Provider Toolkit

The provider toolkit provides information and guidance on delivering high quality courses, teaching and venues which meet our standards and requirements.

1 Planning

Prospectus

The commissioning for Value document sets out the priorities and reasons for delivering partnership working through a framework and prospectus process. Please click on the links to access the editable document templates

You may also want to refer to the following documents

Planning and costing

This spreadsheet will enable you to map out the cost and potential income for your courses to ensure that what you are bidding for is realistic and deliverable. The formula cells of the spreadsheet are password protected. Please refer to sheet 1 of the spreadsheet for notes on how to complete each column or cell.

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Marketing

Adult, Community & Family Learning in Harrow is facilitating various marketing opportunities for active providers. You can advertise courses in our brochure which is published in June and January for the following term(s). If you have missed this deadline, you may list courses on www.learninharrow.org.uk. For both the brochure and the website you should download the marketing spreadsheet below and return it to This email address is being protected from spambots. You need JavaScript enabled to view it..

Please ask us for details on listing courses or general information on the service Facebook page or you can advertise on the www.learninharrow.org.uk web-banner, mail-outs, text messages and much more.

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2 Delivery

Course and enrolment (data collection)

The course aims are the 1st stage of developing a Scheme of Work.

As a provider you are required to submit the following information about your courses and about your learners. The standard and completeness of this data is very important to enable the service to:

  • Monitor your contract and evaluate your progress towards your KPIs
  • To contribute towards the ILR the service submit monthly to the Skills Funding Agency
  • To evaluate how successful we are in reaching our priority groups
  • To evaluate the impact learning has on communities
  • You may submit this data using your own forms providing they contain All the required information

Course Information (this must be submitted within one week of the course starting)

Learner data (This should be submitted with a course information sheet within one week of the course starting)

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ACFL Marketing

As a contracted partner provider you are required to deliver learning of a high standard and to continuously seek to improve your provision to make it more relevant to learners needs and to continuously seek to improve the learner experience. To assist us in monioring all of our contracts and to determine how we can best support you we will come and visit you twice each year. During this visit we will look at the following:

  • That the organisation is embedding and working within the policies checked at the framework commissioning stage
  • That the organisation is making progress towards meeting the KPIs agreed in Schedule 1 of the contract
  • That the organisation is meeting the standards set out in this Toolkit
  • That the organisation is supporting its staff to enable them to work towards delivering excellent teaching and learning
  • That the organisation is listening to their learners and planning for their needs.

Maths, English and ICT formal online initial assessment using BKSB email Karen Bhamra This email address is being protected from spambots. You need JavaScript enabled to view it. for details

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Observation of teaching and learning

The quality of Teaching, Learning and Assessment (OTLA) for Adult, Community & Family Learning is good, which has contributed to good outcomes for learners. Observations are carried out by providers heads of departments, line managers and the Quality Improvement Officer for direct delivery. The schedule of observations is supported by the introduction of Learning Walks. The minimum standard expected for observations are:

  • All observers are adequately trained to carry out observations
  • All observations are included in a moderation and QI process
  • Observation reports must be submitted to the ACFL (Quality Improvement Officer)
  • All new and unobserved tutors must be observed in a year
  • All observed tutors must submit an action plan and this plan should influence CPD planning
  • All observations should form part of the organisations Self Assessment Report

If you would like ACFL to assist you with carrying out observations/ moderate observations / take part in peer observation scheme then please contact the Quality Improvement Officer.

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3 Evidence

Registers & achievement

The link between attendance and achievement of course and personal aims are well documented. All ACFL partner providers and tutors must record attendance and achievement regularly. Poor attendance or achievement is often a sign of an area for development for Information Advice and Guidance (are learners placed on a course that's right for them?), or the Standard of Teaching and Learning (and learners vote with their feet) but they can also be a sign that the learners we work with have multiple and significant barriers to regular attendance. Recording attendance is crucial to addressing some of these barriers or areas for development.

