VFIT Education QUALITY ASSURANCE POLICY

VFIT Education monitors and evaluates all its systems, policies and procedures for the delivery of regulated qualifications to ensure they are in line with CIMSPA professional standards. Continuous improvement is assured through ongoing monitoring, thus promoting public confidence in the quality of all VFIT Education qualifications.

Prompt action is taken to address any weakness identified, and this monitoring forms part of VFIT Education annual self-assessment activities. VFIT Education will also monitor and evaluate the following to better inform our processes:

• feedback process (link)
• malpractice / maladministration events
• reasonable assessment adjustment and special consideration requests
• the nature and number of enquiries and appeals.

Ensuring the Standards of our Qualifications and Units VFIT Education has a responsibility to all learners undertaking our qualifications, courses and workshops, to ensure that we stay in accordance with relevant national standards.

In order to meet this responsibility VFIT Education has a set, monitored Internal and External verification process. Our internal quality assurance systems are checked and monitored by the External verifier CIMSPA and re-assessed by ourselves annually, unless otherwise required. The responsibility for its oversight lies with the VFIT Education owner. (*as published by Chartered Institute for the Management of Sport and Physical Activity https://www.cimspa.co.uk/)

Contact:  If you have any queries about the contents of the policy, please contact our support team on: vfiteducation@gmail.com.

Updated Feb 2025

VFIT Education MALPRACTICE AND MALADMINISTRATION POLICY 

Definition of Malpractice

Malpractice is essentially any activity or practice which deliberately contravenes regulations and compromises the integrity of the internal or external assessment process and/or the validity of certificates and associated achievement. It covers any deliberate actions, neglect, default or other practice that compromises, or could compromise:

• the assessment process
• the integrity of a regulated qualification
• the validity of a result or certificate
• the reputation and credibility of VFIT Education or the qualification or the wider qualifications community

Malpractice may include a range of issues from the failure to maintain appropriate records or systems, to the deliberate falsification of records in order to claim certificates. For the purpose of this policy this term also covers misconduct and forms of unnecessary discrimination or bias towards certain groups of learners.

Examples of Malpractice

The categories listed below are examples of centre and learner malpractice. Please note that these examples are not exhaustive and are only intended as guidance on our definition of malpractice:

• Denial of access to premises, records, information, learners and staff to any authorised VFIT Education representative and/or the regulatory authorities
• Failure to carry out internal assessment, internal moderation or internal verification in accordance with our requirements
• Deliberate failure to adhere to our learner registration and certification requirements
• Deliberate failure to continually adhere to our centre approval and/or qualification approval requirements or any actions assigned to your centre
• Deliberate failure to maintain appropriate auditable records, e.g. certification claims and/or disposal and/or forgery of evidence
• Fraudulent claim(s) for certificates
• The unauthorised use of inappropriate materials / equipment in assessment settings (e.g. mobile phones)
• Intentional withholding of information from VFIT Education which is critical to maintaining the rigour of quality assurance and standards of qualifications
• Deliberate misuse of our logo and trademarks or misrepresentation of a centre’s relationship with VFIT Education and/or its approval status with CIMSPA
• Collusion or permitting collusion in exams/assessments • Learners still working towards qualification after certification claims have been made
• Persistent instances of maladministration within the centre • Deliberate contravention by a centre and/or its learners of the assessment arrangements specified for VFIT Education qualifications
• A loss, theft of, or a breach of confidentiality in, any assessment materials
• Plagiarism by learners/staff
• Copying from another learner (including using Information and Communications Technology (ITC ) to do so)
• Impersonation – assuming the identity of another learner, or having someone assume your identity during an assessment
• Unauthorised amendment, copying or distributing of exam/assessment papers/materials
• Inappropriate assistance to learners by centre staff (e.g. unfairly helping them to pass a written exam or practical assessment)
• Deliberate submission of false information to gain a qualification
• Deliberate failure to adhere to, or to circumnavigate the requirements of VFIT Education reasonable Assessment Adjustments and Special Considerations Policy

Definition of Maladministration

Maladministration is essentially any activity or practice which results in non-compliance with administrative regulations and requirements and includes the application of persistent mistakes or poor administration within VFIT Education (e.g. inappropriate learner records). The categories listed below are examples of centre and learner maladministration. Please note that these examples are not exhaustive and are only intended as guidance on our definition of malpractice:

• Unintentional, but persistent failure to adhere to our centre approval or qualification requirements and/or associated actions assigned to the centre
• Late learner registrations (either infrequent or persistent)
• Unreasonable delays in responding to requests and/or communications from VFIT Education.
• Inaccurate claim for certificates made frequently, even if accidentally
• Failure to maintain appropriate auditable records, e.g. certification claims and/or disposal and/or forgery of evidence
• Withholding of information from VFIT Education which is required to assure CIMSPA of VFIT Education’s ability to deliver courses/workshops/qualifications appropriately.
• Withholding of information from VFIT Education which is required to assure CIMSPA of VFIT Education’s ability to deliver courses/workshops/qualifications appropriately.
• Misuse of VFIT Education logo and trademarks, or misrepresentation of a centre’s relationship with CIMSPA and/or its approval status with CIMSPA.
• Failure to adhere to, or to circumnavigate, the requirements of VFIT Education Reasonable Adjustments and Special Considerations Policy

