Terms and conditions
HEALTH & SAFETY POLICY
Our policy is to provide and maintain safe and healthy working conditions, equipment and systems of work for staff and pupils and to provide such information, training and supervision as they need for this purpose. We also accept responsibility for the health and safety of other people who may be affected by my or our activities.
Where reasonably practicable, this policy will seek to provide and encourage:
A safe place to work and safe access to and from it
Safe arrangements for the use, handling and storage of equipment
Sufficient information, instructions, training and supervision to ensure all employees are well equipped to avoid hazards and contribute positively to effective Health and Safety at work
The policy will be kept up to date, particularly as if the organisation changes in nature and size to ensure our responsibilities are met in relation to:
Health & Safety at Work Act (1974)
Management Regulations (1999)
Other relevant current legislation
To ensure this, the policy and the way in which it has operated will be reviewed annually.
Equality and Diversity Policy
We are committed to encouraging diversity and reducing discrimination and accept the spirit and intention of the various legislation, regulations and codes of practice which separately and collectively outlaw certain kinds of discrimination in selection, recruitment, induction, programme delivery, assessment and unit or qualification development. We aim to ensure that learners are truly representative of all sections of society and that every learner feels respected and able to give their best. In the performance of the regulated functions it undertakes, we will comply with the requirements of equalities legislation in force from time to time, and in particular will have systems in place to ensure that is does not discriminate ensuring equality of treatment for all. We will take steps to address identified inequalities or barriers that may arise and challenge discrimination in respect to the following protected characteristics:
Race Religion or belief
Pregnancy or maternity
Marriage / civil partnership
We also aim to:
A. ensure awareness is raised around issues of diversity, and
B. acknowledge any issues of discrimination that are brought to the attention of management ensuring they are investigated and rectified promptly and sensitively using an appropriate procedure.
For the purposes of this policy we have adopted the following definitions: a. Diversity means recognising, valuing and taking account of people’s different backgrounds, knowledge, skills and experiences, and encouraging and using those differences to make the way we work and learn more creative, efficient and innovative b. Direct discrimination is treating a person less favourably than others due to a protected characteristic c. Indirect discrimination arises where there is a provision, criteria or practice is applied in the same way for everyone which then has the effect of putting someone with a protected characteristic at a particular disadvantage d. Harassment is the violation of a learner’s dignity, or, the creation of an intimidating, hostile, degrading, humiliating or offensive environment relating to a protected characteristic. e. Victimisation arises where someone is treated badly because they have made a complaint or helped someone else make a complaint by giving evidence.
Roles and Responsibilities
It is the responsibility of every individual to eliminate discrimination and to ensure the practical application of this policy. We have a responsibility to: Adhere to the Equality Act (2010) Ensure that equality and diversity is embedded in the qualification development process , including the development of units and rules of combination Consult with relevant learners and/or their representatives to ensure that there are no barriers to entry to the units and qualifications developed and/or offered for learners with protected characteristics other than those directly related to the integrity of units or qualifications Record details on how any potential barriers will be mitigated, by using access arrangements and reasonable adjustments Oversee the fair and consistent application of this policy and procedure Monitor and evaluate the effectiveness of this policy and determine the nature of any corrective action Collect sufficient data to allow for monitoring and compliance with regulatory criteria Share information relating to monitoring and evaluation activities with the qualifications regulators on request.
A. Learners who are aware of discrimination of any kind or consider that they are being discriminated against should in the first instance consider whether it may be appropriate to raise their issue informally with the alleged discriminator, who may not be aware that their behaviour is causing offence
B. Where it is not appropriate for an approach to be made to the alleged discriminator, or the learner is unwilling to do this, they should consider to whom they should highlight their issue. In most cases it is envisaged this would be their tutor/assessor. Where their tutor/assessor is implicated in their concerns, they should approach their tutor/assessor’s line manager or the Internal Quality Assurer
C. The manager with whom the matter is raised should either investigate the concerns raised or refer the matter, wherever possible with the agreement of the employee concerned, to a more appropriate manager. Whenever allegations of discrimination are made the manager must inform their HR Department
D. Once the matter has been investigated the student who has alleged discrimination should be informed of the action taken and, where appropriate, the outcome. It may not be appropriate to give details of any disciplinary sanctions applied
E. Where learners are not happy about the action taken they should appeal, within seven working days, to the Quality Director/Manager of their centre, who should appoint an appropriate senior manager to review their concerns.
