Policies & Procedures 2025 – 2026

This policy sets out information about our service for enquiries about results and appeals against assessment decisions, including those made relating to reasonable adjustments and special arrangements, the circumstances in which they may be made and the processes which must be followed. Learners or RRA may wish to submit an enquiry about results, normally in cases where results vary considerably from those expected. The clerical check of results may conclude the enquiry, or a learner/RRA may decide to progress to appeal. 

An appeal against an assessment decision may be submitted without having already submitted an enquiry about results. We publish this policy, procedure, and process flowcharts on our websites and in RRA handbooks, to support the process of appeal of assessment decisions in a timely manner. 

Where an associated investigation leads to the discovery of a failure in its assessment process, we take all reasonable steps to: 

• identify any other learner who has been affected by the failure. 

• correct or, where it cannot be corrected, mitigate as far as possible the effect of the failure.

• ensure that the failure does not recur in the future.

Scope of the policy and grounds for appeal 

This policy is provided for the use of customers, being learners who are taking or have taken assessments, and personnel with responsibilities for managing, delivering, assessing and quality assuring qualifications in approved RRAs offering qualifications, who wish to appeal against decisions as set out above, because procedures were not applied consistently, properly, or fairly. 

Regulatory authorities 

This policy addresses the requirements of the relevant regulatory authorities’ criteria. 

Responsibilities 

AO as the awarding organisation is responsible for ensuring that all appeal decisions: 

• are taken by individuals who have no personal interest in the decision being appealed.

• are dealt with by at least one decision maker who is not an employee of the awarding organisation, an assessor working for it, or otherwise connected to it.

• are always taken by persons who have appropriate competence.

AO personnel are required to follow the related procedures to deal with enquiries about results and appeals as effectively as possible. 

RRA is responsible for ensuring that all personnel involved in the management, delivery and assessment of AO qualifications are fully aware of the policy and conversant with the related procedures. 

Where appropriate, the RRA’s own appeals procedures must be exhausted before an appeal is raised with the awarding organisation. 

Review arrangements

This policy is reviewed annually as part of AO’s self-evaluation activity, which considers customer and regulatory feedback and good practice guidance.

PLEASE NOTE: There may be a fee requested from the AO for the review request.

An enquiry may be made on behalf of one or more than one learner. An enquiry about results is a formal written request from the RRA to AO for a review of the assessment decision relating to qualifications. 

An enquiry can be a request for an administrative check of the accuracy of the results themselves, or in relation to decisions made regarding reasonable adjustments and special considerations, or external quality assurance decisions.

AO has the right to take the form of a request for one of the following: 

• a clerical check. 

• a remark of the assessment by a different marker. 

The request must be accompanied by the written permission of the learners for the RRA to make the request. Receipt of requests unaccompanied by the written permission of learners may be treated as RRA maladministration. To ensure that the enquiry can be dealt with as soon as possible after the related assessment, it is important to adhere to the timescales for submission set out in the process below. 

Where the outcome of an enquiry brings into question the accuracy of other results, AO will take all reasonable steps to protect the interests of all learners who are affected. If the RRA or learner(s) are dissatisfied with the outcome of the enquiry, the RRA should initiate the first stage

Process 

Send your request to the Assessment Department at AO, with full details of the requested enquiry, accompanied by all supporting documentation and the written permission of each learner involved. 

Submit the request within 14 working days or for series-based assessment refer to the receipt of results by the RRA examinations officer, or within 5 days in the case of an enquiry about a reassessment following a clerical check.

• AO acknowledges receipt of written enquiries about results within 7 working days from receipt. 

• AO undertakes the check and notifies the designated RRA contact within 14 working days from receipt of the application of the enquiry. If for any reason these timescales cannot be achieved, AO informs the RRA contact of the anticipated timescale. 

• The written report is sent by recorded delivery and provides details of any recommendations as well as the decision.

Possible outcomes of the enquiry are: 

• no change

• a change to the results which may be either higher or lower than previously issued. 

• AO will amend its learner records accordingly.

• RR will amend its learner records accordingly

• If RRA or the learner(s) are not satisfied with the outcome of the enquiry, an appeal may be submitted in line with the AO appeals procedures

I. Introduction

This policy recognizes the importance of bilingualism as an educational asset that enhances cognitive development, cultural understanding, and academic achievement. It outlines the principles, goals, and strategies for fostering bilingualism in our educational system, supporting students who speak more than one language, and integrating bilingualism as a core value in our curriculum and practices.

II. Purpose

The purpose of this policy is to:

1. Acknowledge and value bilingualism as a skill contributing to students’ personal, social, and academic development.

2. Provide an inclusive and supportive environment for students who are bilingual or multilingual.

3. Promote bilingual education programs that enhance the academic and linguistic abilities of students.

4. Ensure that students from diverse linguistic backgrounds have equitable access to educational opportunities.

III. Goals

1. Support Academic Excellence: Provide bilingual students with the tools and resources necessary to succeed academically in all subjects, regardless of the language of instruction.

2. Foster Multilingual Competency: Encourage students to develop proficiency in more than one language, recognising the cognitive, cultural, and career benefits of bilingualism.

3. Create a Culturally Inclusive Environment: Promote an understanding of the value of cultural and linguistic diversity, ensuring that all students feel respected and supported in their linguistic identity.

4. Equitable Access: Ensure bilingual students, particularly those from underrepresented or marginalized linguistic groups, receive appropriate educational support to thrive in an academic environment.

IV. Guiding Principles

1. Linguistic Diversity: The educational environment must respect and celebrate linguistic diversity, recognizing that bilingualism is an asset that contributes to a student’s overall development.

2. Inclusive Curriculum Design: Develop and implement curricula that support bilingual students, integrating language skills across subjects and offering opportunities for students to engage in both their native language and the language of instruction.

3. Teacher Professional Development: Ensure that educators are trained in best practices for supporting bilingual learners, including strategies for language acquisition, language support, and culturally responsive teaching.

4. Family and Community Involvement: Engage families and communities in the educational process, encouraging them to support their children’s bilingual development and to participate in school activities related to language and culture.

V. Bilingual Education Programs

1. Language Instruction Programs: Offer specialized bilingual programs, such as Dual Language Immersion, Transitional Bilingual Education, and English as a Second Language (ESL), designed to help students develop proficiency in both their native language and the language of instruction.

2. Assessment and Support: Implement assessments that measure students’ proficiency in both languages, ensuring that language support services are tailored to individual needs. Provide additional language support for students who may need it to keep pace academically.

3. Bilingual Teacher Recruitment: Actively recruit and retain bilingual educators who are fluent in the languages spoken by the student population, ensuring effective communication and culturally relevant instruction.

VI. Bilingualism in Curriculum and Extracurricular Activities

1. Curriculum Integration: Incorporate bilingual learning opportunities across subject areas, such as literature, history, and the arts, allowing students to engage with content in both languages.

2. Extracurricular Activities: Offer extracurricular programs, such as language clubs, cultural events, and language-based field trips, that encourage bilingual students to continue developing their language skills outside of the classroom.

VII. Implementation and Evaluation

1. Monitoring and Reporting: Establish a system for monitoring the effectiveness of bilingual education programs, ensuring that students’ linguistic needs are met, and academic progress is tracked.

2. Feedback Mechanisms: Implement regular feedback from students, parents, and staff to assess the success of bilingual programs and identify areas for improvement.

3. Review and Adaptation: Continuously review and adapt the policy to respond to the evolving needs of bilingual students, as well as the broader goals of the educational system.

VIII. Conclusion

This policy reflects a commitment to supporting bilingual students and promoting bilingualism as an essential skill. By fostering bilingualism within education, we not only enhance academic achievement but also prepare students for success in an increasingly globalized world. We are committed to providing equitable opportunities for all students, regardless of their linguistic background, and ensuring that bilingualism is celebrated as a core value in our educational community.

Cheating is the planned intention to pass off the work of others, claiming it to be their own. This also includes the usage of AI (Artificial Intelligence) within learners’ written work.

RRA is to ensure that safeguards are in place to prevent staff from assisting learners to improve achievement during the taking of examinations and to protect staff against any accusation from others that could lead to an adverse effect. 

For example, a learner claims that the invigilator provides some answers, and this is why the learner failed the examination. If another person is present, the invigilator will have some protection against potential claims of unfairness by the learner(s). 

Examples include:

• Having access to an examination paper before the examination takes place. 

• Assessors, tutors and/or invigilators help learners while they are preparing and submitting information for assessment and/or marking. 

• Impersonating another learner to give an unfair advantage. 

• encouraging or accepting help from others 

• copying or reading another person’s work 

• accessing a mobile phone during an examination

• Using an AI software or website to create their written work so that the learner can claim as their own written submission.

What happens if a learner is suspected of cheating?

Cheating is a serious offence. If collusion is suspected in your work, you will be asked to attend a documented meeting with all those within your assessment process plus either the Head of Centre or Centre Manager, where you will be given the chance to discuss the issues.

Any work that has been produced by cheating is unacceptable, and you will be subjected to an investigation by the Centre under the Malpractice Policy, Collusion Policy, Plagiarism and AI Usage Policy.

