Quality Assurance Policy
Quality Assurance Policy
1.1 AFDA is committed to providing a quality learning experience for all learners by:
● identifying key processes and systems
● developing effective organisational arrangements
● focusing on internal processes which are bound up with aims and objectives
● fostering ownership and commitment among staff
2. General Aims
● We seek to provide the best quality learning experience for every learner by continuously improving the quality of the provision and resources.
● A commitment to quality means AFDA will ensure a match between each learner’s skills and knowledge acquisition with an appropriate course, through interview, appropriate guidance, diagnostic assessment and induction.
● In order to do this, it is vital that we regularly evaluate all aspects of provision by systematically:
● Sharing good practice
● Participating in staff development
● Monitoring and reviewing as part of self assessment and development planning
● Acting on feedback from surveys and meetings
To implement this policy, we will:
● Actively work towards involving everyone in the sharing of ownership of quality
services and provision.
● Require all team leaders to produce an annual self assessment report and quality
improvement plan which links their course teams self assessment and quality
● Conduct a company wide self assessment review
● Compare performance indicators with benchmarks in order to review provision
and set annual targets.
● Carry out internal observation of teaching and learning.
● Carry out annual performance management.
● Implement a behavioural competency framework to identify partners, potential
staff and learners that fit with our ethos
o Use the BCF to support performance management and staff development
● Develop and monitor service standards for each service team.
● Carry out learner, parent, employer and staff satisfaction surveys,
● Design procedures which will ensure that external verifier reports are analysed,
key messages identified, with priorities for action and monitored by the
● Ensure that all staff understand our mission and objectives.
4. Focus of the policy
4.1 The quality processes will operate at four levels:
● Strategically through the Principal, the company wide Self Assessment Review,
and the implementation of Quality Improvement plans.
● At SMT/Funding Provider Level, through the Quality Assurance Report, JEB, Self Assessment Plan, and QIP cycle.
● At course level through the teaching team, quality assurance management and feedback from SLT
● At student level through the student support systems.
4.2 Regional Leaders:
● The team will receive reports from site leaders and tutors. These will include action plans.
● The tutors will receive the annual self-assessment report and will monitor the action points included in the development plan, as well as any targets set for enrolment, retention and achievement.
4.3 Quality assurance:
● All service areas will hold an annual service development board review where they review their Service Level Agreements and/or Service Standards and draw up action plans and/or operating statements.
● There will be a set agenda for these meetings and the reviews should involve all staff in the area.
4.4 Course Quality Assurance:
● Middle Leaders will meet termly to review all areas of their course operation. o There will be a set agenda with formal minutes and action plans.
● All sites will hold an annual review looking at KPI’s, such as: success, retention APS, quality of teaching, etc.
● Reviews held throughout the year, particularly following the production of the site QA report, and to confirm that course documentation has been completed, procedures followed and action points addressed
Student Level :
● Review learners’ progress regularly against an Individual Learning Plan (ILP) which has details of qualifications on entry and personal targets for achievements.
● Formal complaints by students will be made through the complaints/ suggestion process as outlined in the student handbook.
● All students will have the opportunity to complete student satisfaction surveys at key times during their programme usually after enrolment and Induction and then later in the year.
● We will encourage the integration of students with disabilities . Students with learning difficulties will be offered individualised programmes of study to assist them where necessary.