Making an Allegation of Malpractice or Maladministration

Anybody who identifies or is made aware of suspected or actual cases of malpractice or maladministration at any time must immediately notify the appropriate personnel at VFIT Education. In doing so they should put them in writing/email and enclose appropriate supporting evidence. If the area of malpractice or maladministration involves VFIT Education then the informant may bypass us as a centre and report straight to CIMSPA. All allegations must include (where possible):

• Centre’s name, address and number
• Learner’s name and Awarding Organisation registration number (If known)
• VFIT Education personnel’s details (name, job role) if they are involved in the case
• Details of the VFIT Education course/qualification affected or nature of the service affected
• Nature of the suspected or actual malpractice and associated dates
• Details and outcome of any initial investigation carried out by the centre or anybody else involved in the case, including any mitigating circumstances

If VFIT Education has conducted an initial investigation prior to formally notifying CIMSPA, VFIT Education should ensure that staff involved in the initial investigation are competent and have no personal interest in the outcome of the investigation. However, it is important to note that in all instances, VFIT Education must immediately notify CIMSPA if they suspect malpractice or maladministration has occurred.

VFIT Education has a responsibility to the regulatory authorities to ensure that all investigations are carried out rigorously and effectively. In all cases of suspected malpractice and maladministration reported to CIMSPA, they will protect the identity of the ‘informant’ in accordance with their duty of confidentiality and/or any other legal duty. VFIT Education’s responsibility to prevent malpractice and maladministration To eradicate cases of malpractice/maladministration, VFIT Education will ensure:

• All staff are aware of policies and procedures and receive appropriate training/briefings on these
• Staff have clear roles and responsibilities
• There is a documented internal quality assurance procedure/methodology that is clearly in place and is subject to regular internal reviews
• There are documented internal standard arrangements in place and evidence that these take place at least once a year
• Learners are informed of their roles and responsibilities in terms of not doing anything that may be deemed a malpractice and jeopardise their potential achievements
• All assessment and internal verification activities are accurately recorded and carried out in accordance with the VFIT Education internal quality assurance arrangements and in line with the VFIT Education expectations as outlined in its qualification guides etc.
• All registration and certification records are subject to appropriate internal review before submission
• All registration, assessment and certification records will be kept on a password protected computer file for up to 3 years after the student has completed their course.

Only authorised and appropriate members of staff will have access to them VFIT Education Procedures to Investigate Malpractice or Maladministration To embed effective arrangements to investigate instances of malpractice/ maladministration the following should process will ensue. It is intended that the stages involve generic key activities; however, not all these would be implemented in every case.

Stage 1: Briefing and record-keeping Anyone involved in the conduct of an investigation should have a clear brief and understanding of their role. All investigators must maintain an auditable record of every action during an investigation to demonstrate that they have acted appropriately. The officer assigning the investigating officer(s) will stipulate and/or provide secure storage arrangements for all material associated with an investigation in case of subsequent legal challenge. There may be occasions when a joint investigation occurs with CIMSPA with the roles of the two teams being clarified by VFIT Education. It is VFIT Education’s responsibility to ensure their investigators are fully aware of the agreed roles and processes to follow during the investigation.

Stage 2: Establishing the facts Investigators should review the evidence and associated documentation, including relevant VFIT Education guidance on the delivery of the qualifications and related quality assurance arrangements. Issues to be determined are:

• What occurred (nature of malpractice/substance of the allegations)
• Why the incident occurred
• Who was involved in the incident
• When it occurred
• Where it occurred – there may be more than one location
• What action, if any, VFIT Education has taken.

Stage 3: Interviews should be thoroughly prepared, conducted appropriately and underpinned by clear records of the interviews. For example: Interviews should include prepared questions and responses to questions which should be recorded

• Interviewers may find it helpful to use the ‘PEACE’ technique:
  • plan and prepare
  • engage and explain
  • account
  • closure
  • evaluation

Face-to-face interviews should normally be conducted by two people with one person primarily acting as the interviewer and the other as note-taker. Those being interviewed should be informed that they may have another individual of their choosing present and that they do not have to answer questions. These arrangements aim to protect the rights of all individuals. Both parties should sign the account as a true record/reflection of what was covered/stated/agreed.

Stage 4: Other contacts In some cases, learners or employers may need to be contacted for facts and information. This may be done via face-to-face interviews, telephone interviews, by post or email. Whichever method is used, the investigator will have a set of prepared questions. The responses will be recorded in writing as part of confirmation of the evidence. Investigators should log the number of attempts made to contact an individual. Again, accounts should be signed for agreement with written records to be formatted as non-editable PDF.

Stage 5: Documentary Evidence Wherever possible documentary evidence should be authenticated by reference to the author; this may include asking learners and others to confirm handwriting, dates and signatures. Receipts should be given for any documentation removed from VFIT Education. Independent expert opinion may be obtained from subject specialists about a learner’s evidence and/or from a specialist organisation such as a forensic examiner, who may comment on the validity of documents.

Stage 6: Conclusions Once the investigators have gathered and reviewed all relevant evidence, a decision is made on the outcome.

Stage 7: Reporting A draft report is prepared and factual accuracy agreement obtained. The final report is submitted to the relevant staff member within VFIT Education for review and sign-off. Stage 8: Actions Any resultant action plan is implemented and monitored appropriately.

