Policies

• Diversity, Inclusion and Equality Policy
• Safeguarding and Child Protection Policy
• Special Educational Needs and Disabilities (SEND) and Learning
  Policy
• Garnish Student Complaints Policy
• Quality Assurance Policy
• Centre Conflict of Interest Policy
• Garnish Assessment Policy
• Student Appeals Policy
• Centre Recognition of Prior Learning Policy

 

Diversity, Inclusion and Equality Policy

Garnish is committed to providing and upholding academic and educational excellence that fosters best practice and
learning, centred around equal access to industry- leading tuition, facilities, professional networks, mentoring and
career pathway progression.
Equality, Diversity and Inclusivity Pledges 2024
Garnish commit to the following manifesto for Equality, Diversity and Inclusivity:

We are committed to cultivating a transparent, safe and consciously inclusive culture for all staff, faculty, students
and alumni. We will provide and uphold academic and educational excellence that fosters best practice and learning,
centred around equal access to industry- leading tuition, facilities, professional networks, mentoring and career
pathway progression.

We will build diverse new partnerships and continue to develop coalition partnerships with national and international
institutions that broaden and increase participation and accessibility of educational opportunities to a diverse
audience.

We will upskill our staff and tutors through externally delivered continued professional development that is
specifically designed to foster an increasingly transparent and consciously inclusive workplace, and to celebrate the
diversity of our student body by prioritising platforms for celebrating diversity.

We will annually review our internal policies and procedures to ensure that equality, diversity and inclusion are
embedded into every policy decision we make. Garnish acknowledge that marginalised groups experience barriers to entry
and commit to investigating the nature of these barriers and legislating to mitigate them in a sustained and meaningful
way.

We will continue to identify barriers to entry and inclusion within Education and the creative industry workplace and
will lobby and action for wider awareness and inclusion wherever possible.

Our senior leadership commit to raising awareness of EDI reviews and outcomes through internal communications and via
external marketing channels to increase transparency and highlight the actions we are taking to forefront the importance
of equality, diversity and inclusion to the institution.

Garnish renew our commitment to ensuring all of our education services, including guest lecturers, speakers, mentors and
events personnel represent true diversity, and that staff and students have an opportunity to suggest developmental
training opportunities and events that deepen their sense of belonging and foster inclusivity.

Safeguarding and Child Protection Policy

Garnish (Garnish) E-Safety policy and procedures apply to all staff, contractors,
tutors, volunteers, trustees, children, young people and anyone working on behalf of Garnish.

The aim of the policy is to:

• Protect children and young people who receive Garnish’s services and who make use of information and
  communication technology (such as mobile phones, games consoles and the internet) as part of their involvement
  with Garnish.
• Provide staff and volunteers with the principles that guide Garnish’s approach to E-Safety.
• Protect professionals
• Ensure that, as an organisation, Garnish operate in line with our values and within the law in terms of how we
  use information technology.

Garnish recognises that the welfare of the children/young people who come into contact with our services is paramount
and governs our approach to the use and management of information and communication technologies (ICT).

Garnish will promote E-Safety by:

• Appointing an E-Safety Coordinator – Harry Leckstein
• Having procedures that provide clear and specific directions to staff and volunteers on the appropriate use of
  ICT.
• Supporting and encouraging the children and young people using our service to use the opportunities offered by
  mobile phone technology and the internet in a way that keeps them safe and shows respect for others.
• Educating and providing information for parents on e-safety.
• Supportingandencouragingparentsandcarerstokeeptheirchildrensafe onlineandwhen using their computers, mobile
  phones and game consoles.
• Incorporating statements about safe and appropriate ICT use into the codes of conduct for staff and volunteers
  and for children and young people.
• Having an e-safety agreement with children and young people.
• Using our procedures to deal with any inappropriate ICT use, complaints and/or allegations by anyone working for
  or using Garnish’s services.
• Informing parents and carers of incidents of concern as appropriate.
• Regularly reviewing and updating the security of our information systems.
• In the event of a suspected breach of E-Safety, the E-Safety coordinator to investigate.
• Ensuring that images of children, young people and families are only used after their written permission has
  been obtained from their parents or guardians, and only for the purpose for which consent has been given.

Garnish will handle complaints regarding E-Safety by taking all reasonable precautions to ensure E-Safety and giving
staff/volunteers, contractors and children/young people information about infringements in use and possible sanctions.