Please see the Malpractice Policy, Collusion Policy, Learner Disciplinary Policy and Plagiarism and AI Usage Policy for further information

If the learner submits work that is not solely their own. AI usage within the learner’s written work is also under the collusion policy and will be deemed as cheating (please see cheating policy)

Examples include: 

• Two or more learners sharing information leading to the production and submission of the work by both learners. 

• passing off the work of another learner with their consent 

• learners knowingly provide an opportunity for other learners to see their work, such as during an examination to the learner sitting next to them.

• Using AI software or an AI website to complete the learner’s written work and submit it to be assessed.

Formal group work is an important skill and likely to be essential of your future career. You can develop this skill in tasks and assessments that are labelled as group work. Outside of this group work, we expect you to work on your assessments independently.

Differences between cooperation or collaboration and collusion

How to avoid collusion:

• Keep social media apps turned off during any online exams, and keep your mobile devices where they cannot distract you.

• If friends suggest sharing assessment answers or messaging each other during an online assessment.

• Follow the instructions provided for each assessment, if you are unsure, you must only ask your assessor for clarification.

• Work independently on your assessment unless you are told to work within a group.

• If a collaborative study group has been created to share notes, do not copy and paste these into part of your answer. Use your own words only.

• Do not use either AI websites or software to conduct any written assessments.

• Do not share your answers for any written assessments with others.

What happens if you are suspected of collusion

Collusion is a serious offence. If collusion is suspected in your work, you will be asked to attend a documented meeting with all those within your assessment process plus either the Head of Centre or Centre Manager, where you will be given the chance to discuss the issues.

Any work that has been produced by collusion is unacceptable, and you will be subjected to an investigation by the Centre under the Malpractice Policy, Cheating Policy, Plagiarism and AI Usage Policy

RRA Responsibilities

As an employer, RRA recognises its business responsibility under the Act as a data controller in respect of staff personal data processed for the administration of employment and management of staff.

RRA is also the data controller about the personal data (business contact details) RRA records relating to third-party suppliers.

In respect of learner data, each party shall be a data controller in respect of any personal data.

The HOC is responsible for data protection compliance and is required to draw up guidance and promote compliance with this Policy in such a way as to ensure the easy, appropriate, and timely provision of direction and agreement information.

All new members of staff must receive an introductory meeting on the Data Protection Act as part of their induction.

All Staff

All staff, particularly those engaged in accessing or processing of personal information about learners, centre contacts, other staff members or other individuals, must comply with the requirements of this Policy.

Information Organisation:

• All personal information entrusted to them in the course of their employment is kept confidential and stored securely.
• No personal information is disclosed, either verbally or in writing, accidentally or otherwise, to any unauthorised third party.
• Where they are unsure about authorised third parties to whom they can legitimately disclose personal/sensitive data, they seek advice from their IQA or HOC

Data Protection:

• Any personal data collected or processed during work undertaken for RRA is kept securely and confidentially. This applies equally to where the data is a vital part of the work or where it is contained in media, etc., which is accessed and applies whether RRA has made specific mention of the data in the contract for work/services.
• All personal data is returned to the RRA on completion of the work, including any copies that may have been made. Alternatively, the data is securely destroyed, and RRA receives notification in this regard from the contractor or casual member of the staff.
• RRA receives details of any disclosure of personal data to any other organisation, subcontractor or any person who is not direct staff of the contractor.
• Any personal data made available by RRA or collected in the course of the work is neither stored nor processed outside the centre.
• All photographs used within the centre are the responsibility of RRA, not the staff or the learner and if used for advertising purposes, then these must have signed consent of all persons within the picture for RRA to use and no other persons.

Data Student Rights:

The Data Protection Act provides the following rights for individuals:

The right to be informed – Individuals have the right to be informed about the collection and use of their data. This is a key transparency requirement which is usually satisfied by the provision of a privacy notice at the point the personal data is collected by RRA

The right of access – Individuals have a right to access their data, which is commonly referred to as a Subject Access Request (SAR) or request under the Freedom of Information Act.

The right to rectification – Individuals have a right to have inaccurate personal data rectified or completed if it is incomplete. This right is closely linked to the accuracy principle.

The right to erasure – Individuals have a right to have personal data erased, which is also known as the right to be forgotten.

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The right to restrict processing – Individuals have the right to request the restriction or suppression of their data. This right is not absolute and only applies in certain circumstances.

The right to data portability – Individuals have the right to obtain and reuse their data for their purposes across different services. This right allows individuals to move, copy or transfer personal data easily from one IT environment to another safely and securely, without restriction and without affecting usability.

The right to object – Individuals has the right to object to the processing of their data in certain circumstances, including an absolute right to stop their data from being used for direct marketing

Rights about automated decision-making and profiling – Individuals have the right not to be subject to a decision based solely on automated decision-making using their data.

This does not prevent staff from requesting copies of personal data items routinely available from HOC should they wish to do so. All staff receiving a formal request from a data subject wishing to exercise any of the above rights must forward the request immediately to the HOC to arrange fulfilment.

Only approved staff who are appropriately trained are permitted to respond to data subject access requests. RRA aims to comply with requests for access to personal information as quickly as possible but will ensure that it is provided within the time limits set down by the Data Protection Act, i.e.,28 days. More details are available in the document “GDPR Subject Access Request Process and Right to Erasure Process”.

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Data Breach Reporting

Any breach of this Policy, whether a real or suspected or potential breach of the Act, including but not limited to misuse, unauthorised access, potential unauthorised disclosure (including verbal disclosure), loss, damage and destruction of personal data or the RRA systems and equipment used for processing must be reported.

All reports of any suspected breach of the Act or the requirements of this Policy will be recorded, investigated and, where proven, may result in disciplinary or legal action, up to and including dismissal or result in referral to law enforcement or regulatory bodies where warranted.

Complaints

In the first instance that a complaint may arise, the learner is to put their grievances in an email to their assessor for a response. The second instance is to have a meeting with their assessor, under under-recorded conditions, such as an online recorded meeting and have another person make notes only, also, if within the classroom. The classroom has CCTV for documentation purposes only, which can be used for any further investigation and documentation. Complaints can usually be resolved in this manner.

Both the complainant and the staff member must adhere to all other policies, such as malpractice during this time, with no derogatory or threatening behaviour present.

If the complainant is not satisfied with the outcome, then the complainant can refer this to the Centre Manager within 7 days of the meeting.

The Centre Manager will coordinate appropriate responses to any complaints received in respect of this policy. The complaint must be addressed to the centre manager, Mica Amos. Complaints must be acknowledged immediately via email, and every reasonable effort made to provide a comprehensive reply within 28 working days. If the complainant is not satisfied with the reply, then they must inform the Head of Centre within 28 working days. The complainant cannot add additional subjects to the same complaint and must make a further complaint, in writing, as a separate issue, and timeframes will be adhered to with the separate matter.

If complainants are dissatisfied with the outcome of the Complaints Procedure relating to personal data processing, they are entitled to seek an independent assessment from the Head of Centre. If the complainant is still not satisfied with the outcome of the complaint, then this falls under the Appeals Procedure.

Complaints request by the Centre Manager must only be made in writing to:

Mica Amos, Robyn Raye Academy, YO102 Elm Court, Capstone Road, Gillingham, Kent, ME7 3JQ, (either recorded post or hand delivered to the reception staff of the centre)

Requests for review by the Head of Centre must only be made in writing to:

Robyn Smith, Robyn Raye Academy – YO102 Elm Court, Capstone Road, Gillingham, Kent, ME7 3JQ

Complaints in any other form, such as emails, will not be adhered to as the correct pathway to complaint and only stored as a recommendation without being followed up.

Cancellations & Refunds

All Deposits are non Refundable

More than 14 days before the course start date, a 25% charge will be made from the total to cancel, deposits are non refundable.

Less than 7 days before the course start date – a 50% charge will be made to cancel, and the remainder of your balance will be refunded by the original payment method, cash exempt – which will be electronically transferred to a bank account in your name only.

If you have already been registered with the Awarding Body, no refund or compensation will be made regardless of the timeframe before your course.

There is a 14-day cooling-off period from the date of your deposit paid and enrolment completed. Should you choose not to attend the course, post these 14 days, no refunds will be made

Less than 24 hours before your course start date or after receipt of your online theory.

No refund will be made. There will also be an assessor cancellation fee of £100 if you cancel your practical start date within 24 hours.

If you attend the course, regardless of the timeframe and do not wish to continue, then no refunds will be given, you are liable for the full balance to be paid, there will also be an assessor cancellation fee of £100 if you cancel your practical start date within 24 hours. Your written work and practical assessment work cannot be transferred to another centre under the awarding body’s request.

Please note that where travel and subsistence charges have been applied, where non-refundable travel arrangements have been made such as flights or train tickets, petrol expenses, hotel stays or loss of earnings from time taken off work to attend the course, this cost will not be refunded.

No compensation will be given to learners who do not adhere to the disciplinary policy or any of the policies and procedures as directed in the learner handbook.

All notice of your wish to cancel must be received in writing to: robyn@robynrayeacademy.co.uk

If you fail to attend the course on which you are booked and have not given prior notice to Robyn Raye Academy, then no refund will be made, and no transfer will be allowed. While Robyn Raye Academy offers training and certification on an accredited course, we are unable to offer advice or guidance on the practice of treatment in your area. It is your responsibility to contact your local environmental health officer or licensing department for local policies and procedures and to ensure that this course is suitable for obtaining a licence from your local authority.