Updated Feb 2025

VFIT Education EQUAL OPPORTUNITIES AND DIVERSITY POLICY 

We promote a working environment in which diversity is recognised, valued and encouraged. We acknowledge the multi-cultural and diverse nature of European Workforce the UK workforce and society in general. We are committed to principles of fairness and mutual respect where everyone accepts the concept of individual responsibility.

These principles are embedded into VFIT Education Equal Opportunities and Diversity Policy. We recognise that discrimination in the workplace/provision of training in any form is unacceptable and, in most cases, unlawful. We view any breach seriously. We will investigate and potentially take appropriate action.

Definitions and Protected Characteristics Diversity.

The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual.

Protected Characteristics.

No learner, or anyone our organisation deals with, receives less favourable treatment because of their protected characteristics. The protected characteristics are:

• Age
• Disability
• Gender Reassignment
• Marriage and Civil Partnership
• Pregnancy and Maternity
• Race (including colour, nationality, ethnic or national origin)
• Religion or Belief
• Sex
• Sexual Orientation
• This is VFIT Education’s Stance
• In adhering with this stance, VFIT Education ensures equality of treatment for all by aiming to:
• Raise awareness of equality and diversity
• Ensure that you are never discriminated against or receive less favourable treatment because of a protective characteristic
• Acknowledge any issues that could be defined as discrimination, victimisation or harassment with an appropriately sensitive and prompt investigation
• Comply with CIMSPA in making suitable reasonable adjustments. Your Responsibilities Each and every one of us is a stakeholder in the success of this policy. We expect you to make a positive contribution towards maintaining an environment of equal opportunity throughout the organisation. Please make sure you observe this policy at all times. In particular, you have individual responsibility to adopt the following:
• Do not take unlawful discriminatory actions or decisions contrary to the spirit of this policy
• Do not discriminate against, harass, abuse or intimidate anyone on account of their protected characteristics
• Do not place pressure on any other learners to act in a discriminatory manner
• Resist pressure to discriminate placed on you by others and report such approaches to an appropriate member of staff
• Co-operate when we investigate, including providing evidence of conduct which may amount to discrimination
• Co-operate with any measures introduced to develop or monitor equal opportunity
• Discrimination is not just treating one person less favourably than another. It can take place because: o someone associates with a person with a protected characteristic; o someone is believed to possess a protected characteristic (even though they do not);
• We expect you to treat, and be treated by other learners and the people our organisation deals with, considerately and with respect.
• Where You Encounter Discrimination
• If you feel subject to discrimination of any kind as identified within this policy, make clear to the individual concerned that you find it unacceptable. Person-to-person discussion at an early stage may be enough to resolve your concern without involving anyone else. Alternatively, seek the help of a trusted colleague (e.g. a fellow learner or a trusted member of staff) and ask them to approach whoever has caused you offence.
• If discrimination continues, or you consider an instance to be particularly serious, you should consider who to highlight the issue with. For the majority of cases this will likely to be the tutor or assessor. However, we appreciate that this staff member may be implicated in your concern and therefore when this happens they should approach the tutor/assessors line manager or the designated internal verifier.
• The staff member approached will carry out a suitable documented investigation or where more appropriate will refer the issue to an appropriate individual responsible for this area within the company. In this instance it will be Vivienne Riedlin (vfiteducation@gmail.com). The result of the investigation into alleged discrimination will be communicated to you with information including the action taken and outcome highlighted if applicable or appropriate.
• If you feel dissatisfied about the outcome of the investigation and you want to appeal then you will need to contact CIMSPA within five working days of receiving the outcome, who will carry out a review these concerns.  

VFIT Education  COMPLAINTS PROCEDURE 

Introduction

This document sets out VFIT Education complaints policy and procedure and is aimed at our learners and all interested parties who encounter a direct or indirect service from VFIT Education. VFIT Education values the learners who undertake our courses/workshops. Our aim is for you to experience great teaching that puts you at the heart of how we teach, giving you the opportunity to achieve the best results. We value honesty, a good work ethic, clear guidelines and supporting each other in our learning journey.

Therefore, it is important should you feel you have encountered a level of service that is below both yours and our expectations that you raise any concerns you may have with us immediately so that we may address them and learn lessons appropriate to improving service level expectations.

Scope of Policy

This policy covers complaints that learners and members of the public may wish to make in relation to the workshops/qualifications offered by VFIT Education.

It is not to be used to cover enquiries about services offered by VFIT Education or appeals in relation to assessment decisions made by VFIT Education.com. These areas are covered by our Appeals Policy. Should a complaint be submitted which is in fact an appeal we will respond to inform the relevant party that the issue is being considered in accordance with our Appeals Policy.

If you are unhappy about the way an examination or assessment was delivered and conducted and you suspect malpractice and/or maladministration may have occurred you should send your concern to us in accordance with the arrangements in our Malpractice & Maladministration Policy. This should occur as soon as possible to protect any associated evidence that may form part of your complaint.

How Should You Complain?

Stage 1. All VFIT Education staff are trained to support our customers and are all keen to help, so you should first try to sort out any problem at the earliest opportunity by speaking to the person who dealt with your problem initially.