Attendance: Registers should be marked at EVERY SESSION. Providers should monitor registers regularly and in-course so that any issues of poor attendance can be dealt with while the learners are still doing a course.

Achievement: Achievement should be measured according to the funding stream. Adult Skills Budget Funding (qualification courses) achievement is measured according to whether the learner passes or fails an exam or assessment. For community learning and universal access the tutor should use RARPA (see tutors toolkit for guidance). Attendance and Achievement rates are used for calculating success rates for the provider or cohort of learners. All partner providers will have a minimum success rate baseline KPI.

Progression:The intended progression destination must be recorded for all learners at the end of a course. Please see the register for guidance.

Learner voice

It is mandatory that providers have processes for consulting with learners. Information from learners should:

  • Inform curriculum planning and review
  • Support evaluation of quality of provision and teaching specifically
  • Be embedded into Self Assessment Report (SAR)

Providers may use any appropriate system to gather information from learners that will feed into improvement planning. What is important is to gather information that is consistent with the overall provision focusing wherever possible at the following queries:

  • How welcome were they made in the programme or setting?
  • How appropriate was the programme for the learner and did it meet their needs?
  • Was the programme well taught?
  • Do learners get the support they need?
  • Equality: did the learner feel they were treated fairly?
  • Is learners’ work assessed regularly and do learners get the feedback about their work to enable them to progress?

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ACFL monitoring

As a contracted partner provider you are required to deliver learning of a high standard and to continuously seek to improve your provision to make it more relevant to learners needs and to continuously seek to improve the learner experience. To assist us in monioring all of our contracts and to determine how we can best support you we will come and visit you twice each year. During this visit we will look at the following:

  • That the organisation is embedding and working within the policies checked at the framework commissioning stage
  • That the organisation is making progress towards meeting the KPIs agreed in Schedule 1 of the contract
  • That the organisation is meeting the standards set out in this Toolkit
  • That the organisation is supporting its staff to enable them to work towards delivering excellent teaching and learning
  • That the organisation is listening to their learners and planning for their needs

Download links

Course samples

As part of the ongoing monitoring of all of our provision, we ask that all providers and directly employed tutors provide electronic samples of documentation used during planning, delivery and post-course.

Email address for sample documents: This email address is being protected from spambots. You need JavaScript enabled to view it. . The email subject line must be completed with Sample, Class Date, Venue and the provider or tutor name

Please note that sampling does not affect the primary obligation of providers and tutors to keep and maintain their own records for inspection by Ofsted and ACFL Harrow. The sampling procedure is in addition to those liabilities and not in substitution of them.

The sample documentation is required to ensure that:

  • Health and Safety including Safeguarding is embedded in course induction and delivery
  • That equality of opportunity is evidenced in induction, planning or feedback paperwork
  • That learners progress is recorded and that IAG is delivered at the appropriate stages
  • That attendance and achievement is well documented and acted on
  • That feedback and evaluations are acted on

Samples should include Induction, Initial Assessment, RARPA (or skills trackers - ILPs), registers, Learner evaluations, group profiles and Tutor evaluations. See full list here. In the event of technical issues relating to electronic submissions, samples should be sent to the: Quality Improvement Officer, Adult Community & Family Learning Harrow Civic Centre Station Road Harrow HA1 2XY

4 Self assessment

Innovation project

Harrow Adult, Community and Family Learning make small amounts of funding available to projects who test new approaches to engagement, retention and measuring impact on learners lives. These are awarded with a view to sharing any outcomes with other providers.

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Self assessment report

Self assessment is an important part of quality improvement. It helps us look at how well we have done and how we can improve, and focuses on improving outcomes for learners.

All providers are expected to participate in SAR (Self Assessment Report), evidence gathering and to produce a mini-SAR reflecting performance and detailing strengths and areas for development. Some useful links are given below.

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