Purpose
The purpose of this Initial Assessment of Learning Policy is to ensure that all learners enrolling with Francis James Ltd (FJ) are accurately assessed at the start of their learning journey. This assessment will determine their existing knowledge, skills, and competencies to ensure that FJ meets their individual needs, learning objectives, and career aspirations. The policy aims to support personalised learning pathways, promote successful outcomes, and ensure compliance with relevant educational standards and regulations.
The purpose of the policy is to set out how FJ undertakes initial assessment to identify suitability for the programme and Accredited/Recognised Prior Learning (APL/RPL)
The policy is designed to ensure compliance with ESFA funding guidelines which states
‘Funds must not be used to pay for training for skills, knowledge, and behaviours already attained by the apprentices’
‘You must reduce the content, duration, and price, where the individual has prior learning necessary to achieve occupational competence’
This policy should be read in conjunction with the maths and English policy and process.
Scope
This policy applies to all apprentices enrolling on programmes offered by FJ. It covers the process of initial assessment, including the tools used, roles and responsibilities, and how the results are used to inform individual learning plans.
All new apprentices who start an apprenticeship programme with Francis James will be required to complete initial assessments in English and Maths as well as a competency matrix to identify their current knowledge, skills, and behaviours.
All assessments will be completed via an online platform with results generated automatically.
Functional Skills are delivered where required to ensure the apprentice achieves any functional skill requirements highlighted by the apprenticeship standard.
Where initial assessments are 2 levels below or more in Maths or English, apprentices will receive access to additional learning to develop their skills alongside developing their occupational knowledge, skills, and behaviours with their tutor.
The initial assessment will consider the learners: -
previous work experience
prior education, training or associated qualifications in the subject area
previous apprenticeships undertaken
Objectives
To accurately assess the prior knowledge, skills, and experience of each learner.
To identify any additional support needs that may be required to help the learner succeed.
To create a tailored learning plan that aligns with the learner’s goals and course requirements.
To ensure that learners are placed on the most appropriate level of study.
To enhance the learner's experience by providing a personalised and supportive learning environment.
Legislation and Compliance
This policy is designed to ensure compliance with the following UK legislation and educational guidelines:
Equality Act 2010: Ensures that the initial assessment process is fair and accessible to all learners, providing equal opportunities regardless of background or circumstances.
Data Protection Act 2018 & GDPR: Ensures that all personal data collected during the initial assessment is handled securely, retained only for as long as necessary, and used solely for the purposes of supporting the learner’s educational journey.
Ofsted Education Inspection Framework: Supports the commitment to providing high-quality education that meets the needs of all learners, including those with special educational needs and disabilities (SEND).
Initial Assessment Process
Pre-Assessment Information Gathering
Prospective learners are asked to provide relevant information about their previous education, work experience, and any qualifications held. This may include completion of a pre-enrolment questionnaire.
Learners are also encouraged to disclose any additional support needs, such as learning difficulties or disabilities, to ensure appropriate arrangements can be made.
Diagnostic Testing
Upon enrolment, learners undergo diagnostic testing to assess their current level of knowledge and skills in relation to the course they intend to take. This may include:
English and mathematics assessments.
Subject-specific knowledge assessments.
Practical skills evaluations where applicable.
Assessment of Learning Preferences
Learners may complete a learning style questionnaire to help identify their preferred methods of learning, which can be incorporated into their individual learning plans.
Interview and Discussion
A one-on-one interview or discussion with a tutor or programme support officer may be conducted to explore the learner’s goals, motivations, and any concerns they may have about their learning journey.
Review of Assessment Results
The results of the initial assessment are reviewed by the learner’s tutor or course coordinator. The findings are used to:
Confirm the learner’s suitability for the chosen course.
Identify any gaps in knowledge or skills that need to be addressed.
Develop an Individual Learning Plan (ILP) tailored to the learner’s needs and goals.
Feedback and Action Plan
The learner is provided with feedback on the assessment results and a proposed action plan. This includes setting learning targets, identifying any required support services, and agreeing on a timeline for progress reviews.
Implementation
When conducting initial assessment, staff ensure that:
Learners are fully involved in the initial assessment process.
Learners understand the benefits of what they are being asked to do and how the information will be used.
Initial assessment methods are appropriate to the learner’s needs.
The purpose of each method is explained to the learner.
Assessment methods are monitored to ensure that they are effective, and they do not discriminate against certain groups of learners.
Special consideration is given to learners with learning difficulties and disabilities.
Outcomes of initial assessment are shared with the learner immediately, included on the learner profile and used when developing the learner's individual learning plan. The results are stored appropriately and accessible to the relevant teams.
If a learner is not suitable for their desired course, constructive feedback is given in a positive and encouraging way and alternative recommendations and/or referrals are made.
Tutors are trained on understanding and using initial assessments tools and results to inform their teaching and learning plans.
Tools used for initial assessment are regularly reviewed to ensure that they remain fit for purpose.