Health and Social Care Tutor Gloucestershire

Recruiter
DT Plus
Location
Gloucestershire
Posted
10 Jan 2018
Closes
09 Feb 2018
Sector
Education
Contract Type
Permanent
Hours
Full Time
ROLE SYNOPSIS: The role of the trainer assessor is to support, train and assess learners working towards qualifications in the workplace. Your job is to help make sure that learners meet all the standards needed to achieve their qualification(s). Your job may combine some teaching or training duties within the assessment work. Duties include: Induction onto the 'Onefile' electronic portfolio and QCF/NVQ learning programme. Providing learners with stretching and challenging targets. Planning and delivering of vocational training programmes, observing and assessing learners in their workplace, examining learners portfolios of evidence, questioning learners, providing developmental feedback and offering advice if the standards are not met, signing off the award when all the requirements have been met, completing reviews on learners progress, maintaining records of learners progress, attending standardisation meetings and working closely with training staff and learners managers. Adhering to the internal quality assurance procedures of the centre. Additional Responsibilities: In addition to the core responsibilities, assessors may also be involved in training of underpinning knowledge sessions, and delivering on commercial courses. Assessors may also be Internal Quality Assurers and responsible for monitoring the quality of assessment decisions/assessors performance. Assessors may also volunteer to be a member of the Quality Team. Context: The trainer assessor is to ensure that awarding body quality assurance requirements are met by providing a clear audit trail on all assessments. The trainer assessor is to ensure that Ofsted requirements are met: Quality of Teaching Learning and Assessment * teachers, practitioners and other staff have consistently high expectations of what each child or learner can achieve, including the most able and the most disadvantaged * teachers, practitioners and other staff have a secure understanding of the age group they are working with and have relevant subject knowledge that is detailed and communicated well to children and learners * assessment information is gathered from looking at what children and learners already know, understand and can do, and is informed by their parents/previous providers as appropriate * assessment information is used to plan appropriate teaching and learning strategies, including to identify children and learners who are falling behind in their learning or who need additional support, enabling children and learners to make good progress and achieve well * except in the case of the very young, children and learners understand how to improve as a result of useful feedback from staff and, where relevant, parents, carers and employers understand how learners should improve and how they can contribute to this * engagement with parents, carers and employers helps them to understand how children and learners are doing in relation to the standards expected and what they need to do to improve * equality of opportunity and recognition of diversity are promoted through teaching and learning * where relevant, English, mathematics and other skills necessary to function as an economically active member of British society and globally are promoted through teaching and learning. Personal development, behaviour and welfare * pride in achievement and commitment to learning, supported by a positive culture across the whole provider * self-confidence, self-awareness and understanding of how to be a successful learner * choices about the next stage of their education, employment, self-employment or training, where relevant, from impartial careers advice and guidance * where relevant, employability skills so that they are well prepared for the next stage of their education, employment, self- employment or training * prompt and regular attendance * following of any guidelines for behaviour and conduct, including management of their own feelings and behaviour, and how they relate to others * understanding of how to keep themselves safe from relevant risks such as abuse, sexual exploitation and extremism, including when using the internet and social media * knowledge of how to keep themselves healthy, both emotionally and physically, including through exercising and healthy eating * personal development, so that they are well prepared to respect others and contribute to wider society and life in Britain. RESPONSIBILITIES To enrol learners onto programmes within the company. ï‚· To check eligibility of the learner to enrol on the programme. ï‚· Complete effective initial assessment of the learner to identify the starting point of the learner and gathering sufficient information to complete the individual learning plan. ï‚· To ensure the Individual Learning Plan contains relevant SMART targets ï‚· To gather and provide effective information, advice and guidance given to the learner on their programme and its requirements. ï‚· To identify and agree additional support needs for the learner and agree an appropriate plan of support. ï‚· Prompt (within 2 weeks, 10 working days) submission to administration of the individual learning plan and associated funding documentation. Assessing Carry out induction of learners onto the QCF NVQ programmes ï‚· Complete a thorough induction with the learner to ensure that they are fully aware of the programme requirements, roles and responsibilities, policies