Every Learner Matters Policy
Every Learner Matters Policy
Alder House, Central Drive, SandfieldPark, Liverpool, L12 2AR
Phone no. 0151 259 0264
CONTENTS
Background
Policy Statement
The 5 outcomes
Be Healthy
Be Safe
Enjoy & Achieve
Make a Positive Contribution
Achieve Economic Well-Being
Background
In 2003, the Government published a Green Paper called Every Child Matters alongside the formal response to the report into the death of Victoria Climbié, the young girl who was horrifically abused and tortured, and eventually killed by her great aunt and the man with whom they lived.
After a thorough consultation process, the Children Act 2004 became law. This legislation is the legal underpinning for Every Child Matters, which sets out the Government’s approach to the well-being of children and young people from birth to age 19.
The aim of the Every Child Matters programme is to give all children the support they need to:
- be healthy
- stay safe
- enjoy and achieve
- make a positive contribution
- achieve economic well-being.
Reference and guidance materials from the department for education and Every Child Matters website / publications have been used in producing this document.
Policy Statement
Alder Training aims to develop the learners in our care to fulfil their potential academically, creatively, socially, physically and emotionally in a safe, happy, supportive and disciplined environment.
Our Every Learner Matters (ELM) tree highlights the 5 different outcomes which Alder Training will focus on and promote through a number of different means as detailed in our policy and plan.
We want all of our learners to become enveloped in our ethos that ….. “Every Learner does Matter”.
Individual departments and members of staff are aware of the requirements of Every Child Matters and will meet certain requirements in line with their schemes of work.
We want all of our learners to ……….
The 5 outcomes
1. Being healthy - this outcome deals with the extent to which we aim to contribute to the development of healthy lifestyles in learners. It looks at how the following aspects are promoted: physical, mental, emotional and sexual health; participation in sport and exercise; healthy eating and the drinking of water; the ability to recognise and combat personal stress; having self-esteem; and the avoidance of drug taking including smoking and alcohol. There is also reference to appropriate support that is available for both learners and staff to help achieve these positive outcomes.
2. Staying safe - this outcome is principally about the extent to which we contribute in ensuring that learners stay safe from harm. Evidence includes complying with child protection legislation, undertaking DBS checks, protecting young people and vulnerable adults from bullying, harassment and other forms of maltreatment, discrimination, crime, anti-social behaviour, sexual exploitation, exposure to violence and other dangers. Employees awareness and understanding of Safeguarding & Safeguarding issues will be raised via a number of formal & informal methods.
3. Enjoying and achieving - this outcome includes attending and enjoying education and training, and the extent to which learners make progress with regard to their learning and their personal development. Evidence to evaluate this includes arrangements to assess and monitor learners’ progress, support learners with poor attendance and behaviour, and meet the needs of potentially underachieving groups. Learners’ views about the degree to which they enjoy their ‘learning life’ are taken into account here.
4. Making a positive contribution - this outcome includes the development of self-confidence and enterprising behaviour in learners, together with their understanding of rights and responsibilities, and their active participation in community life. Evidence includes measures to ensure understanding of rights and responsibilities, the extent to which learners are consulted about key decisions, and the provision of opportunities for learners to develop and lead provider and community activities. There is also a focus on enabling young people to develop appropriate independent behaviour and to avoid engaging in antisocial behaviour.
5. Achieving economic well-being - this outcome includes the effectiveness of the ways in which we aim to prepare learners for the acquisition of the skills and knowledge needed for employment and for economically independent living. Evidence includes arrangements for developing self-confidence, enterprise and teamwork, the provision of good careers advice and training for financial competence, and the accessibility of opportunities for work experience and work-based learning.
Page 1 Version 2 – February 2014
Author – Steve Ely
Identification – ELM001 Review Date – February 2015
Every Learner Matters Policy
Be Healthy
We want all of our learners to enjoy good physical and mental health and live a healthy lifestyle.
A healthy lifestyle is a way of living that helps you enjoy more aspects of your life. Health is not just about avoiding a disease or illness. It is about physical, social and emotional well-being too. We want all of our learners to be aware of the importance of a balanced diet, the need for exercise and the dangers of drugs, drink and unsafe sex.