Stage 2. If they cannot help or you wish to speak to someone else please complete our complaints form and pass it on to info@VFIT Education.com, who will email you a receipt for your complaint within 5 working days and will respond with a solution for your complaint within 20 working days. Where it is not possible to offer a solution within 20 working days you will be notified of the time scaled action plan.

Stage 3. If stage 2 is not possible, or if you are not satisfied with the help provided, please send a written complaint which must be received within 20 working days of exhausting stage 2 of the event you are complaining about, and address it to Vivienne Riedlin (vfiteducation@gmail.com). If you have fully exhausted the process and are still unhappy with the outcome then you can contact CIMSPA directly. Contact details can be found on www.cimspa.org.uk

Confidentiality and Whistle Blowing

Sometimes a complainant will wish to remain anonymous. However, it is always preferable to reveal your identity and contact details to us. If you are concerned about possible adverse consequences please inform us that you do not wish for us to divulge your identity.

What happens if your complaint is upheld?

If any part of your complaint is upheld we will of course respond to the complainant accordingly and give due consideration to how we can improve our service and arrangements. For example, by reviewing our procedures to assess the impact on our arrangements and assessment process (if relevant) or arranging for staff training. In extreme circumstances, internal disciplinary procedures may be exercised where the performance or behaviour of our staff is deemed inappropriate.

In situations where a complaint has been successful, or where an investigation following notification from CIMSPA indicates a failure in our processes, VFIT Education will give due consideration to the outcome and will, as appropriate, take actions such as:

• Identify any other learner, who has been affected by that 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
• Compensate the learner if the centre has found it has compromised its own terms and conditions that form part of the contract between us and the learner in question.

Updated February 2025

VFIT Education  APPEALS PROCEDURE

The purpose of this appeals procedure is to ensure that every learner who is not satisfied with the outcome of an assessment decision has the right to appeal against the decision that has been made. This procedure applies to all students of VFIT Education who wish to appeal against an assessment decision. The appeals procedure applies to any learner following completion of any VFIT Education education (courses/workshops) and provides learners with a formal route to appeal against a decision.

VFIT Education learners will be assessed against published criteria laid out by the organisation and by assessors who must hold:-

• Fully-Certified Pilates Certificate (Level 3) and/or
• Fully-Certified Yoga Certificate (Level 3)

In addition, VFIT Education will ensure that assessors have relevant industry experience and demonstrate an active involvement in a process of industry relevant Continued Professional Development (CPD) All new VFIT Education assessors will be given a clear action plan for achieving the appropriate qualification(s) and should be countersigned by an appropriately qualified individual until the qualification(s) are achieved.

Examples of areas that may be deemed grounds for appeal include:

• You feel you have not been given the correct support throughout the course.
• A marking decision was unfair and/or the final overall decision to award the certificate.
• You feel you have been unfairly treated by a member of staff or fellow learner
• You experienced major delays or course days were not run at all

All appeals must adhere to the following procedure:

1. All appeals must be addressed to:  vfiteducation@gmail.com.
2. The appeal must include the details of the appeal along with all supporting evidence using the following protocol:
3. a)   All appeal must be sent to vfiteducation@gmail.com
4. b) All supporting evidence needs to be sent with appeals letter (including video evidence, if necessary)
5. c) A panel will investigate the circumstances of the appeal and respond in writing within 10 days
6. d) If necessary, a theory paper will be hand-marked by an independent body.
7. e) Any additional evidence may be requested during this time in writing, by person or by telephone.
8. f) In relation to a practical appeal, the practical component will need to be assessed via video submission only.
9. g) All available evidence needs to be presented to vfiteducation@gmail.com along with any re-assessment.
10. h) If required, the student and the original assessor will give their evidence to an independent body.
11. i) A signed and dated written record of the decision should be given to the student within 2 working days post-hearing.

If the outcome of the appeal is successful, one of the following will be awarded:

• The mark for an individual item of course work is amended
• The result of a practical or theory component is amended
• The overall result is amended
• The student is given the opportunity to retake the assessment at no further cost.

If the student feels the outcome is unsatisfactory then an appeal against this decision can be made directly to CIMSPA. Contact information and procedure can be sent on request.

Additional Notes

It is extremely difficult to investigate appeals without impartial evidence. Therefore, appeals against referrals in practical assessments will only be considered when accompanied by video evidence.

The student has the right to video any aspect of his/her assessment using his/her own video equipment, provided that it does not interfere with the assessment process, other candidates or the assessor’s ability to carry out his/her role. It is the responsibility of the candidate to arrange a video operator and/or advise the teacher/tutor of any medical problem, which may affect student performance. This will enable a decision to be made if deferral is needed.

All practical assessment appeals must be received in writing within 20 working days from the candidate’s receipt of his/her assessment results.

Throughout the assessment process VFIT Education will comply fully with CIMSPA policy on reasonable adjustments and special considerations that can be found: Fees There will be a charge of £125.00 for handling appeals that progress beyond the initial stage that are NOT upheld. If upheld the fee should be waived.

Updated February 2025

VFIT Education  REASONABLE ADJUSTMENT AND SPECIAL CONSIDERATION POLICY 

Introduction

This policy is primarily for our learners who are undertaking or have completed a VFIT Education qualification or course/workshop. It is also for use by our staff to ensure they deal with all reasonable adjustment and special consideration requests in a consistent manner.