Models: By the compulsory consultation form signed before their treatment date, no refunds are given. However, we will endeavour for reviews and corrections post-treatment with one of our trainers, which will result in a cost to the model if further treatment to correct the learners work. If multiple sessions are required then there is a fee to cover costs. Robyn Raye Academy accepts no cost request for other professionals to correct the learner’s work. Robyn Raye Academy will not cover the cost of external professionals to review or correct learners’ work. Robyn Raye Academy reserves the right to cancel courses and models for circumstances outside of our control, and no refunds are given in this instance.

In the event of this, students/models will be notified with as much notice as possible and offered a place on a future course. Likewise, Robyn Raye Academy reserves the right to relocate a course to a different venue should circumstances beyond our control dictate. Notice will be given to students as soon as is practical.Requests from external professionals to assess or correct learners’ work are not accepted unless arranged through Robyn Raye Academy and subject to applicable fees.

This policy includes individuals involved with any aspect of the design and development, marketing, sales, distribution, delivery, marking, examining, quality assurance, awarding or any other activity for Awarding Body qualifications and assessments, and supporting resources and services. The individuals within the scope of this policy include trustees, directors, employees, contractors, home and remote workers, agency workers and any associate staff, including internal quality assurers.

Definition of conflict of interest RRA defines conflict of interest as follows: A conflict of interest exists about an awarding organisation where – its interests in any activity undertaken by it, on its behalf, or by a member of its team have the potential to lead it to act contrary to its interests in the development, delivery and award of qualifications by regulatory requirements a person who is connected to the development, delivery or award of qualifications by the awarding organisation has interests in any other activity which have the potential to lead that person to act contrary to his or her interests in that development, delivery or award by the awarding organisation’s regulatory requirements, or an informed and reasonable observer would conclude that either of these situations was the case 

There is the potential for conflicts of interest to arise in several circumstances relating to AO’s activity, for example: 

• An Individual: ̵ has a position of authority in one organisation that conflicts with their interests in another organisation; ̵ works for or carries out work on AO’s behalf but may have personal interests in another business which either uses AO’s products or services or produces similar products or services; ̵ has friends or relatives taking AO’s assessments. 
• Regulatory authorities: This policy addresses the requirements of the relevant regulatory authorities’ criteria. The policy may from time to time be provided to the regulators upon request to satisfy them of AO’s ability to comply with their requirements about conflicts of interest and to prevent such conflicts from becoming adverse effects as defined by regulators. 
• Responsibilities: AO is responsible for monitoring compliance with the Conflicts of Interest Policy and taking appropriate action when non-compliance is suspected or known to exist. AO is responsible for ensuring that all employees and individuals with a role relating to the development, delivery and awarding of AO qualifications and assessment are aware of this policy and proactive in addressing it. 

RRA:

• Ensures that the contractual arrangements with qualifications, assessment and quality assurance associates clearly set out any obligations on them to manage conflicts of interest arising from other activities that they undertake. 
• Ensures that anyone who has access to confidential assessment material for a qualification is not permitted to deliver or be present at training events on that qualification.
• Ensures that all members of staff declare any interest in friends or family sitting upcoming AO examinations or assessments. 
• Expects its individual teams to identify and inform the HOC of any actual/potential conflicts of interest that could impact on AO, and which are not already identified in the table at the end of this policy 
• Requires its individual teams to manage and monitor any identified conflicts of interest that relate to their area of operations (as outlined in the table at the end of this document.) Should the status of any identified conflict, or the associated controls change, the team manager should inform the HOC.

Head of Centre: 

• holds the ultimate responsibility for the Conflict-of-Interest policy, dissemination of the policy and management of potential and actual conflicts of interest that are escalated by AO
• reviews compliance with the policy regularly 
• is responsible for escalating reports of actual or potential conflicts of interest to the Responsible Officer and, when necessary, to regulatory authorities 
• is responsible for advising on the management of conflicts of interest of the qualifications, assessment, and IQA, including ensuring contractual arrangements are in place to oblige staff and contractors to notify AO of conflicts of interest. 
• responsible for ensuring conflicts of interest for the assessment team are reviewed before each assessment series or annually depending upon which occurs first.
• obtains conflict of interest declaration forms from all stakeholders on the commencement of their role and maintains records. 
• obtains annually updated conflict of interest forms from all employees. 
• must record and report immediately to the HOC any conflict of interest declared, including the nature and extent of the conflict, an outline of the discussion and the actions taken to manage the conflict. 
• is responsible for maintaining the conflict-of-interest records of Managers in each division/department. 
• are responsible for communicating and providing training about the policy to all relevant individuals within their area of responsibility, at least annually. 

All Staff

• are required to review their procedures annually to ensure that they anticipate and manage potential or actual conflicts of interest adequately HOC.
• are responsible for ensuring that all new staff members involved in activities relating to potential or actual conflicts of interest receive training. 

All individuals involved with awarding and/or end-point assessment activities must be made aware of this policy as part of their induction and ongoing training. 

All individuals are responsible for disclosing any activity that might give rise to a potential conflict of interest either to their line manager or directly to the HOC. 

By their centre agreement, approved centres are required to establish, maintain, and comply with a conflict-of-interest policy which is complementary to the relevant AO policies and procedures, identify and monitor all related conflicts and potential conflicts of interest. 

A centre must take all reasonable steps to ensure that no conflict of interest which relates to it results in an Adverse Effect

Policy Term Reviews 

Situations brought to our attention by the regulators: Where the regulators notify us of failures that have been discovered in the assessment process of another awarding organisation, we will review if a similar failure could affect our assessment processes and arrangements.

Conflict of Interest 

The following principles apply: ̵ All managers and staff must be committed to and proactive in identifying and managing all actual/potential conflicts of interest that may affect AO ̵ If there is any doubt, possible conflicts of interest must be raised with the HOC Staff must be transparent, honest, and objective when considering potential or actual conflicts of interest and must do so in a timely fashion ̵ Identifying conflicts of interest.

Where there is nothing to declare, a signed and dated nil return is still required ̵ Submit the completed form to HOC and provide any updated information to Human Resources as soon as it arises. 

HOC: ̵ ensures that all declarations are received ̵ records the information in the Declaration of Interest, including nil returns and any other related information ̵ proposes to the Responsible Officer the required actions to manage the conflict 

IQA: ̵ where a (potential) conflict has been identified, advises on the management of the conflict, if applicable ̵ notifies the regulator, if applicable. They must ensure the additional Academic Division 

The Contractors Conflicts of Interest Declaration form is completed alongside the Annual Conflict of Interest Declaration form by all contractors before the commencement of any contract being undertaken and employees annually. 

Any individual associated with AO or members of staff who identifies a potential or actual conflict of interest whilst going about their work should notify the HOC as soon as possible. The HOC will take the above action immediately. 

Mitigating potential conflicts of interest HOCs who have been notified of a potential conflict of interest should seek advice from the HOC to take reasonable steps to remove the conflict or manage it to the AO’s satisfaction. If this cannot be achieved, the relationship with the party/parties concerned may have to be terminated.

Data, as defined under GDPR, is any information which are related to an identified or identifiable natural person. The data subjects are identifiable if they can be directly or indirectly identified, especially by reference to an identifier such as a name, an identification number, location data, an online identifier or one of several special characteristics, which expresses the physical, physiological, genetic, mental, commercial, cultural, or social identity of these natural persons. In practice, these also include all data which are or can be assigned to a person in any kind of way. For example, the telephone, credit card or personnel number of a person, account data, number plate, appearance, customer number or address are all personal data. 

Staff Responsibilities 

• All staff, particularly those engaged in accessing or processing personal information about learners, centre contacts, other staff members or other individuals, must comply with the requirements of this Policy.
• All personal information entrusted to them in the course of their employment is kept confidential and stored securely.
• No personal information is disclosed, either verbally or in writing, accidentally or otherwise, to any unauthorised third party.
• Where they are unsure about authorised third parties to whom they can legitimately disclose personal/sensitive data, they seek advice from their lead IQA or HOC.

Special Category Data 

In addition to general personal data, one must consider above all the special categories of personal data (also known as sensitive personal data), which are highly relevant because they are subject to a higher level of protection. These data include genetic, biometric and health data, as well as personal data revealing racial and ethnic origin, political opinions, religious or ideological convictions or trade union membership

RRA Responsibilities 

As an employer, RRA recognises its corporate responsibility under the Act (2018) as data controller in respect of staff personal data processed for administration of employment and management of staff. RRA is also the data controller concerning the personal data (business contact details) RRA records relating to third-party suppliers. In respect of learner data, each party shall be a data controller with respect of any personal data. The HOC is responsible for data protection compliance and is required to draw up guidance and promote compliance with this Policy in such a way as to ensure the easy, appropriate, and timely provision of guidance and compliance information. All new members of staff must receive an introductory briefing on the Data Protection Act as part of their induction. 

Subject Access Requests 

RRA is required to provide individuals with access to their own personal data held by RRA via a subject access request. This does not prevent staff from requesting copies of personal data items routinely available from HOC should they wish to do so. 