Element / Contribution / How can this be evidenced?Physical health / History is obtained from learners prior to beginning a training programme which provides information on existing health conditions and or learning differences and difficulties. Additional support, information, advice and guidance can then be offered to learners focussing on individual needs
Fresh drinking water is available via water fountains located throughout the training centres
Learners are encouraged to eat healthily and partake in physical activity and this is incorporated into classroom sessions
Literature on Fitness groups, local health centres, local support groups
Smoking is prohibited within the grounds of all training centres
Literature and guidance is displayed throughout training centres and NHS quit smoking packs are available / Completion of learner application forms
E&D Capture Forms
Assessment plans
The water fountains can be seen throughout the training centres
Posters and leaflets displayed on notice-boards, lesson plans, resources
Displayed on notice-boards
Signage in place
Literature available on notice-boards and within reception areas
Element / Contribution / How can this be evidenced?
Mental & Emotional health / External support agencies and signposting is provided within the learner handbook and displayed on notice-boards
Stress awareness is incorporated into classroom sessions and on a one to one basis – a greater profile is given to stress awareness and how to deal with stress in the lead up to exams etc / Learner handbook
Guidance and support material made available and issued to learners as and when required – Classroom observations
Sexual health / Guidance and literature is displayed including advice lines, where to get contraception from and awareness on STDS
External support agencies and signposting is provided within the learner handbook and displayed on notice-boards / Displays on notice-boards, leaflets and guidance packs
Learner handbook
Drug & drink awareness / Guidance and literature is displayed – the use of advertising campaigns such as F.R.A.N.K etc
External support agencies and signposting is provided within the learner handbook and displayed on notice-boards / Displays on notice-boards, leaflets and advice lines
Learner handbook
All of the above elements will also be promoted throughout the year by communicating individual topics and raisin awareness on individual themes such as:- Healthy eating, time to change and mental health awareness, walk & cycle to work, drink and drug awareness campaigns.
Formal and informal communication such as leaflets, posters and guides will also provide learners with information, guidance and advice on a number of the above issues.
Be Safe
We want our learners to stay safe and be protected from harm and neglect.
Element / Contribution / How can this be evidenced?Safeguarding / The Safeguarding policy sets out how Alder Training will promote safeguarding and the role individual staff and departments play in promoting this. Clear procedures detail what to do in the event of a suspicion of abuse or neglect
Links with external agencies such as the Liverpool Safeguarding Childrens Board
Posters and leaflets highlighting what the different types of abuse and neglect are and the names of the designated persons for safeguarding
A serious incident register which holds details on all suspected and proven cases of incidents involving learners
A comprehensive safer recruitment process identifies persons unsuitable for working with children – this includes using enhanced DBS disclosures and carrying out safeguarding risk assessments
Continuous updates from the DBS – road shows attended. Guidance and information issued to staff in preparation of the proposed new format and new definitions for regulated activity, definitions of vulnerable groups etc
Zero tolerance on bullying & harassment is promoted and explained in the learner handbook, the topics are also integrated into the induction process where the expected code of conduct and standards are explained / Safeguarding policy and procedures in place. Training and awareness for staff via formal and informal procedures – SHEDS sessions, Aldernet alerts, staff meetings
Contact via email
Posters and displays on notice-boards and throughout all training centres
Serious incident register in place
DBS register, safeguarding risk assessments
Updates via email, attendance at road shows, communication
Learner handbook
Element / Contribution / How can this be evidenced?
Physical Safety / Training and awareness sessions for staff, classroom and one to one sessions for learners
H&S is promoted at induction and includes emergency evacuation procedures etc
H&S literature & guidance is made available on notice-boards, in classrooms promoting a wide range of topics including H&S myths
Accident & Incident procedure is included within the learner handbook
Attendance at external forums namely the SFA H&S forum
Daily access to the HSE website and the use of external sources such as IOSH, ROSPA, HSP etc.