Sanctions include:

• Interview with a member of staff or contractor
• Informing parents/carers
• Removal of mobile phone, internet or computer access for an agreed period of time
• Referral to local authority/police

The E-Safety coordinator Garnish Director will be the first point of contact for any complaint. Any complaint about
staff/volunteer’s misuse will be referred to the relevant E-Safety lead and may result in formal disciplinary
proceedings. Any complaint about the E-Safety coordinator will be referred to the Company Secretary and may result
in formal disciplinary proceedings.

E-SAFETY OFFICER 

Harry Leckstein, Head of Academic, Garnish
[email protected]

The responsibility of this role is to:

• Develop an E-Safety culture.
• Be the named points of contact on all E-Safety issues.
• Monitor E-Safety.
• Ensure that everyone: staff/volunteers, children/young people, management
  committee members and Trustees know what to do if they are concerned about an E-Safety issue.
• Keep abreast of developing E-Safety issues
  viahttp://www.islingtonscb.org.uk/key- practice-guidance/Pages/E-Safety.aspx
• Ensure that E-Safety is embedded within continuing professional development
  (CPD)for staff/volunteers.
• Co-ordinate training as appropriate.
• Ensure that E-Safety is embedded across all activities as
  appropriate.
• Ensure that E-Safety is promoted to parents/carers, other users and
  children/young people.
• Ensuring that the infrastructure and technology provide a safe and secure
  environment for children/young people.
• Maintain an E-Safety incident log to record incidents and concerns.
• Monitor and report on E-Safety issues to the management team and management
  committee
• Review and update E-Safety policies and procedures on a regular basis and after
  an incident.

RISKS AND ISSUES 

The following are the range of technologies children/young people and staff/volunteers
use positively but which can also put them at risk:

• Internet
• E-mail
• Instant messaging Blogs
• Podcasts
• Social networking sites
• Chat rooms
• Gaming Sites
• Mobile phones with camera and video functionality
• Mobile technology (eg games consoles) that are internet ready and
  include webcams
• E-smart phones with e-mail, web functionality, camera and video
  functionality and secure text network

 

Special Educational Needs and Disabilities (SEND) and Learning Policy

Introduction and Purpose

This policy sets out our vision and principles for children and young people with SEND and our expectations for Garnish.

Scope

This policy applies to all education staff, as well as professional services staff when considering reasonable
adjustments, funding and provision for learners with SEND.

Legislation and Regulation

This policy is compliant with the following legislation and regulation:

The Special Educational Needs and Disability Code of Practice 20151 The Equality Act 20102
The Children and Families Act 2014, Part 33
The Special Educational Needs and Disability Regulations 20144.

Definitions within this Policy

Definition of SEND (Special Educational Needs and Disabilities)

4.1.1.A child or young person has SEND if they have a learning difficulty or disability, which calls for special
educational provision to be made for her or him.

A child of compulsory school age or a young person has a learning difficulty if they:
Have a significantly greater difficulty in learning than the majority of others of the same age; or
Have a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for
others of the same age in mainstream schools or mainstream post-16 institutions.

For children aged two or more, special educational provision is educational or training provision that is additional to
or different from that made generally for other children and young people of the same age by mainstream schools and
early years’ settings.

Definition of Disability

Many children and young people with SEND may also have a disability. A disability is

1 SEND Code of Practice 2015
2 Equality Act 2010
3 Children and Families Act part 3, 2014
4 Special Educational Needs and Disability Regulations 2014

described in law (the Equality Act 2010) as ‘a physical or mental impairment, which has a long-term (a year or more) and
substantial adverse effect on their ability to carry out normal day-to-day activities.’ This includes, for example,
sensory impairments such as those that affect sight and hearing, and long-term health conditions such as asthma,
diabetes or epilepsy.

The Equality Act requires early years’ providers, schools, colleges, other educational settings and local authorities
to:
Not directly or indirectly discriminate against, harass or victimise disabled children and young people;
Make reasonable adjustments, including the provision of extra aid services (for example, tactile signage or induction
loops), so that disabled children and young people are not disadvantaged. This duty is known as ‘anticipatory’.

Policy Statement

Garnish’s three core values are at the heart of all we do and this policy strongly advocates:
Partnership working across our staff, local, and specialist
agencies, as well as a meaningful child and family centred approach (‘Team Spirit’); High aspirations and opportunity
(‘Think Big’);
A commitment to legal compliance; and A genuine desire to support all children and young people (‘Do the right thing’
and do everything we can to make sure that a child with SEND gets the support they need).

