding CAMPUS FP; therefore, the city’s emergency services may not be available or may be delayed in providing assistance.

This CAMPUS FP policy provides some of the key information relevant to emergency recovery to all staff to deal with major fires, floods, earthquakes and other similar foreseeable serious emergency situation, a copy of which remains with Security Services at CAMPUS FP for safekeeping. The contingency plan should contain the following information:

• The location of the main control valves and isolation devices within the building for water, gas, electricity and other services;

• The position of high voltage equipment where there is access to exposed conductors. (c) Details of the construction of key holders;

• Identification of high life-saving priorities;

• Identification of very high risk areas and evacuation

Academic contingencies

CAMPUS FP endeavours to draw up its respective contingency plans to deal with abnormal/emergency situations related to academic management. CAMPUS FP management will be informed of all details of the plan. As a general guideline for the CAMPUS FP contingency plan the following is set out:

• All departments are responsible for ensuring that the classes of their teaching modules are available to all enrolled students, according to the published
• Certain events, however, may be quite contrary to standard instructional procedures and may require extraordinary instructional efforts to handle both primary instruction and remedial work. For such circumstances teachers should have contingency plans for continuing their courses. The nature of a contingency plan may vary with the type of course and instructors. The centre should advise its department heads on their contingency
• As a general rule, the policy provides flexibility for members of each department to make adjustments in course plans and student performance in the semester if normal class activities and/or laboratory analysis are interrupted due to an illness, emergency or crisis situation to allow completion of the course within appropriately. If this occurs, an addition to the syllabus and/or course work will replace the original
• School Contingency Plan Policy for

In order to keep CAMPUS FP’s training mission operational, each department should work with the centre to adopt contingency plans for faculty absences. All areas should have contingency plans to cover their courses in case they are unexpectedly unable to meet course requirements. These contingency plans should be provided to students in writing prior to the absence (preferably in the syllabus for the course). The nature of the contingency plan may vary with the type of course and instructor. Any adjustments should be reported to the administration for the record.

• The school should advise their department heads/principals of their absences and their contingency plans so that these offices can respond to students’ questions and communicate the plans to
• Contingency Policy for Cancellation of Assessments

Final assessments may be postponed in the event of extreme weather conditions or any other general emergency. If a decision is made to postpone testing, the postponement will apply to all exercises and deliverables scheduled for a particular day or part thereof. In anticipation of the need for such action, each assessment schedule will list a date on which any or all postponed examinations are retaken at the same time and place as originally scheduled. The date chosen shall be the earliest possible date, other than a holiday, from the last day of regular assessments.

• Adverse effect of supplementary tutoring

CAMPUS FP recognises the problematic side of complementary private tutoring while it can have positive consequences, e.g. in improving student learning, providing constructive activities for students during after-school hours, and providing income and employment for tutors, it can also have negative consequences. CAMPUS VET strongly discourages this practice because of its counter effect in distorting the homogeneity of curricula, pressure on young learners, exacerbation of social inequalities, and manipulation of clients by tutors.

Manipulation is especially common, and especially problematic, in situations where teachers provide supplementary paid tutoring to their own students after school hours. In the worst case, a form of blackmail arises where teachers teach only half of the curriculum.

The school day and then require their pupils to pay the other half during private lessons.

Data and information retrieval

Disaster recovery practice in educational institutions to protect critical business data and systems is crucial to ensure business continuity. Critical contingency plans and procedures need to be in place to accommodate the ever-changing needs of the organisation and ensure that data is recoverable in the event of a disaster. Traditionally, educational institutions provide their own disaster recovery procedures in isolation from other organisations and are often disparate in nature. This leads to differentiated approaches employed to ensure data recovery. Advances in modern technology have offered private companies a different route for their disaster recovery solutions and CAMPUS FP has established the right system to ensure data protection and recovery in the event of an emergency.

CAMPUS FP currently performs local backups managed by the IT department, as well as remote backups hosted on servers in four different continents.

Conflict of Interest Policy

At Campus FP IVT, we recognize the importance of maintaining high ethical standards and ensuring transparency in all our activities. The conflict of interest policy aims to prevent situations where personal or financial interests of staff members may unduly influence decisions and actions that affect the students. The following are the key points of our conflict of interest policy:

1. Disclosure of conflicts of interest:

 

1.1. Obligation to disclose: All staff members at Campus FP IVT have an obligation to disclose any actual or potential conflicts of interest that may arise in relation to their roles and responsibilities towards the students.

1.2. Relevant information: Staff members will be required to provide complete and accurate information about any financial, commercial, professional, or personal relationships that may influence their objectivity or impartiality in dealing with the students.

 

2. Evaluation and management of conflicts of interest:

 

2.1. Impartial evaluation: Disclosed conflicts of interest will be impartially and objectively evaluated by the center’s management to determine if they pose a threat to integrity and fairness in the treatment of students.

2.2. Management measures: In case a conflict of interest is identified, appropriate measures will be implemented to effectively manage it. This may include task reassignment, restriction of access to confidential information, or the appointment of an additional supervisor to ensure impartiality.

 

3. Ethics and professional conduct:

 

3.1. Integrity and loyalty: All staff members are expected to act with integrity and loyalty towards the students, avoiding any actions that may compromise the impartiality and quality of education provided.

3.2. Proper use of resources: Staff members should use Campus FP IVT’s resources responsibly and for the benefit of the students, avoiding any personal or improper gains.

 

4. Training and awareness:

 

4.1. Ongoing training: Regular training will be provided to all staff members to increase awareness of conflicts of interest and promote understanding of the related policies and procedures.

4.2. Clear communication: Clear and effective communication will be established with staff members and students to ensure a shared understanding of the conflict of interest policy and foster an environment of trust and transparency.

At Campus FP IVT, we are committed to impartiality and transparency in all our interactions with the students. The conflict of interest policy sets the guidelines to ensure that decisions and actions affecting the students are made objectively and in their best interest, avoiding any conflicts that may compromise the quality of their education and development.