Controlled access to the internet
Use of disciplinary procedures for non adherence to safety rules and procedures
Risk Assessments are carried out and the findings communicated
Formal and informal inspections of the training centres are carried out regularly / SHEDS sessions, classroom sessions, assessment plan and review documents
Learner induction process
Posters & guidance displayed on notice-boards throughout training centres
Learner Handbook
Documentation from forums obtained, email contact, audit documents
Email evidence, signs, posters, general IAG communication
Restricted and controlled access on PC’s. IAG on staying safe online
Documented warnings etc
Incorporated into classroom sessions, communicated via SHEDS sessions
Assessment plan and review documents
Observation of inspections
Enjoy & Achieve
We want our learners to be happy, gain self confidence and self belief and learn in a positive environment which promotes tolerance and respect for learners and staff alike
Element / Contribution / How can this be evidenced?Academic achievement / Targets are compared to national averages to ensure that pass rates are not declining – continuous improvement is sought for all areas of learning
Good news, success stories are communicated and celebrated
Examples of learner success is included on posters and displays throughout the training centres
Functional skills are encouraged and promoted to all learners to undertake with the aim of improving core literacy and numeracy skills
One to one support is offered and provided on a regular basis and staff constantly go above and beyond requirements to ensure that learners can progress / Data analysis in reports, production of statistical analysis
Case studies and displays on notice-boards, evidence in staff 1-1’s
Case studies and displays on notice-boards, evidence in staff 1-1’s
One to one support, classroom sessions
Documented reviews, assessment plans
Attendance & Punctuality / Attendance & punctuality is monitored via assessment plans and reviews and documented
Attendance figures are constantly monitored to ensure that they are within an acceptable range
The use of disciplinary measures for unauthorised / unexplained absence / Assessment plans, ILP’s
Data analysis in reports, production of statistical analysis, monitoring and review, communication with individual learners to re-engage etc
Documented warnings, notes on plans etc
Enjoyment / The learning experience / Learner feedback and opinion is welcomed at all times both collectively and individually and new methods of teaching, delivering information are constantly being trialled
Learner surveys and documented feedback is gathered throughout the course of an individuals learning journey and the results are analysed to offer improvements where required / Individual communication, documented assessment plans and reviews
Observations within classroom and one to one sessions
Documented feedback evaluations, learner surveys, data analysis
Make a Positive Contribution
Alder Training promotes an ethos of respect and caring. We expect all learners to be caring, respectful members of our communities and ensure that they do not engage in anti-social behaviour.
Element / Contribution / How can this be evidenced?The Learner voice / The experience and understanding of more experienced learners is used to help new learners settle in and allay any fears by discussing their own learning experience both positive and negative
Learner contributions into academic planning are sought and valued both individually and collectively as a group. / Observations within classrooms etc
Learner evaluations
Contribution to the community / Learners are actively encouraged to partake in volunteer and community work / Notice-boards displaying volunteering opportunities
Understanding of rights and responsibilities / Learners are informed of their rights and responsibilities via the learner handbook
Learners are informed of their rights and responsibilities via the initial induction process
Classroom sessions and one to one sessions build on existing knowledge and learners undertake Q&A sessions to highlight awareness / Learner handbook
Observation of the learner induction
Observation of classroom sessions, completed work, assessment plan and review documents
Embracing diversity & equality / The learner handbook provides further information and references as to how Alder Training promote equality & diversity
Poster campaigns covering all different strands of equality & diversity
Equality & Diversity training & awareness sessions, classroom sessions, one to one sessions / Learner Handbook / E&D Polcy
Displays on notice-boards throughout all training centres
SHEDS sessions, classroom sessions, assessment plan and review docs
Achieve Economic Well-Being
At Alder Training we want learners to always be aware and fulfil their potential. We want them to utilise further educational and training opportunities to enhance their career prospects.
Element / Contribution / How can this be evidenced?Making Informed choices / Excellent attendance and retention of learners together with positive feedback indicate that pre-entry information, advice and guidance was of an excellent standard and in line with the learner journey
Established links with external providers offer a wider range and selection of the training programmes best suited to the individual learner
Advice and guidance given is wide-ranging, inspiring and inspirational and challenges stereotypical and traditional routes / Completion of training programmes, progression onto further training programmes
Established contact and liaison with external providers such as Connexions
Male learners embarking on training programmes in traditionally female roles – eg child care, dental nursing and care
Employability and personal skills development / Skill development programmes are encompassed into classroom sessions allowing learners the opportunity to experience CV writing, application form filling and interview techniques etc / Observations within classroom sessions
Developing financial awareness / Guidance and information is supplied to learners to help develop their financial acumen particularly in relation to wages, savings, pensions etc / Literature available
Classroom observations
Page 1 Version 2 – February 2014
Author – Steve Ely
Identification – ELM001
Review Date – February 2015