All staff receiving a formal request from a data subject wishing to exercise any of the above rights must forward the request immediately to the HOC to arrange fulfilment. 

Only approved staff who are appropriately trained are permitted to respond to data subject access requests. RRA aims to comply with requests for access to personal information as quickly as possible but will ensure that it is provided within the time limits set down by the Data Protection Act, i.e., 28 days. 

DATA RIGHTS

The Data Protection Act provides the following rights for individuals: 

• The right to be informed – Individuals have the right to be informed about the collection and use of their personal data. This is a key transparency requirement which is usually satisfied by the provision of a privacy notice (described in further detail below) at the point the personal data is collected by RRA 
• The right of access – Individuals have a right to access their personal data, which is commonly referred to as a Subject Access Request (SAR) 
• The right to rectification – Individuals have a right to have inaccurate personal data rectified or completed if it is incomplete. This right is closely linked to the accuracy principle
• The right to erasure – Individuals have a right to have personal data erased, which is also known as the right to be forgotten. This right is not absolute and only applies in certain circumstances
• The right to restrict processing – Individuals have the right to request the restriction or suppression of their personal data. This right is not absolute and only applies in certain circumstances
• The right to data portability – Individuals have the right to obtain and reuse their data for their own purposes across different services. This right allows individuals to move, copy or transfer personal data easily from one IT environment to another safely and securely, without restriction and without it affecting usability
• The right to object – Individuals have the right to object to the processing of their data in certain circumstances, including an absolute right to stop their data being used for direct marketing
• Rights in relation to automated decision-making and profiling – Individuals have the right not to be subject to a decision based solely on automated decision-making using their personal data 

Robyn Raye Academy is dedicated to encouraging a supportive and inclusive culture amongst the whole workforce and learners. It is within our best interest to promote diversity and eliminate discrimination in the workplace and studying. 

Our aim is to ensure that all employees, job applicants and learners are given equal opportunity and that our organisation is representative of all sections of society. Each employee and learner will be respected and valued and able to give their best as a result.

This policy reinforces our commitment to providing equality and fairness to all in our employment and learners and not provide less favourable facilities or treatment on the grounds of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, ethnic origin, colour, nationality, national origin, religion or belief, or sex and sexual orientation. We are opposed to all forms of unlawful and unfair discrimination. 

All employees, no matter whether they are part-time, full-time, or temporary, will be treated fairly and with respect. When Robyn Raye Academy selects candidates for employment, promotion, training, or any other benefit, it will be based on their aptitude and ability. We will abide by this policy with all learners and potential learners within our development.

All employees and learners will be given help and encouragement to develop their full potential and utilise their unique talents. Therefore, the skills and resources of our organisation will be fully utilised, and we will maximise the efficiency of our whole workforce.  

Robyn Raye Academy commitments:

• To create an environment in which individual differences and the contributions of all team members are recognised and valued.
• To create a working environment that promotes dignity and respect for every employee.
• To not tolerate any form of intimidation, bullying, or harassment, and to discipline those that breach this policy.
• To make training, development, and progression opportunities available to all staff. 
• To promote equality in the workplace, which Robyn Raye Academy believes is good management practice and makes sound business sense. 
• To encourage anyone who feels they have been subject to discrimination to raise their concerns so we can apply corrective measures. 
• To encourage employees to treat everyone with dignity and respect. 
• To encourage all learners to achieve the best of their ability.
• To regularly review all our employment practices and procedures so that fairness is always maintained. 

Robyn Raye Academy will inform all employees that an equality and diversity policy is in operation and that they are obligated to comply with its requirements and promote fairness in the workplace. The policy will also be drawn to the attention of funding agencies, stakeholders, customers, learners, and job applicants.

Robyn Raye Academy equality and diversity policy is fully supported by owner and all management and has been agreed with trade unions and/or employee representatives 

Our policy will be monitored and reviewed annually to ensure that equality and diversity is continually promoted in the workplace.

Internal Quality Assurance (IQA) is concerned with monitoring the learner’s journey throughout their time undertaking a qualification at Robyn Raye Academy LTD.

IQA involves monitoring the training and assessment activities and the quality of work learners produce in terms of meeting the correct grading criteria. Internal quality assurance helps to ensure that assessment and IQA activities are valid, authentic, sufficient, fair, and reliable.

Internal quality assurance measures the quality, delivery, processes, procedures, and learner achievements.

Statement of Principles

Key concepts and principles of internal quality assurance of assessment include: –

• ensuring quality standards throughout the learner journey
• ensuring accuracy and consistency of assessment decisions made by assessors.
• identifying issues and trends that develop
• supporting and developing assessors and tutors
• ensuring accountability for assessment decisions and quality standards, and awarding body procedures and policies are maintained.
• ensuring achievement made by learners and judged by assessors is recognised and meets the grading criteria.
• ensuring the correct and appropriate assessment strategies are used by assessors.
• ensuring the confidence of the learner and provider is always maintained.
• ensuring sampling both interim and summative, is occurring.

Internal quality assurance principles include ensuring standardisation activities take place, assessment decisions embrace inclusion, equality is promoted with learners, and the diversity of learners is valued by all staff. It ensures that fairness is apparent in all assessment decisions and that there are auditable records to show this.

Other principles include maintaining health and safety practices, such as risk assessments. Also, ensuring all staff have access to training and CPD, that assessors and staff members are motivated, and that clear communication between takes place regularly.

IQA Activities

Robyn Raye Academy will undertake a sampling of assessment judgements in line with the sampling plans in place for all qualifications offered.

Sampling will be formative and summative and at 100% of learner written evidence, depending on the assessor’s experience, qualifications, and competency. (100% for new or newly qualified staff members). And 50% of all practical assessments undertaken by learners. – Qualifi AO

Sampling may take place formatively.

All completed qualifications will be formatively sampled.

An assessor will receive a sampling report within seven days of submitting a learner portfolio for sampling.

Any disagreements with an IQA’s findings will be reviewed by the Head of Centre/Centre Manager, who will have the final say on any judgements. These judgements can be overridden by the Awarding Body’s EQA.

Sampling plans will identify learners, assessors, and the assessment criteria to be sampled. Sampling activities will meet the requirements of the awarding organisations Robyn Raye Academy is approved with.

Standardisation activities will be undertaken regularly (at least every eight weeks) with IQAs, Assessors, Trainers and relevant line managers present. Standardisation activities will meet the requirements of the awarding organisations Robyn Raye Academy is approved with.

All meetings will have a set agenda, and minutes shall be produced and disseminated to all relevant staff members.

Example Standardisation Meeting Agenda:

• Actions from previous standardisation meetings
• Resources, H&S, E&D issues
• Progression and achievement of learners
• Examples of learners work to standardise.
• Good practice from assessors
• Areas for improvements
• Internal quality assurance reports
• External quality assurance reports
• AO and qualification updates

Observations of staff members will be determined by a yearly cycle, with all training and assessing staff members receiving a minimum of two observations per year. All staff members will be required to be observed at grade two or above. Action plans and support will be in place for any staff members identified as ‘requiring improvement’.

All observations will be documented and moderated.

All Robyn Raye Academy staff members will receive access to regular, 50 hours annually of continuous professional development (CPD) and shall be encouraged to undertake reflective practice within their own practices of industry-related procedures to remain current.

Learner feedback shall be collected through surveys, focus groups and comments, complaints, and compliments cards. Learner feedback will be regularly obtained and analysed, and improvements shall be highlighted and implemented across the organisation, where required.

All documents relating to IQA activities will be held securely, in line with Data Protection and confidentiality requirements. Access will be granted to all relevant awarding organisations to any assessment documents and related materials.

An RPL can only be applied if:

When a learner has no previous RQF certification or recognised course of learning.

When a learner has relevant skills and/or knowledge acquired through: ̵ Domestic/family life ̵ Education and training ̵ Work activities ̵ Community or voluntary activities to avoid repetition of learning. 

RPL with Level 5 in Aesthetics Practice:

• As of October 2024, there is no longer an RPL attached to this qualification as set in Qualifi’s qualification specification

RPL with Level 7 in Aesthetics Practice:

Learners must evidence the following:

• 2 years qualified and current – Anti-Wrinkle procedures to the face and neck.
• 2 years qualified and current – Dermal Filler procedures to the face and neck.

The learner must attend an assessment day, which will compile the following:

• 4-5 procedures to include anti-wrinkle and dermal fillers of both the face and neck without any guidance from their assessor, under the HSE and HEE standards.
• These assessments will be deducted from their assessment criteria of the qualification specification.
• The assessor must give their final decision to the learner on the day as to whether they will recommend the learner to the EQA as an RPL learner.
• The HOC must contact the AO EQA within 7 days of the assessment day with all the evidence compiled for the EQA to make the final decision as to whether the learner may continue under the RPL policy.
• Suppose the decision of the EQA has been made that the learner is not able to continue with the RPL policy. In that case, the learner must complete the full course of 20 x anti-wrinkle procedures to the face and neck and 20 x dermal filler procedures to the face and neck – this will also require the additional full costings that will be added to the learners account within the centre. This decision will be made in writing to the learner by the Level 7 assessor.