This policy outlines:

• Our arrangements for making reasonable adjustments and special considerations in relation to our qualifications.
• How learners qualify for reasonable adjustments and special considerations
• The reasonable adjustments we will permit and those where permission is required in advance before they are applied
• What special considerations will be given to learners Our Responsibility

It is important that all VFIT Education staff involved in the management, assessment and quality assurance of their qualifications, including our learners, are fully aware of the contents of this policy.

Review Arrangements

We will review the policy annually as part of our self-evaluation arrangements and revise it as necessary in response to learner feedback, changes in our practices, actions from the regulatory authorities or as a result to changes in legislation. If you would like to feedback any views please contact us via the details provided at the end of this policy.

Arrangements Not Covered By This Policy

Circumstances for both internal and external assessment not covered in this policy should be discussed with VFIT Education before assessment takes place. Please contact us via the details provided at the end of this policy.

Appeals If you wish to appeal against our decision to decline requests for reasonable adjustments or special consideration arrangements, please refer to our Appeals Policy. Process for Requesting Reasonable Adjustments and/or Special Considerations If you wish to make a request, you should email vfiteducation@gmail.com and in doing so supply relevant supporting information:

• • Learner’s name and VFIT Education course/workshop registration number/title, nature of, and rationale for the request
  • Supporting information/evidence (e.g. medical evidence or a statement from the invigilator or any other appropriate information)
  • Requests for reasonable adjustments should be submitted a minimum of 20 working days before the assessment.
  • Requests for special consideration should be submitted as soon as possible after the assessment and a maximum of five working days after the assessment. Requests for special consideration may only be accepted after the results of assessment have been released in the following circumstances:

– Application has been overlooked at the centre and the oversight is confirmed by the centre contact

– Medical evidence comes to light about a learner’s condition, which demonstrates that the learner must have been affected by the condition at the time of the assessment, even though the problem revealed itself only after the assessment

– For onscreen assessments where results are immediately available.

If the application for special consideration is successful, the learner’s performance will be reviewed based on the available evidence. It should be noted that a successful application of special consideration will not necessarily change a learner’s result.

How VFIT Education will Deal with Requests

We will aim to respond to all requests within five working days of receipt. If we are unable to respond on the same day we will provide you with an estimated response date.

Definition of Reasonable Adjustments

A reasonable adjustment is any action that helps to reduce the effect of a disability or difficulty that places the learner at a substantial disadvantage in the assessment situation. They are made to an assessment for a qualification to enable a disabled learner to demonstrate their knowledge, skills and understanding of the levels of attainment required by the specification for that qualification.

Reasonable adjustments must not affect the integrity of what needs to be assessed, but may involve:

• Changing usual assessment arrangements, for example allowing a learner extra time to complete the assessment activity
• Adapting assessment materials, such as providing materials in Braille (where available and/or appropriate)
• Providing assistance during assessment, such as a sign language interpreter or a reader
• Re-organising the assessment room, such as removing visual stimuli for an autistic learner
• Changing the assessment method, for example from a written assessment to a spoken assessment
• Using assistive technology, such as screen reading or voice activated software
• Providing the mechanism to have different coloured backgrounds to screens for onscreen assessments or asking for permission for copying to different coloured paper for paper-based assessments
• Providing and allowing different coloured transparencies with which to view assessment papers

Reasonable adjustments are approved or set in place before the assessment activity takes place; they constitute an arrangement to give the learner access to the programme. The use of a reasonable adjustment will not be taken into consideration during the assessment of a learner’s work.

VFIT Education is only required by law to do what is ‘reasonable’ in terms of giving access. What is reasonable will depend on the individual circumstances, cost implications and the practicality and effectiveness of the adjustment. Other factors, such as the need to maintain competence standards and health and safety, will also be taken into consideration.

Definition of Special Considerations

Special consideration can be applied after an assessment if there was a reason the learner may have been disadvantaged during the assessment. For example, special consideration could apply to a learner who had temporarily experienced:

• An illness or injury
• Some other event outside of their control and which has had, or is likely to have had, a material effect on that learner’s ability to take an assessment or demonstrate his or her level of attainment in an assessment.

Special consideration should not give the learner an unfair advantage; neither should its use cause the user of the certificate to be misled regarding a learner’s achievements. The learner’s result must reflect his / her achievement in the assessment and not necessarily his / her potential ability.

Special consideration, if successful, may result in a small post-assessment adjustment to the mark of the learner. The size of the adjustment will depend on the circumstances and reflect the difficulty faced by the learner. Learners should note that:

• Where an assessment requires the learner to demonstrate practical competence or where criteria have to be met fully, or in the case of qualifications that confer a licence to practice, it may not be possible to apply special consideration
• In some circumstances, for example, for on-demand assessments, it may be more appropriate to offer the learner an opportunity to take the assessment at a later date.

VFIT Education  STAFF POLICY INTRODUCTION 

This policy is primarily for our staff who deliver VFIT Education courses/workshops or qualifications. The three main employees roles are: Tutors, Assessors and Verifiers. Each role has a pre requisite qualification and a job description outlining their roles and responsibility to ensure a high level of quality assurance.