It may be appropriate to use this in conjunction with other policies and procedures.
There is a duty to make reasonable adjustments which can apply to all of the protected characteristics. There are three requirements in relation to reasonable adjustments:
1- Take reasonable steps to avoid a substantial disadvantage to, for example, a disabled person (in comparison to someone who is not disabled) arising from a provision, criteria or practice
2- Take reasonable steps to avoid a substantial disadvantage to, for example, a disabled person (in comparison to someone who is not disabled) arising from a physical feature
3- Provide an auxiliary aid to avoid a substantial disadvantage to, for example, a disabled person (in comparison to someone who is not disabled).
Need to ensure that they accept personal responsibility for the application of the diversity policy. They are also responsible for bringing to the attention of the teaching staff any examples of discrimination of which they become aware.
If an application of APL (Accredited Prior Learning) is made, a copy of the certificate must be sent
through with the Course Registration Form and the original must be brought on the first day of the
course. APL claims will only be considered if the certificate is dated within the last three years or
there is evidence of Continual Professional Development (CPD).
All learners are required to complete documentation as requested by the tutor or any other
representative of Gemma Quinnell’s Health, Fitness & Dance Ltd.
Gemma Quinnell’s Heath, Gemma Quinnell’s Fitness and Gemma Quinnell’s Dance are all trading
names of Gemma Quinnell’s Health, Fitness and Dance Ltd.
All learners must wear appropriate clothing and footwear at all times.
All learners must bring photographic ID on the first day of the course to confirm their identity and to
the assessment dates.
Approved Centre Staff:
Need to ensure that good practice in the area of equality of opportunity is applied within their area of control; and that all their learners are aware of our policy and the awarding body policy in this area.
Learner Appeals Procedure
We are committed to equal opportunities, providing a fully comprehensive service to learners in the area of assessment and internal verification. We aim to protect the interests of learners at all times and offer the following advice: All learners must be assessed against the agreed and published criteria. Assessment decisions must be made by assessors who are trained, and have gained or are in the process of working towards an approved and recognised qualification, as agreed by the awarding body.
It is recognised that, in exceptional circumstances a learner may wish to appeal against recommendations or decisions relating to assessment. Our appeals policy and procedure aims to ensure that all assessment is conducted fairly and in line with specified requirements. The following procedures summarise the key points of this policy and the action that may be taken in such exceptional circumstances.
Areas for appeal
Our appeals policy enables learners to make a formal appeal against a recommendation or assessment decision relating to: The mark or grade for an individual item of coursework for example, worksheets and case studies The final result of any element of assessment, (for example, planning, teaching and/or evaluation) NB: Video evidence must accompany this appeal The application of a Reasonable Assessment Adjustment or Special Consideration The external assessment (theory paper or e-assessment) The final overall internal/external assessment decision for a unit or qualification.
Grounds for appeal
The assessments were not conducted in accordance with the approved centre regulations An agreed Reasonable Assessment Adjustment proved to be inappropriate or insufficient Disagreement with the outcome of a Special Consideration request Medical or other extenuating circumstances arising during the assessment process which affected the learner’s performance (written evidence from the assessor or GP must be provided) Inappropriate or irregular behaviour on the part of the assessor.
Stage one: Learners should make the first appeal through the Internal Quality Assurer/Centre Contact. If the appeal is unresolved, the learner can proceed to
Stage two: Please note: The appeal should be made to the Assessor or IQA on the same day as the assessment. Stage two: Gemma Quinnell’s will contact the External Quality Assurer (EQA). If the EQA is not present or is unable to resolve the appeal issue, the learner will be directed to the third stage of the appeals process.
Learner information for assessment
The learner has the right to video any aspect of their assessment using their own recording equipment provided it does not interfere with the assessment process, other learners or the assessor’s ability to carry out their role(s) It is the responsibility of the learner to arrange a video operator It is the responsibility of the learner to notify the centre where their assessment is taking place of any medical problem which may affect student performance adversely in the assessment process, so that a decision can be made for deferral, prior to the assessment date.
Notification of appeals
Written notification of appeals must be received by Gemma Quinnell’s Fitness within 5 working days (Monday-Friday excluding Bank Holidays) from the time of the learner’s receipt of the assessor’s decision. All enquiries relating to the appeals policy and procedures should be addressed to: Gemma Quinnell, c/o 32 South Shore, Ocean Drive, Gillingham, Kent, ME7 1FY.