Evidence types: 

• Insurance documents confirming validity.
• Certificates for all procedures of anti-wrinkle and dermal fillers of the face and neck
• Social media posts and website details confirming remaining current since the certificate dates.
• Client consultation forms (client details redacted) with client testimonials, before and after photos.
• Prescriber witness statement (if a non-prescribing professional)

How to apply RPL only RPL only evidence is assessed to decide whether a learner can proceed straight to summative internal/external assessment, as applicable?

RPL-only evidence is assessed to identify gaps in skills and knowledge to ascertain what further study is required before summative internal/external assessment. RPL only does not exempt learners from any element of the mandatory summative internal/external requirements of a qualification. RPL only simply means that further learning is not necessary, and the learner can proceed directly to summative assessment. 

No mandatory summative observations or mandatory summative examination requirements can be avoided. For the avoidance of doubt, where it has been decided that RPL only is the appropriate route to achieving the qualification for a learner who holds no prior recognised certification. It is also not acceptable to exempt the learner from external examination requirements. 

The learner must upload all documents to the centre. The centre must pass all documents onto the awarding body for the final decision on whether the learner has been accepted for RPL.

Learners are to supply their assessors with all the evidence to be passed to the EQA for the final decision on whether the RPL policy can be implemented. If the EQA has decided that the learner’s evidence is not sufficient, then the learner must be informed in writing and the additional cost to the full course price must be added to the learner’s account.

All mandatory summative assessments attached to the qualification must be completed as normal.

Assessment of RPL-only evidence Learners must present relevant evidence that meets the learning outcome requirements so that RPL only can be applied to their existing knowledge, understanding or skills for a unit within the qualification. Relevant evidence must be valid, authentic, sufficient, and reliable.

Examples of evidence used to support the application of RPL only include: 

• examination of documents
• expert witness testimony
• reflective accounts
• professional discussion 
• practical skills observation or trade test 
• theoretical knowledge of the learner 

The RPL only process must be subject to the same rigorous internal and external quality assurance requirements as any other assessment method. All paperwork must be complete and stored along with the learner’s evidence in the centre’s IQA file and be available to the EQA on request.

RPL Exemption

Exemption is the capability for an individual to claim Exemption from some of the qualification that they are currently undertaking from their previously gained certificated achievement of a regulated qualification. 

When can Exemption be applied? 

Exemption can be applied when: 

• A learner has achieved a regulated qualification which is recognised as equal or comparable.
• A learner possesses knowledge and skills that are deemed to be current. 
• A learner holds a certificate or qualification which has been awarded on the achievement of assessment criteria and assessment methods which are deemed to be equivalent to the regulated qualification 

An exemption can only be applied when one or more of the above is deemed current 

• A qualification is only deemed to be current if achieved within the last three years. 
• Skills and knowledge are only deemed to be current if the specific vocational qualification content i.e., work practice is current, within the last three years.
• Evidence of frequency must be submitted i.e., certificates (of the same level or above with a minimum of 80% common content and assessment criteria). 

How do you apply for an Exemption with an AO?

The evidence should be assessed to decide if knowledge and skills are equal or comparable to the regulated qualification 

• The evidence should be assessed to decide if the learner’s knowledge and skills can be deemed to be current
• The evidence should be assessed to identify any gaps in skills and knowledge which would require the learner to undertake further study 
• There must be evidence to demonstrate a minimum of an 80% overlap with the unit/qualification for which Exemption is being sought 

Equivalence

Equivalent units must be from the Regulated Qualification Framework (RQF) and equivalent in criteria and content to another RQF unit. An equivalent unit needs to be of the same credit value/guided learning hours (GLH) or greater and the same level or higher. Equivalence allows the replacement of one RQF unit in a qualification with another RQF unit that has the same general content and is of the same or greater credit/GLH value and level.

When can Equivalence be applied?

Equivalence should be applied when a learner has achieved an equivalent RQF unit in another RQF qualification. 

Equivalence for VTCT Technical Qualifications for AO Technical Qualifications where a qualification contains an identical unit from another AO Technical Qualification. Where this unit is mandatory, the learner’s grade for the unit-graded assessment will be carried over from their previous qualification. However, the learner must still complete the graded synoptical assessment external examinations that accompany the new qualification, which may assess the unit in question. If the learner wishes to increase their grade, then they may re-take the graded practical assessment, the highest grade will always stand. Each individual request must be considered and confirmed by AO. Evidence will need to be presented in at least 12 weeks before an exam date to ensure that the correct grade is recorded on the learner’s final certificates. RRA aims to process this in 6 weeks but in busy periods it may take up to 12 weeks. To ensure that learners are not disadvantaged please submit at least 12 weeks before the exam dates. 

Currency

A qualification is only deemed to be current if achieved within the last three years. 

Skills and knowledge are only deemed to be current if the specific vocational qualification content i.e., work practice is current, i.e., within the last three years. 

RRA responsibilities 

RRA must ensure that:

• The accountable person appointed will need to have the relevant subject-specific knowledge and a full understanding of each RPL method: RPL only, Exemption and Equivalence.
• In all cases of RPL, mandatory assessment requirements are complied with, when applicable.
• If RPL only, Exemption or Equivalence is to be used, the relevant Quality Assurer is informed.
• Assessment and Internal Quality Assurance (IQA) procedures and practices are rigorous, robust, and auditable, and of the same standard as any other form of assessment and IQA. 
• Evidence provided by the learner for RPL only, Exemption or Equivalence is relevant, authentic, sufficient, valid, clear, transparent, and current. 
• If the accountable person has any concerns or doubt regarding the learner’s knowledge, understanding, skills, competence, or evidence proposed, RPL only, Exemption or Equivalence must not be applied. 
• Formal records including the mapping form and learners’ evidence of RPL only, Exemption or Equivalence are kept by the centre. 
• Formal records of Exemption or Equivalence, including the mapping form and the learner’s evidence should be forwarded to AO for approval. 
• Learners are informed that RPL only, Exemption and Equivalence are not necessarily money or time-saving exercises, and that the collation of evidence may involve a high proportion of time and may incur some cost, charged by RRA. 

RPL only, Exemption and Equivalence Stages

STAGE 1:

1. Prior to enrolment, all learners should be informed of the possibility of applying RPL only, Exemption or Equivalence. If learners decide to apply for RPL only, Exemption or Equivalence a learner interview should take place where they are fully informed about the Process 
2. Support and guidance
3. available
4. Timelines 
5. Appeals processes 
6. Centre Fee(s) involved – to include a clear breakdown and explanation of costs 

STAGE 2: 

1. All learners who apply for RPL only, Exemption or Equivalence must be provided with literature that informs the learner about:
2. What they should know (related to the specific unit or qualification)
3. What they should be able to demonstrate (related to the specific unit or qualification)
4. Amount and type of assessment(s) they need to undertake
5. The type and range of evidence which can be considered 

STAGE 3

1. Learners and centres together will collect evidence to meet the standards of the learning outcome(s)/ unit(s). 
2. Learners and centres will cross map evidence to the relevant learning outcome(s)/unit(s).
3. Evidence may meet unit requirements partially or in full, as applicable. 

STAGE 4

1. The evidence will be assessed, and judgements made concerning unit standards. Evidence must be valid and reliable. 
2. The assessment process is subject to the usual internal and external quality assurance processes. 
3. A learner has the right to appeal against any assessment decision and should follow the centre’s appeals process and then the RRA appeals process. 

STAGE 5

1. Where further evidence/learning is needed, learners will be provided with an action plan: 
2. Identifying the further evidence required
3. Identifying any further learning required
4. Highlighting available assessment and re-assessment opportunities 

STAGE 6

1. For Exemption and Equivalence, AO needs to be informed in the following way: 
2. All documents should include the mapping form, and the learner’s evidence e.g., copies of certificates, and work evidence.
3. Original certificates should be made available for your EQA to view on their visit.
4. Evidence needs to be presented at least 12 weeks before an exam date to ensure that the learner is not disadvantaged. 

Any malpractice or attempted act of malpractice which has influenced the assessment outcome or the running of the centre must be reported to the Managing Director and Quality Assurance Nominee of Robyn Raye Academy so that this can be logged and the incident communicated to the awarding organisation.  

If a learner is seen to behave in the following manner, then the centre must report to the awarding body for a full investigation and potential disqualification of the qualification permanently with all centres and Ofqual:

• Abusive/threatening/disruptive/derogatory/critical/discriminative/slanderous or racial behaviour towards other learners, whether verbally in the centre, over the phone or electronically (including social media, WhatsApp, and emails)
• Abusive/threatening/disruptive/derogatory/critical/ discriminative/slanderous or racial behaviour towards any members of staff, whether verbally in the centre, over the phone or electronically (including social media, WhatsApp, and emails)
• Abusive/threatening/disruptive/derogatory/critical/discriminative/slanderous or racial behaviour towards the centre, whether verbally in the centre, over the phone or electronically (including social media, WhatsApp, and emails)
• Abusive/threatening/disruptive/derogatory/critical/discriminative/slanderous or racial behaviour towards the awarding body, whether verbally in the centre, over the phone or electronically (including social media, WhatsApp, and emails)
• Abusive/threatening/disruptive/derogatory/critical/discriminative/slanderous or racial behaviour towards Ofqual, whether verbally in the centre, over the phone or electronically (including social media, WhatsApp, and emails)

All phone calls, emails, and attendance are recorded, CCTV-approved, and documented throughout your learning journey and will be used within the investigation.