These job descriptions are reviewed every 3 years. Tutors, Assessors and Internal Verifiers Required Criteria All Tutors, Assessors and Verifiers working within VFIT Education

• Possess a discipline specific qualification equivalent to the qualification being taught.
• Possess an A1 (previously D32/D33 and/or V1 (previously D34)
• Have relevant industry experience
• Demonstrate active involvement in a process of industry relevant Continued Professional Development during the last two years. On an annual basis, all staff will participate in a refresher programme related to VFIT Education courses, policies and procedures.

Updated February 2025

VFIT Education  ASSESSMENT POLICY 

Where required, students will be assessed on their knowledge as follows:

1. A theoretical assessment in multiple choice format with a minimum pass mark of 80%.
2. A practical assessment (45 minute video submission). For the practical assessment a handout of a lesson plan template that student are required to complete, and submit a supporting video of evidence of this particular lesson plan. Marking is on a point based observed summative session checklist with a pass mark of 80%.

VFIT Education  CONFLICT OF INTEREST POLICY 

Purpose

The purpose of this policy is to ensure that all employees and agents of VFIT Education perform the duties of their position with the highest level of integrity and professionalism while prioritizing the interests of VFIT Education. In the normal course of business, employees and agents of VFIT Education may have the opportunity to advance their own personal or financial interests above the interests of VFIT Education.

Any party who acts outside of VFIT Education’s best interest or uses their knowledge or position within VFIT Education to procure personal or financial benefits outside of their standard terms of employment are in violation of this policy. Failure to comply with this policy may result in disciplinary action up to and including termination.

Scope

This conflict of interest policy applies to all employees of VFIT Education, either employed part-time or fulltime, and it applies to all agents involved in the business of VFIT Education, e.g., owner, director, contractor, stakeholders, or another third party. All of these parties are expected to follow the provisions of this policy where it applies to them.

Examples

A conflict of interest may take many different forms that include but are not limited to:

• Employees or agents participating in activities that render direct or indirect profit to a competitor
• Starting a business that provides services similar to VFIT Education
• Employees’ or agents’ ability to use their position with VFIT Education for their own personal or financial benefit
• Employees or agents using equipment supplied by the VFIT Education to support an external business
• Offering paid services during time off to a customer of VFIT Education
• Employees or agents using equipment supplied by the VFIT Education for personal use
• Employees or agents using connections obtained exclusively through VFIT Education for their own private purposes
• Employees or agents acting in ways that may compromise VFIT Education’s legal standing (e.g., taking bribes or sharing confidential information)

Generally, employees are advised to avoid situations where personal as well as financial interests and external activities could come into opposition with the company’s fundamental interests.

Procedure

• Duty to disclose

All employees and agents of VFIT Education are required to disclose any known, potential, or suspected conflicts of interest to their superior(s) as soon as said employees and agents become aware of them. Failure to disclose potential or actual conflicts could lead to a range of disciplinary actions up to and including termination of employment.

• Reviewing potential conflicts

When a possible conflict of interest becomes known or is suspected, the employee’s supervisor will collect all of the relevant information and may question any involved parties. If the company determines that a conflict of interest exists or is likely to arise, steps will be taken to resolve the situation. If it is determined that no conflict exists, the inquiry may be documented, but no further action will be taken.

• Dealing with conflicts of interest

When a possible conflict of interest becomes known or is suspected, the employee’s supervisor will collect all of the relevant information and may question any involved parties. If the company determines that a conflict of interest exists or is likely to arise, steps will be taken to resolve the situation. If it is determined that no conflict exists, the inquiry may be documented, but no further action will be taken.

If the conflict in question involves a member or members of the team responsible for investigating or dealing with conflicts of interest, that member or those members will be excused from the process.

• Disciplinary action

All conflicts of interest will be reviewed on a case-by-case basis to determine the appropriate course of action. A review may result in no actions being taken, or it may result in disciplinary action. VFIT Education has full discretion to deem what disciplinary action is both fitting and necessary, including potential suspension and/or termination of employment.

Acknowledgment

The party (employee)  understands VFIT Education’s policy for conflicts of interest as it’s been laid out here, including their duty to disclose any known or potential conflicts immediately.  Furthermore, the signing party agrees to abide by the procedures outlined in this policy for the full length of their professional relationship with VFIT Education.

Our responsibilities

VFIT Education is required to:

• identify and monitor all conflicts of interest which relate to our activities as an awarding organisation or end-point assessment organisation
• identify and monitor any scenario in which it is reasonably foreseeable that any such conflict of interest will arise in the future
• establish and maintain an up to date record of all conflicts of interest which relate to our activities as an awarding organisation or end-point assessment organisation
• take all reasonable steps to ensure that no conflict of interest has an Adverse Effect.
• take all reasonable steps to avoid any part of the assessment of a learner (including quality assurance) being undertaken by any person who has a personal interest in the result of the assessment, or, in cases where this is not possible, to make arrangements for the relevant part of the assessment to be subject to scrutiny by another person.

VFIT Education SAFEGUARDING AND PREVENT POLICY

 Introduction

At VFIT Education, we are committed to providing a safe and secure environment for all learners and staff. We recognize that safeguarding is an essential aspect of our work, and we take our responsibilities in this area very seriously. This policy sets out our commitment to safeguarding and outlines the procedures we have in place to ensure that all learners and staff are protected from harm. The policy covers all aspects of safeguarding, including child protection and the prevention of abuse, neglect, and exploitation.