and procedures and the use of one file. Plan for assessment with learners ï‚· Provide the learner with clear and comprehensive task orientated planning against schemes of work where in place ï‚· Agree target dates for achievements of plans Identify skills gaps, knowledge and performance ï‚· Where identified against the standards, ensure appropriate planning to cover gaps in skills, knowledge or performance to ensure standards can be met ï‚· Liaise with work based employer where joint planning is required ï‚· Where additional learning needs are identified, reporting is maintained with Head Office to ensure additional support is agreed and delivered. Carry out assessment on learners performance and knowledge ï‚· Arrange any assessment requirements with the learner and any other relevant party ï‚· Use appropriate assessment methodologies to meet assessment requirements of the QCF standards ï‚· Record assessments clearly ensuring there is a clear audit trail against planned activities ï‚· Refer any problems with assessments to the Lead IQA ï‚· Ensure assessments are loaded onto the one file/processed within 2 weeks of completion of the assessment activity Provide feedback ï‚· Ensure learners are provided feedback following each assessment and on the completion of units which shows the learner where they can improve ï‚· Complete regular progress reviews with learners and set challenging SMART Targets Records of contact ï‚· Complete monthly time sheets detailing activities completed with learners and additional duties ï‚· To try and maintain a 75% effectiveness KPI ï‚· To ensure all funding contact records are completed and submitted within guidance Completion of exit interview at end of learner programme ï‚· Provide the learner with information, advice and guidance for further careers support or training ï‚· Complete all end of programme records with the learner and return all records to the centre to allow for certification (within 2 weeks of final assessment) Assessment and support of apprentices ï‚· Ensure initial assessments take place at enrolment for all functional skills within the programme ï‚· Ensure all reviews have been completed, signed and submitted AT LEAST every 12 weeks of the apprenticeship programme (planned activity every 8 weeks - dates gained from ILP) ï‚· Ensure the learners are supported and prepared for functional skills sessions and testing. ï‚· Ensure the booking forms for functional skills programmes are completed and learners are booked on a course within the 6 month point of the programme ï‚· Ensure additional funding and contract documentation completed with apprentices for ERR/PLTS and ACE framework as detailed in framework Support learners during their programme to achieve learning target ï‚· Maintain regular visits to the workplace, in line with centre policy to maintain commitment to the programme ï‚· To ensure each visit has a structured approach to ensure that all the requirements of Ofted can be met ï‚· To ensure that each learner makes progress as a result of a visit ï‚· Report any learner issues promptly to the centre ï‚· Provide learners with telephone and email support during pre-determined hours in between visits ï‚· Provide monthly progress reports to the centre in line with centre policy To ensure caseload of learner records is maintained and updated ï‚· To ensure an efficient system is maintained to collate and maintain accurate records for the caseload of learners. ï‚· To submit learner reports to the office where required to highlight any concerns or update information ï‚· To attend 1-2-1 meetings to review progress of learners in your caseload at the request of the management team Maintain CPD in line with occupational competence ï‚· Attend standardisation meetings (75% yearly attendance required) ï‚· Attend staff development days (mandatory) ï‚· Keep up to date CPD records to maintain occupational competence ï‚· To ensure all certificates and CPD records are maintained on one file Support IQA team in quality assurance ï‚· Ensure opportunities are arranged with your lead IQA to observe work place practice with learners ï‚· Ensure one file portfolios are maintained and update on a regular basis ï‚· Respond to feedback decisions and complete any remedial actions identified the IQA ï‚· Complete any planned activities in the Coaching and Development Plan following quality assurance activities Involvement in external assessment processes ï‚· Be available upon request to attend meetings with Standards Verifiers/external auditors to observe your work based performance or for interviews ï‚· Operate within the centres Quality Management System Ensure all records and reports are completed in line with operational requirements of the centre. ï‚· Operate within the centres policies and procedures ï‚· Ensure timely completion of records ï‚· Ensure timely submission of records ï‚· Ensure all record requests are completed accurately and within the centre's '2 week turn around' policy ï‚· Ensure ALL funding paperwork is completed accurately, and signed where appropriate Representing the organisation, it's services and products Attend seminars or events at the request of the Directors/ Lead IQA on behalf of the organisation ï‚· To work with the business development team to market and publicise the organisations' products and services to existing and new clients ï‚· To engage with employers to determine any new training needs for the organisation and report to the business development team. ï‚· Attend seminars/events at the request of the Directors or Lead IQA's