The centre has the right to make and uphold any criminal or legal prosecutions towards the learner and all those involved in the behaviour towards any learners, staff, the centre, the awarding body or Ofqual.

The learner will be given one warning in writing, and if deemed to persist in tribulation towards learners, staff, the centre, awarding organisation or Ofqual, then will be reported immediately and their qualification suspended until the investigation has been concluded.

This also includes:

• Plagiarism – All components of your work will be put through our plagiarism checker as per our policy to be checked and must be at 0% throughout (excluding any wording directly from Qualifi)
• AI usage – All components of your work will be put through our AI detector software as per our policy and must be 0% (excluding any wording directly from Qualifi)
• Completing their SAQs and essays in a short period (less than 3 months) – this is due to the importance of knowledge and understanding during your post-graduate level qualification.
• Repeated Miscommunication or Unprofessional Behaviour: Learners who engage in continuous, disruptive, or inappropriate communication with other learners, staff members, the centre, the awarding organisation, or Ofqual, which undermines the integrity or professional environment of the learning process, will be subject to disciplinary action under the malpractice policy. Such behaviour may include persistent harassment, dissemination of misleading information, or any communication that breaches the standards of conduct expected from learners. Repeated offences may result in a formal reprimand, suspension, or further sanctions, depending on the severity of the actions.

The centre will be required to carry out an investigation and to report the findings to the awarding organisation.  

The Centre Manager must notify the individual under investigation in writing of the nature of the alleged malpractice and of the possible consequences should malpractice be proven.  

The individual must be allowed to respond in writing to the allegations made.  

The Centre Manager must also inform the individual of the options for appealing, should a judgement be made against him/her.

A full investigation will then take place by the awarding organisation, and the centre will be expected to cooperate fully with this.  This awarding body may also contact Ofqual and inform them to have the learner disqualified from undertaking any further OfQual courses indefinitely, regardless of the industry they wish to learn.

Where a candidate certificate has been awarded, this may be recalled and declared invalid.

It is a basic human right to remain in a safe environment as outlined in Maslow’s Theory within either their working practice or learning journey and this behaviour will not be tolerated lightly.

The centre has the right to report this/these incident(s) to any legal bodies/authorities and continue a legal investigation for prosecution. The centre will fully cooperate in any investigation that legal bodies require.

Please see ‘Appeals Procedure’ and ‘Disciplinary Policy’

Plagiarism and AI Usage

All written work submitted by the learner for the qualification will be placed in the plagiarism and AI detector software as purchased by the Centre.

All forms of plagiarism and AI usage are to be reported to the Head of the Centre immediately for investigation. The learner is to be informed in writing of the investigation and given 5 days for the investigation to take place. The Head of the Centre and Centre Manager are to arrange a meeting with all those involved in the assessment process. The Head of the Centre is to report this to the awarding body upon discovery and inform them of the investigation. If the Head of Centre has confirmed that Plagiarism or AI has taken place, then the Head of Centre will cancel the qualification of the learner and inform the awarding body immediately of the outcome. 

Cancellations and refunds

We reserve the right to terminate services or enrolment immediately and without notice in cases where terms of engagement, conduct, or payment obligations are violated. This includes, but is not limited to, breaches of our terms and conditions, disruptive behaviour, or misuse of our services.

All payments made are final. We do not offer refunds for any services, sessions, bookings, or courses once payment has been made. This includes situations where the learner chooses to discontinue participation for any reason.

All deposits are non-refundable under any circumstances. Deposits secure your place or booking and reflect a commitment to service delivery and preparation.

Payments or deposits cannot be transferred to another individual or applied as credit toward future services.

By making a payment or deposit, Learner acknowledges and agrees to abide by these policies in full.

Plagiarism can be described as using someone else’s work and changing words but retaining the structure and meaning without acknowledging the source or ownership of the originator of the work. There are many reasons why plagiarism occurs.

Often, this is because a learner does not realise that the method of gathering and preparing their evidence was not an acceptable practice, or through poor planning, that results in pressure for a learner to complete work when time is at a premium.

Learners will generally know what method, activity or approach to research is plagiarism, however, there are examples where plagiarism is less obvious to the learner. 

Common examples include: 

• Getting somebody else to do the work. 
• Giving false information about a source used 
• Copying information from the internet 
• The usage of AI (Artificial Intelligence)

Less obvious examples include: 

• Copying all or some of another person’s work 
• Getting a friend or family member to help, often includes dictation of responses. 
• Copying and pasting from the internet 
• Copying either word-for-word or extracts from a text without providing a reference to the source
• Copying from another learner’s portfolio with or without their consent 
• Borrowing or taking another learner’s work

AI USAGE

AI can be adapted through progressive learning to allow algorithms to incorporate data to do the programming. The Centre, Awarding Body and Ofqual do not allow this program to be used within any written submission by the learner.

The Centre will carry out an AI detection report within their software upon 100% of every submission by the learner and submit it to the Awarding Body. If any AI has been detected upon any submission, then the Head of Centre, Centre Manager and all those within the learner’s assessment process will conduct a documented meeting with the learner for investigation. The learner has the right to have a support person to take notes only during the meeting. The learner’s qualification will be suspended pending investigation, and both the Head of Centre and the Centre Manager will decide within 5 working days to uphold the Plagiarism and AI Usage Policy, Malpractice Policy, Collusion Policy, and Cheating Policy. The Centre Manager will inform the learner of the findings and outcome in writing.

The Head of Centre is to report the findings outcome to the Awarding Body within 5 working days and submit any evidence that the Awarding Body requests as part of any investigation they may conduct and submit to Ofqual for further investigation. The learner will be informed in writing of any further investigations of the Awarding Body or Ofqual.

PLEASE NOTE:

1. If the learner has used AI or plagiarism for their written assignments, they will be contacted, with evidence immediately and requested to re-write this i full with their own knowledge and understanding.
2. The assessor will then mark their resubmission up to 28 days post resubmission.
3. If the learner has used AI again on their resubmission, the Centre will bill the learner £20 per assignment, to cover the cost of resubmission. The written assignment will not be remarked until the payment has been made.

Please see the Malpractice Policy, Cheating Policy, and Collusion Policy for further information

This policy is aimed at our centre and learners who are undertaking or have completed an Aesthetics Training with us. We are committed to complying with all current and relevant regulations and legislation to the development and delivery of our qualifications. Our aim is to facilitate open access for all learners who are eligible for reasonable adjustments or special considerations in assessments, whilst ensuring the assessment of understanding, knowledge, skills and competence is not compromised in any way for all the protected characteristics within the Equality Act 2010. Please refer to our Equal Opportunities Policy for more information.

This policy will also be used by our staff to ensure they are dealing with all reasonable adjustments and special consideration requests fairly and consistently. 

This policy outlines the following: 

• Arrangements for making reasonable adjustments and special considerations concerning the delivery and assessment of our qualifications
• How learners qualify for reasonable adjustments and special considerations
• Reasonable adjustments we will accept and requests that are required before them being applied
• What special considerations can be granted for learners.

Definition of a Reasonable Adjustment

A reasonable adjustment relates to any actions that help to reduce the effect of a disability or difficulty, which may place the learner at a disadvantage during the delivery of a qualification or an assessment situation. They are applied to an assessment process for a qualification to enable a learner with a disability or difficulty to demonstrate his or her knowledge, skills and understanding of the levels of attainment required in the qualification specification.

When a reasonable adjustment has been applied, the work produced by the learner will be marked to the same standards and assessment requirements as the work assessed of the other learners.

Definition of a Special Consideration

Special consideration is a post-assessment adjustment to the marks of a learner’s assessment paper or rearrangement of an assessment time and/or date.

A special consideration can be granted after an assessment has taken place if a learner may have been disadvantaged.

Policy

Assessment should be a fair test of learners’ knowledge, skills and ability. The standard format of assessment may not be suitable for all learners, our aim is that our assessments and qualifications do not prevent any learners from attaining them.

At Robyn Raye Academy, we recognise that reasonable adjustments or special considerations may be required at the time of assessment where the following applies:

• Learners have a permanent disability or specific learning needs
• Learners have a temporary disability, learning needs or medical condition
• Learners are not available at the time of assessment

Reasonable adjustments and special consideration arrangements are available to ensure all learners receive recognition of their achievement providing there is evidence that the equity, validity and reliability of the assessments can be assured. These arrangements should not be used to make assessments easier for learners or give learners a head start and should not disadvantage other learners.

All requests for reasonable adjustments and special considerations will be reviewed on an individual basis and all the information received will be considered.

Principles of Granting Reasonable Adjustments

Robyn Raye Academy will support our centre making these reasonable adjustments by ensuring that the following applies:

• Reasonable adjustments granted provide learners with the opportunity to demonstrate their attainment
• The reasonable adjustment compensates for any disadvantage imposed by the disability or difficulty but do not disadvantage others
• Certificates issued do not mislead anyone regarding the learner’s attainment
• The assessments were rigorous and fair
• The assessment activity is valid and is measurable against the assessment criteria
• Assessment results are reliable.