Scope of the Policy

This policy applies to all learners and staff at VFIT Education, including employees, volunteers, and contractors. The policy also applies to all activities that take place on our premises, as well as off-site activities that are organized by VFIT Education.

Policy Statement

VFIT Education is committed to safeguarding and promoting the welfare of all learners and staff, and to protecting them from abuse, neglect, and exploitation. We recognize that all staff have a responsibility to report any concerns they have about the welfare of a learner, and we have a duty to take appropriate action to ensure the safety and well-being of everyone in our care.

Examples of safeguarding incidents include:

• Physical abuse, such as hitting, shaking, or slapping
• Sexual abuse, including any form of sexual contact or exploitation
• Emotional abuse, including bullying, ridicule, and threats
• Neglect, such as failing to provide food, clothing, or medical care
• Self-harm or suicide attempts
• Radicalization or extremism

The following legislation is relevant to our safeguarding policy:

• The Children Act 1989 and 2004, which places a duty on relevant agencies, including training providers, to cooperate in safeguarding and promoting the welfare of children.
• The Care Act 2014, which provides a legal framework for the protection of adults at risk of abuse or neglect.
• The Human Rights Act 1998, which requires all public bodies, including training providers, to respect and protect the human rights of all individuals.
• The Data Protection Act 2018, which governs the processing of personal data and ensures that appropriate safeguards are in place to protect the privacy of individuals.

Procedures for safeguarding

VFIT  Education has established procedures to ensure that all learners and staff are protected from harm. These procedures include:

1. Designated Safeguarding Officer

We have appointed a designated safeguarding Officer (DSO) who is responsible for managing safeguarding concerns and incidents, and for ensuring that all safeguarding procedures are followed. Our DSO will:

• Be available to provide support and advice to staff and volunteers
• Ensure that safeguarding concerns and incidents are reported to the appropriate authorities, such as the police or local authority
• Keep detailed records of all safeguarding incidents, and regularly review these records to identify any patterns or trends
• Provide regular updates to the management team on safeguarding incidents and the actions taken
• Regularly review and update the safeguarding policy and procedures.

2. Reporting Procedures

If a staff member or volunteer witnesses or becomes aware of a safeguarding incident, they should report it immediately to the DSO.

The report can be made verbally or in writing and should include as much detail as possible about the incident, including:

• the date and time of the incident
• the location of the incident
• the names of any witnesses
• a description of the incident and any relevant circumstances.

Designated safeguarding lead must make a written record of the incident as soon as possible after it has been reported. This record should be kept confidential and stored securely.

3. Incident Management

The DSO must take immediate action to assess the risk of harm and make an initial judgement as to whether a referral to Children’s Services or the Police is necessary.

The DSO must also involve other professionals, as necessary, to ensure an appropriate response to the safeguarding concern or incident.

Examples of other professionals who may need to be involved include:

• The Police
• Children’s Services
• The Local Authority Designated Officer (LADO)
• Health professionals (e.g. GP, health visitor).

4. Safe Recruitment

All candidates for employment or volunteering roles at VFIT Education will undergo a rigorous recruitment and selection process, which will include:

• Identification and Verification

• All candidates must provide proof of identity and qualifications before they can be considered for a role. This may include a passport, driving license, or birth certificate.
• We will also verify the candidate’s work history, including any periods of unemployment, using the information provided on their application form and through their references.

• Checks on Suitability

• All candidates will be assessed for their suitability for the role they have applied for, considering their qualifications, experience, and any relevant knowledge, skills, and abilities.
• If a candidate has a history of offences or criminal convictions, this will be considered when assessing their suitability for the role.

• Barred List Checks

• All candidates will be checked against the barred list to ensure that they are not prohibited from working with children or vulnerable adults.
• If a candidate appears on the barred list, they will not be eligible for employment or volunteering roles that involve working with children or vulnerable adults.

• Vetting and Referencing

• All candidates will be required to provide two satisfactory references from previous employers or, in the case of volunteering roles, from a responsible person who knows the candidate well.
• These references will be checked and evaluated as part of the recruitment process.

1. 5. Risk Assessments

We carry out regular risk assessments to identify and mitigate any potential safeguarding risks and to ensure that appropriate measures are in place to protect learners and staff. These include:

• Premises: An assessment of the physical environment in which learners, children, young people, or vulnerable adults will be using. This includes checking the premises for potential hazards, such as trip hazards, poor lighting, or insufficient fire safety measures.
• Transport: An assessment of the mode of transport used to take learners, children, young people, or vulnerable adults to and from the training provider’s premises. This includes checking the vehicle for roadworthiness, as well as assessing the driver’s driving history and checking for any disqualifications.
• Equipment: An assessment of any equipment used by learners, children, young people, or vulnerable adults. This includes checking for any potential hazards, such as electrical safety, or ensuring that equipment is age appropriate.
• Staffing: An assessment of the training provider’s staffing arrangements, including checking the background and suitability of all staff and volunteers, and ensuring that appropriate training has been given on safeguarding issues.
• External events or activities: An assessment of any external events or activities, such as visits or field trips. This includes assessing the risk of harm, both in terms of the activities themselves and the environment in which they are taking place.
• Digital technology: An assessment of the use of digital technology, such as computers, laptops, tablets, and smartphones. This includes checking the use of internet filters and monitoring software, as well as ensuring that appropriate guidelines and procedures are in place for the safe use of technology.