1. A 20% deposit is required to secure your place on a course. This deposit is non-refundable unless
the course is cancelled, altered or postponed by the organiser (Gemma Quinnell’s Health, Fitness &
2. Gemma Quinnell’s Health Fitness & Dance Ltd reserves the right to cancel, postpone or alter course
at any point if there are less than 5 learners booked on.
3. Fees can be transferred to alternative courses at no extra cost if your course is cancelled, postponed
or amended. Should you choose to cancel or transfer to another course, your deposit will be held,
plus the additional charges as follows (to cover administration and resources):
40% of total course cost (more than 90 days before course start date)
60% of total course cost (more than 60 days before course start date)
100% of total course cost (60 days or less before course start date)
4. Course materials required for home study will be despatched after 40% of the course fees have been
5. You will not be entered for assessment until all course fees are paid. If you are on a payment plan
and payment fails, all services will stop immediately until payments are up to date.
6. You are required to attend all face to face training dates as advised. If you do not attend, you will be
required to make up the session on the next available course or attend a “make up session” at an
additional fee (see list of additional fees).
7. Assessment slots can only be booked once all payments have been made and if portfolio
submissions are up to date. A fee will be charged for assessments cancelled less than 30 days prior
to the assessment date.
8. Payment Plans can be set up for the following amounts:
20% of course fee – payable immediately
20% of course fee – payable 3 months before course start date
20% of course fee – payable 2 months before course start date
20% of course fee – payable 1 month before course start date
Final payment – payable within 30 days of course start date
9. Learner Portfolios will not be marked unless all payments are up to date and certificates will not be
issued until all fees have been paid.
Gemma Quinnell’s is committed to providing high-quality services and we will resolve any problems you may have with our service as quickly as possible. All complaints will be treated seriously, and confidentially. Please note that in order to properly investigate your complaint it may be necessary to disclose limited, relevant information, to third parties in the form of personal data i.e. information from which you can be identified. Information about a complaint will only be given to people directly involved and everyone involved will be advised of the need for confidentiality. Fair treatment for all is paramount. Gemma Quinnell’s welcomes feedback in order to constantly improve our products and services, therefore feedback and complaints are an important source of information for improving our services and delivering quality products. Gemma Quinnell’s has a formal complaints procedure to ensure complaints are dealt with in a professional manner. A complaint or dissatisfaction with our service can be brought to the attention of Gemma Quinnell email: email@example.com If you wish to write to us our address is: Gemma Quinnell’s Health, Fitness & Dance, Ltd, 32 South Shore, Ocean Drive, Gillingham, Kent, ME7 1FY. We will ensure that an acknowledgement of your complaint is made in writing within 48 working hours, giving an indication of our proposed action. A considered response would then normally be made within 14 working days. You should include:
1. A clear explanation of the nature of your query or complaint
2. Your full name and candidate/learner number (if applicable)
3. Your centre name and course (if applicable)
4. Copies of any relevant supporting documentation
Malpractice is defined as any deliberate activity, neglect, default or other practice that compromises: the integrity of the assessment process the integrity of the regulated qualification the validity of certificates The reputation or credibility of the awarding body The qualification, or the wider qualifications community.
Maladministration is any activity, neglect, default or other practice that results in the centre not complying with the specified requirements for delivery of the units and qualifications.
We agree to:
Take reasonable steps to prevent malpractice/ maladministration from arising. Advise candidates of the awarding body’s policy on malpractice/maladministration during their induction. Implement systems and procedures for recording all suspected instances of candidate malpractice and making this information available to the awarding body during quality assurance activities on site and/or on request. Be vigilant to possible instances of malpractice and maladministration. Notify the awarding body of any incidents of malpractice/maladministration. Assist with the awarding body’s requests for information. Co-operate with the awarding body’s malpractice/maladministration investigations. Carry out investigations of malpractice under the guidance of the awarding body. Implement any actions required during and after investigation into a case of malpractice. Take action required to prevent the recurrence of malpractice/maladministration.