Reasonable adjustments that may be requested are as follows:

Modified enlarged manuals or assessment papers

For learners with a visual impairment, enlarged text would allow them access to fair delivery and assessment (pre-assessment notice is required).

Assessment extension time

Extra time is not permitted in practical skills performance. An allowance of 25% extra time is permissible for assessment papers if the learner has learning difficulties, supported by an assessment report evidencing the need for the adjustment.

Use of a reader

For learners with a visual impairment whose reading skills have been tested and defined as below average or where English is a learner’s second language. The reader is a responsible adult who reads the questions to the learner but must not be the course tutor, assessor, relative, friend or peer to the learner. The reader must only read the question paper instructions and the questions, they must not explain or clarify. They may if requested, repeat instructions, read back what has been written or give the spelling of a word on the paper.

Use of a scribe

For learners who have learning difficulties and are unable to write legibly. The scribe is a responsible adult who writes down the learners’ dictated answers to the questions, they must not be the course tutor, assessor, relative, friend or peer to the learner. The use of computer software that produces a hard copy of the learners’ dictated speech is permissible.

Use of a sign interpreter

For learners who communicate by using sign language. The interpreter is a responsible adult who is proficient in the use of sign language, they must not be the course tutor, assessor, relative, friend or peer to the learner. The interpreter must only sign the question paper instructions and the questions, they must not explain or clarify. They may if requested, repeat instructions; learners are only permitted to sign their answers in coursework and exams where the answers required involve single words.

Centres may reject requests in situations as follows:

• Reasonable adjustments must not invalidate the assessment requirements set out in the qualification specification
• The content and delivery of the chosen course of study would prevent the learner from fulfilling a major section of the course, affecting the assessment requirements
• Must not give the learner an unfair advantage compared to other learners for whom a reasonable adjustment has not been granted.

Procedure to Request a Reasonable Adjustment

Centre co-ordinator, tutors and assessors must endeavour to identify learner needs as soon as possible to request the appropriate adjustments are reviewed by Robyn Raye Academy; once approved, these can be implemented.

The process for requesting access arrangements and the evidence required may vary depending upon the qualification specification, the learner’s circumstances and any other factors that need to be taken into consideration.

Reasonable adjustments may cover all the course content and not just the assessment. We ask that a request is submitted to Robyn Raye Academy prior to the course starting, if the adjustment is to an assessment paper a minimum of 14 days’ notice is required. All arrangements for adjustments must be approved by Robyn Raye Academy before being implemented.

The Robyn Raye Academy reasonable adjustments and special considerations form request should be emailed to: enquiries@robynrayeacademy.co.uk. 

All requests for reasonable adjustments and special considerations will be reviewed on an individual basis and all the information received will be considered.

Robyn Raye Academy will not approve any adjustments that may compromise the assessment criteria and that may disadvantage other learners.

Centre co-ordinators, tutors and assessors may assist learners in choosing an appropriate course of study, making them aware of the qualification specification requirements. Learners may still decide to undertake/complete a qualification knowing they are unable to fulfil the assessment requirements, in this situation a certificate of attendance may be issued.

Failure to comply with this policy may constitute malpractice and the resulting disqualification of the learner.

Principles of Granting Special Considerations

Learners must have attended the course for the appropriate amount of guided learning hours and have been fully prepared by the tutor to take the assessment. If their performance in the assessment or in the production of coursework is affected by adverse circumstances beyond their control, a special consideration may be granted for a learner if they have temporarily experienced any of the following:

• Illness or injury
• An event out of the learner’s control which has or is likely to have an impact on the learner’s ability to take an assessment or demonstrate their levels of attainment during the assessment.

Any special considerations granted must:

• Treat all learners fairly
• Require the learner to fully meet the assessment requirements
• Maintain the relevance, reliability and comparability of the assessment.

They must not invalidate the assessment requirements set out in the qualification specification.

Special considerations should not give the learner an unfair advantage; neither should it mislead an employer/training provider regarding the learner’s achievements for certification. The learner’s results must reflect the achievement in assessment and not their potential ability.

If a special consideration is granted, this may result in a post-assessment adjustment to the marks of the learner. The adjustment will depend on the circumstances and reflect the difficulty faced by the learner.

Note to centres: It may not be possible to grant a special consideration where an assessment requires the learner to demonstrate practical competence or when assessment criteria must be fully met, or in a case the qualifications confer a license to practice.

Procedure to Request a Special Consideration

Following an assessment, a centre co-ordinator, tutor, or assessor may wish to submit a reasonable adjustment and special consideration form in recognition of the difficulty a learner has encountered. The Robyn Raye Academy’s reasonable adjustments and special considerations should be emailed to enquiries@robynrayeacademy.co.uk.  This should be submitted with all the paperwork at the end of the course within 7 working days of the assessment conclusion.

Please indicate on the form the exact nature of the adverse condition(s) that you consider making the learner eligible for special consideration, supply copies of any appropriate evidence to support your request and send it via email.  Please note that there will be occasions when learners are too unwell or distressed to complete an assessment, and occasionally, learners do underperform.

If the request for special consideration is successful, the learner’s performance will be reviewed based on the evidence that was submitted. A successful request for special consideration will not necessarily change a learner’s result.

Robyn Raye Academy will not approve any special considerations that may compromise the assessment criteria and that may disadvantage other learners.

Failure to comply with this policy may constitute malpractice and the resulting disqualification of the learner.

Centre Responsibility

It is important that all centre personnel involved in the management, assessment, and quality assurance of all Robyn Raye Academy qualifications are fully aware of the contents within this policy and ensure their learners are made aware of the policy when undertaking or completing any of our qualifications.

When an EQA visits a centre, they may ask personnel and learners some questions to identify if they are aware of the policies’ contents and purpose.

Arrangements Not Covered Within This Policy

If any circumstances arise relating to internal or external assessment not covered within this policy, you should contact our compliance manager at Robyn Raye Academy to discuss before the assessment taking place.

Appeals

If you wish to appeal against our decision to decline a request for a reasonable adjustment or special consideration, please refer to our Enquiries and Appeals Policy, this is available via email.

Monitoring and Review

This policy and its procedures will be reviewed regularly for improvements as part of our quality assurance requirements. This will ensure it is fit for purpose, reflects the services we deliver to our approved training centres, and we provide services which are relevant to the requirements of individual needs.

This policy explains what safeguards the company has in place to protect you from abuse and harm and what you can do if you are suffering some type of abuse, or you suspect someone else you know is suffering 

Definitions: – Children are, as defined in the Children’s Act, a person under the age of 18. 

Vulnerable Adults are persons aged 18 or over and are considered vulnerable if they are  

• substantially dependent upon others in performing basic physical functions, or their ability to communicate with others providing services, or to communicate with others, is severely impaired, and, as a result, would be incapable of protecting themselves from assault or other physical abuse, or there is a potential danger that their will or moral wellbeing may be subverted or overpowered  
• living in sheltered housing or residential accommodation, such as a care home or a residential special school.
• receiving any form of health care or domiciliary care in their own home. 
• detained in a prison, remand centre, young offender institution, secure training centre or attendance centre or under the powers of the Immigration and Asylum Act. 
• in contact with probation services. 
• receiving a welfare service of a description to be prescribed in regulations. 
• receiving a service or participating in an activity which is specifically targeted at people with age-related needs, disabilities or prescribed physical or mental health conditions. (Age-related needs include needs associated with frailty, illness, disability or mental capacity) 
• an expectant or nursing mother living in residential care receiving direct payments from a local authority/HSS body in place of social care services. 
• in need of assistance in the conduct of their affairs for this policy persons outlined above will be referred to as vulnerable persons.  

Types of abuse: –

There are many kinds of abuse, and it is important to be clear about what is classed as abuse: 

• physical abuse, including hitting, slapping, pushing, kicking, or inappropriate sanctions.  
• sexual abuse, including encouraging relevant individuals to look at pornography, harassing them by making sexual suggestions or comments, or sexual acts where the individual has not consented, or could not consent or was pressured into consenting. 
• psychological abuse, including emotional abuse, threats of harm or abandonment, deprivation of contact, humiliation, blaming, controlling, intimidation, coercion, harassment, verbal abuse, isolation or withdrawal from services or supportive networks.  
• neglect and acts of omission, including ignoring medical or physical care needs, failure to provide access to appropriate health, social care or educational services, the withholding of the necessities of life, such as medication, adequate nutrition and heating. 
• financial or material abuse, including theft, fraud, exploitation, pressure in connection with wills, property or inheritance or financial transactions, or the misuse or misappropriation of property, possessions or benefits.  
• discriminatory abuse, including racist, sexist, that based on a person’s disability, and other forms of harassment, slurs, or similar treatment.  

Our commitment to the Safety of Vulnerable People is an issue the Robyn Raye Academy takes very seriously.  We have a duty of care obligation to prevent abuse and harm towards every child or vulnerable adult. 

Working in collaboration with other agencies to protect Vulnerable Persons from harm and exploitation, we will ensure all Robyn Raye Academy staff are trained to recognise the signs of abuse and are instructed and informed of policies and procedures of reporting and recording such concerns.   