By carrying out these risk assessments, the training provider can identify any potential safeguarding risks and take steps to mitigate them, thereby ensuring the safety and wellbeing of learners, children, young people, and vulnerable adults.

6. Training and Awareness

All staff and volunteers at VFIT Education will receive safeguarding training to help them understand their responsibilities in relation to safeguarding. This training will cover:

• what safeguarding is and why it is important
• the different types of abuse and neglect, and how to recognize them
• how to respond to safeguarding concerns and incidents
• the importance of maintaining confidentiality
• the role of the DSL.

This training must be updated annually, or as soon as new legislation or guidance is introduced.

All staff and volunteers are also required to sign a code of conduct, which sets out our expectations with regards to safeguarding. This code of conduct includes:

• a commitment to follow the safeguarding policy and procedures
• a commitment to report any safeguarding concerns or incidents
• a commitment to maintain confidentiality
• a commitment to attend safeguarding training.

7. Monitoring and Review

We regularly review our safeguarding policy and procedures to ensure that they are effective and up-to-date, and that all learners and staff are protected from harm. This include:

• conducting regular audits of our safeguarding procedures
• an assessment of any lessons learned from previous incidents and any changes that need to be made to the procedures to improve our safeguarding response in the future
• and seeking feedback from learners and staff on the effectiveness of our policy.

Conclusion

VFIT Education takes our responsibilities in safeguarding very seriously, and we are committed to ensuring that all learners and staff are protected from harm. We have procedures in place to ensure that we are able to respond effectively to any safeguarding incidents and to ensure that appropriate action is taken to protect everyone in our care.

VFIT Education SAFEGUARDING POLICY – CHILDREN

As VFIT EDUCATION offers educational programmes designed for children  we are committed to the importance of safeguarding and promoting the welfare of children.   VFIT Education has:

• a clear line of accountability for the commissioning and/or provision of services designed to safeguard and promote the welfare of children;
• a senior board level lead to take leadership responsibility for VFIT Education’s safeguarding arrangements;
• a culture of listening to children and taking account of their wishes and feelings, both in individual decisions and the development of services;
• clear whistleblowing procedures and are suitably referenced in staff training and codes of conduct, and a culture that enables issues about safeguarding and promoting the welfare of children to be addressed;
• arrangements which set out clearly the processes for sharing information procedures with other professionals.
• a designated professional officer for safeguarding at VFIT Education. Their role is to support other professionals in their agencies to recognise the needs of children, including rescue from possible abuse or neglect. Designated professional roles should always be explicitly defined in job descriptions. Safeguarding leads should be given sufficient time, funding, supervision and support to fulfil their child welfare and safeguarding responsibilities effectively;
• safe recruitment practices for individuals whom VFIT Education will permit to work regularly with children, including policies on when to obtain a DBS/VOG check or equivalent.
• appropriate supervision and support for staff, including undertaking safeguarding training
• ensuring that staff are competent to carry out their responsibilities for safeguarding and promoting the welfare of children and creating an environment where staff feel able to raise concerns and feel supported in their safeguarding role;
• staff are given a mandatory induction, which includes familiarisation with safeguarding responsibilities and procedures to be followed if anyone has any concerns about a child’s safety or welfare;
• all staff should have regular reviews of their own practice to ensure they improve over time in their work with children, young people and families.
• clear policies in line with those from the Stichting Het Rijnlands Lyceum and National and International law for dealing with allegations against people who work with children. Such policies should make a clear distinction between an allegation, a concern about the quality of care or practice or a complaint. An allegation may relate to a person who works with children who has:
• behaved in a way that has harmed a child, or may have harmed a child;
• possibly committed a criminal offence against or related to a child; or
• behaved towards a child or children in a way that indicates they may pose a risk of harm to children.

VFIT Education will ensure that staff  understand:

• What they need to do, and what they can expect of one another, to safeguard children.
• Core legal requirements, making it clear what individuals and VFIT Education should do to keep children safe. In doing so, VFIT Education seeks to emphasise that effective safeguarding systems are those where:
• The child’s needs are paramount, and the needs and wishes of each child, be they a baby or infant, or an older child, should be put first, so that every child receives the support they need before a problem escalates;
• That all staff who come into contact with children and families are alert to their needs and any risks of harm that individual abusers, or potential abusers, may pose to children;
• The requirement to share appropriate information in a timely way and can discuss any concerns about an individual child with colleagues and local authority children’s social care;
• The necessity to use their expert judgement to put the child’s needs at the heart of the safeguarding system so that the right solution can be found for each individual child;
• The necessity to contribute to whatever actions are needed to safeguard and promote a child’s welfare and take part in regularly reviewing the outcomes for the child against specific plans and outcomes;

Key principles will be communicated that;

• safeguarding is everyone’s responsibility: for services to be effective each professional and organisation should play their full part;

and

• a child-centred approach: for services to be effective they should be based on a clear understanding of the needs and views of children

Revision History

This policy and related guidance will be monitored by the Chief Executive of VFIT  Education on a regular basis for compliance and will be reviewed  annually.

Updated June 2025