1. Examples of learner malpractice include:
Non-compliance in observing the mandatory rules of conduct during an assessment, resulting in fraudulent claims for certification Replication of another learner’s work in either the practical, theoretical or portfolio aspect of assessment, resulting in fraudulent claims for certification (this can include plagiarism, collusion, impersonation, copying) Misconduct (learner behaviour such as offensive, obscene or discriminatory material; disruptive language or behaviour causing a disturbance; use of unauthorized aids such as mobile phones, MP3 players etc) Where an issue of misconduct occurs and is discovered or reported the following action will be taken: The Invigilator/Centre Contact is empowered to expel a learner from the assessment room The expelled learner’s assessment paper will be securely retained and a report filed to the Centre Contact The report and assessment record will be available for submission to the awarding body and the regulatory authority (Ofqual or SQA) upon request
2. Examples of our malpractice include:
Failure to report any suspected malpractice reported to the awarding body from other sources Failure to apply the awarding body recommended invigilation procedures for external assessment, thus affecting the validity of the assessment process Failure to apply the awarding body’s recommended assessment paperwork and procedures for internal assessment, thus affecting the validity of the assessment process Failure to apply the awarding body’s recommended security procedures as identified within the Security Declaration Form Failure on to comply with the awarding body’s guidance relating to reasonable adjustments Claims for certification being submitted by the approved for units and/or qualifications that have not been approved for delivery by the awarding body Delivery and assessment of units and/or qualifications that have not been approved by the awarding body Claims for certification being submitted for learners that have not been registered with the awarding body.
Unauthorised replication of (or other tampering with) externally assessed theory papers and/or e-assessment Payment for the awarding body’s services/accreditation is not received in accordance with the terms and conditions of payment The centre or any part (if a consortium group) becomes bankrupt or insolvent or goes into liquidation, or undergoes a voluntary or compulsory winding up procedure There is any significant change in control of the centre (or a change of membership if a consortium group). The awarding body will be informed immediately in this case.
LEARNER INDUCTION PROCESS
Prior to the course
Phone or e-mail contact with the company to ascertain suitability for the course
Policies sent to learner prior to sign up (including appeals procedure)
Registration form and payment completed
Direct contact by phone or email with the tutor with timetable for home study
On the first day of the course
Qualification and assessment strategy outline
All learners are required to send a copy of their photo ID to the centre upon enrolment and bring the original photo ID to the first day of the course and to assessments. Learners must also provide original evidence of CPD or qualifications for APL applications or where it is required as a pre-requisite.
The following types of photo ID are permitted:
A. Driving license photocard
C. NUS card
D. A letter signed by someone of professional standing who has known the student for at least 3 years, accompanied by a photo confirming the student’s identity
For CPD claims, an original certificate, dated within the last 3 years must be shown and any changes of name must be confirmed through official documentation such as a deed poll. Where a certificate is more than 3 years old, a current REPS card or letter confirming CPD from the learner’s employer (on headed paper) will be accepted.
STAFF INDUCTION PROCESS & CPD
Centre contact details given
Freelance agreement signed
Staff email set up for communication
Lesson plans and supporting materials sent to the tutor, assessor and IQA of each course
Initial internal standardisation meeting held with team – either in face to face or via Skype or a webinar
Venue and course details including venue policies explained specifically for each course
All staff members are required to attend annual standardization training
All staff members must demonstrate that they have achieved at least 70 hours of CPD relevant to their role every year (beginning 1st October)
All staff members are required to update their qualifications, attend CPD trainings or standardisation trainings as required by the awarding body.
All staff are required to communicate with each other and the learners through the email account given upon induction. Skype calls, webinars and phone calls are also permitted between colleagues. Phone calls and Skype calls are permitted with learners if necessary, however, the centre encourages a record of communication as much as possible. Any phone calls or Skype calls arranged with learners should be followed up with an email to both the learner and the centre.
Education and job roles
Tutor - Delivers the course content
Assessor - Marks the Learner Assessment Portfolios and carries out formative and summative practical
Assurer (IQA)* - Leads the training centre based standardisation to ensure all tutors and assessors are working to the same standard
Assurer (EQA)** - Leads the Awarding Body standardisation to ensure that all centres are adhering to the guidance given by the Awarding Body
* also known as Internal Verifier (IV)
** also known as External Verifier (EV)
IQA - Internal Quality Assurer
EQA - External Quality Assurer
OFQUAL - Office of Qualifications and Examinations Regulation
QCF - Qualifications and Credit Framework (Pre Oct 2015)
RQF - Regulated Qualification Framework (From Oct 2015)
TQT - Total Qualification Time
GLH - Guided Learning Hours
Awarding bodies write the courses leading to qualifications which are accredited though Ofqual.
YMCA Awards Previously known as CYQ
Other awarding bodies offer fitness qualifications. You can check if they are registered with Ofqual via the website: www.register.ofqual.gov.uk You can search by qualification or organisation.