We will do this by: 

• Robyn Raye Academy will ensure all members of staff receive appropriate, annual and updated training 
• Identifying and communicating the roles and responsibilities for staff and ensuring they receive appropriate training. 
• Having in place procedures to deal with concerns/suspicions about all Vulnerable Persons welfare and to deal with allegations of abuse against members of staff and learners 
• Ensure everyone is aware of this policy and knows the procedure to adopt when reporting a safeguarding related incident/allegation or concern. 
• Operating safe recruitment procedures liaising with all providers regarding new learners 
• Allocating enough resources to the issue.  
• Having clear audited procedures in place, to monitor and review all specific policies and procedures annually  
• Carrying out risks assessments which will include an evaluation of hazards which could cause harm to Vulnerable Persons. 

Responsibilities  

The Managing Director holds full responsibility for the safeguarding of vulnerable persons and has appointed members of staff to act as the ‘Designated and Support Persons’ to whom all issues relating to safeguarding should be reported.  In the first instance, this is the Centre Manager at each Robyn Raye Academy.  Full details of any safeguarding related incident, allegation and/or concern will be reported to VTCT within 5 working days by a member of the Robyn Raye Academy management team. 

Designated Person(s)  

The Managing Director of Robyn Raye Academy, the Safeguarding Officer and all support staff will be required to undergo full training in safeguarding issues and inter-agency working.

Safeguarding Policy – Learners

Refresher training will take place annually. Individuals will also be required to keep up to date with any developments in safeguarding issues.  Robyn Raye Academy will also appoint a ‘Safeguarding Officer’ who will work with senior management, and review and monitor safeguarding within classes regularly.  Currently, safeguarding officer is Robyn Smith, who holds a Level 3 in Safeguarding Officer qualification.

Details of the Designated and Support Persons will be posted within the training 

Recruitment and Selection 

The Company have established policies and procedures for the recruitment and selection of employees and the vetting of applicants to all courses and all staff at Robyn Raye Academy will undergo an annual DBS check.

Whistleblowing 

Whistleblowing is an important aspect of safeguarding.  Working with vulnerable persons places staff and volunteers in positions of power.  To gain your trust and respect it is essential that all reasonable steps are taken to ensure this power is exercised responsibly. There may be situations when you have genuine concerns about the conduct or wrongdoing of someone within the organization. 

Everyone within Robyn Raye Academy has the right and the responsibility to raise concerns, about the behaviour of staff, volunteers, or learners, which may be harmful to those in their care and will receive appropriate support when doing so.   

Staff, volunteers and vulnerable persons alike are encouraged to share any concerns they may have so that problems can be identified, dealt with and resolved quickly without prejudice to their position

What can you do if you suspect abuse? If you know of a worrying situation, you have been subjected to abuse or you suspect someone you know may have been, please do not ignore it, speak to someone about it.  Contact a member of the Management Team or directly to the Safeguarding Officer at Robyn Raye Academy. If it is difficult to speak to one of these people for any reasons speak to someone else you trust.   

How we will help? When you report any concerns, we will  

• Listen to you what you have to say and take what you say seriously  
• Make sure that you or anyone else is not in any immediate danger  
• We will consider any language or communication barriers and if necessary, obtain the services of a third party to assist in any interviews.  In order to protect you, we need your permission to investigate your concerns. If you do not want us to do this, we will respect your wishes even if we think that you are still at risk.  However, there are some situations when we will override your wishes.  

This may be because  

• The incident is very serious, and a crime may have taken place 
• You or other people may be at risk of harm 
• You are not the only person affected and risks to other people needs to be considered
• You may not have the mental capacity to make informed decisions and other people need to act in your best interests 

What happens next?  

Details of the incident will be reported to the Safeguarding Officer, who will decide upon the next course of action which may be: –

1. To take independent advice from experts at this stage we will protect your identity.  Refer the matter to social services.  
2. Whether the police should be brought in (immediate referral is essential in a case of sexual abuse) If you have not already given us permission to take the incident further, we may ask you again for your permission. If you are still not happy with us doing this, we will comply with this other than for cases where the above apply. 
3. Follow up Action 1 case discussion meeting will be held as soon as possible after completion of the investigation. The purpose of the meeting being to identify and action  
4. What steps are required to ensure there is no re-occurrence 
5. Modifications in the way services are provided  
6. Any ongoing risk management requirements 
7. Any additional staff training 
8. Support provisions required for anyone personally affected by the case. Support anyone personally affected by a case (e.g. where they have reported or handled a disclosure or allegations have been made against them) may wish to talk through their concerns with the Safeguarding Officer and may also be referred for appropriate counselling. 
9. The Managing Director and Safeguarding Officer shall agree a framework for working forward from the allegation.  Within this framework the Company will continue to work with everyone involved including other agencies towards the elimination of the abuse.   
10. The needs assessment will be revisited and the risk assessment updated if appropriate  

Confidentiality 

Staff will respect confidentiality and will not divulge information given in confidence, unless justified by the assessed risk or if agreed through inter-agency protocols. If you disclose an incident of abuse, the boundaries of our confidentiality towards you and the need to pass on that information in some cases are pointed out to you, however, as explained earlier in this document there may be situations when, we may need to break your confidence. You must also respect any confidentiality issues which may arise. 

Record Management and Data Protection Records 

Incidents, assessments, options, identified decisions and actions taken (including no further action) will be kept.  These will be stored in an individual file and stored securely in a manner that safeguards your rights to privacy and security and meets the requirements of the Data Protection Act, records will be made available to individuals on request (except third party information).  They may be used as evidence in civil or criminal prosecutions or in disciplinary proceedings and shall be retained for a period of six years after which time they will be disposed of under controlled, secure conditions. 

Monitoring 

For every suspected/alleged/actual incident of abuse a monitoring form will be completed and passed to the Safeguarding Officer. From this Robyn Raye Academy will consider whether the abuse raises organisational issues, which need addressing through the raising of new procedures, policies, and additional training needs.  

Conclusion

If a learner is reported to be sustaining any form of mental health, whether in their personal life or because of the qualification the assessor will report this to the Centre Manager, who is a Registered Medical Representative and consult other parties. The Centre Manager will conduct a standardised meeting with the HOC. The HOC will make the final decision. The HOC reserves the right to place the learner on a 12-month learning break. This will be reported to the AO with immediate effect by the HOC. In some instances, RRA can request a doctor’s note to confirm their capability to continue their studies.

This allows the learner a break from the additional pressures of their studies.

Whistleblowing is an important aspect of safeguarding.  Working with vulnerable persons places staff and volunteers in positions of power.  To gain your trust and respect it is essential that all reasonable steps are taken to ensure this power is exercised responsibly. There may be situations when you have genuine concerns about the conduct or wrongdoing of someone within the organization.

Everyone within Robyn Raye Academy has the right and the responsibility to raise concerns, about the behaviour of staff, volunteers, or learners, which may be harmful to those in their care and will receive appropriate support when doing so.  

Staff, volunteers, and vulnerable persons alike are encouraged to share any concerns they may have so that problems can be identified, dealt with, and resolved quickly without prejudice to their own position

What can you do if you suspect abuse? If you know of a worrying situation, you have been subjected to abuse or you suspect someone you know may have been, please do not ignore it, speak to someone about it.  Contact a member of the Management Team or directly to the HOC at Robyn Raye Academy. If it is difficult to speak to one of these people for any reasons speak to someone else, you trust.  

How will we help? When you report any concerns, we will  

• Listen to what you have to say and take what you say seriously 
• Make sure that you or anyone else is not in any immediate danger 
• We will consider any language or communication barriers and if necessary, obtain the services of a third party to assist in any interviews.  To protect you, we need your permission to investigate your concerns. If you do not want us to do this, we will respect your wishes even if we think that you are still at risk.  However, there are some situations when we will override your wishes. 

This may be because  

• The incident is very serious, and a crime may have taken place
• You or other people may be at risk of harm
• You are not the only person affected and risks to other people needs to be considered
• You may not have the mental capacity to make informed decisions and other people need to act in your best interests

What happens next?  

Details of the incident will be reported to the HOC, who will decide upon the next course of action which may be: –

1. To take independent advice from experts at this stage we will protect your identity.  Refer the matter to social services. 
2. Whether the police should be brought in (immediate referral is essential in a case of sexual abuse) If you have not already permitted us to take the incident further, we may ask you again for your permission. If you are still not happy with us doing this, we will comply with this other than for cases where the above applies.
3. Follow-up Action 1 case discussion meeting will be held as soon as possible after completion of the investigation. The purpose of the meeting is to identify and action 
4. What steps are required to ensure there is no re-occurrence
5. Modifications in the way services are provided 
6. Any ongoing risk management requirements
7. Any additional staff training
8. Support provisions are required for anyone personally affected by the case. Support anyone personally affected by a case (e.g., where they have reported or handled a disclosure or allegations have been made against them) may wish to talk through their concerns with the Safeguarding Officer and may also be referred for appropriate counselling.

The HOC and Safeguarding Officer shall agree on a framework for working forward from the allegation.  Within this framework, the Company will continue to work with everyone involved including other agencies towards the elimination of the abuse.  

The needs assessment will be revisited, and the risk assessment updated if appropriate