We will ensure that:
Garnish have regard for the voice of the child or young person with SEND as well as those of the parent or carer, and
take into account their feelings, wishes and views;
Garnish will work closely with local and the home local authority of children with SEND to assist them in fulfilling the
obligations under Part 3 of the Children and Families Act 2014 and its associated guidance;
All academies have procedures and professionals in place to enable them to fulfil their statutory duties and to drive
the ethos and vision that runs through the SEND Code of Practice.

Support for our Academies

Garnish use a model of support whereby the services offered to staff may include:
Training for senior leaders
Training, guidance and mentoring
Support in identification and intervention
Specialist assessment

Education and Health

Garnish will work jointly with education and health care professionals and agencies to secure the best possible outcomes
for the children and young people in their setting. Academies will work with local and national providers to secure the
services needed to improve outcomes for children and young people with SEND. These services might include: speech and
language therapy, physiotherapy, occupational therapy, educational psychology assessment, mental health services, and
other health and social care professionals.

Garnish will make reasonable adjustments for disabled children and young people and will make arrangements to support
those with medical conditions.

What Garnish will do

Garnish will designate a qualified teacher to be responsible for coordinating SEND provision (the designated SENCO) who
will have completed the National Award in Special Educational Needs Coordination within three years of taking up the
position.

Garnish will designate a qualified teacher to support the SENCo (the Deputy SENCo) who will have completed the National
Award in Special Educational Needs Coordination within three years of taking up the position.

Garnish will prepare a SEND Information Report in accordance with paragraphs 6.79 onwards of the DfE SEND Code of
Practice and publish their Information Reports on their website. This report will set out the details regarding the
implementation of the Garnish SEND and Learning Policy.

Garnish will ensure that all teachers accept that SEND is their responsibility and in particular that class and subject
teachers take full responsibility for the progress of the children and young people with SEND whom they teach.

Garnish will ensure that the quality of teaching, and learning opportunities for pupils with SEND, and the progress made
by those pupils are a core part of performance management arrangements and are held as a high priority within their
setting.

Garnish will ensure that pupils with SEND acquire the knowledge and cultural capital they need to succeed in life.

Garnish will ensure there is high ambition for pupils with SEND and ensure they are not provided with a reduced
curriculum.

Garnish will ensure that children and young people with SEND engage in all activities alongside those who do not have
SEND unless a particular provision or arrangement is agreed with the parents or carers, and the child or young person.

Class and subject teachers, supported by the SENCO, will make regular assessments of the progress for all pupils and
identify appropriate actions, particularly those making less than expected progress, given their age and prior
attainment.

Garnish will inform parents and carers when they are making special provision for their child and shall then work in
partnership with them to establish support needed and specialist input, to secure best outcomes, taking full account of
their views and wishes. For all children and young people on ‘SEND Support’, Garnish will make arrangements for an
appropriate member of staff, with input from the SENCO and Deputy SENCO as appropriate, to meet with the parents or
carers at least three times a year to review progress and support.

Garnish will ensure that a graduated approach using the ‘Assess, Plan, Do, Review’ cycle (as set out in paragraphs
6.44-6.56 of the SEND Code of Practice, see Appendix 1) is in place for all young people on ‘SEND Support’.

After consultation with the parent or carer and the child or young person, Garnish will request the local authority to
undertake an Education, Health, Care needs assessment for any child or young person for whom we believe this is
necessary.

Garnish will do everything they can to meet the needs of young people with SEND including delivering the elements of an
EHCP (Education, Health and Care Plan).

Garnish will work with relevant local authorities in a timely manner to undertake annual reviews of EHCPs, so that they
are conducted within the statutory timeframes and so that they take into account the views of the child or young person
and those of the parent or carer.

Training

Garnish will ensure training is provided to all staff on identifying special educational needs. They will learn about
and best practice in supporting pupils with SEND both inside and outside of the classroom. The collaboration within and
across Garnish will support the sharing of best practice for SEND.

Responsibilities

The following responsibilities apply in relation to this policy:

Garnish Head of Academic is responsible for ensuring an appropriately qualified member of staff is the

designated SENCO, and that each SENCO is supported by an appropriately qualified Deputy SENCO. Head of Academic is
responsible for enabling the SENCO to work strategically within their academy to ensure the best possible education for
learners with SEND.

SENCOs are responsible for ensuring the education within the academy is compliant with the Garnish SEND and Learning
Policy, as well as supporting parents and carers and the pupils in meeting their responsibilities.

Teachers are responsible for working in line with the DfE Teachers’ Standards5 and providing appropriate education for
all the learners within their class(es) as outlined in Section 6 of the SEND Code of Practice 2015.

Garnish Directors have overall responsibility for the implementation and approval of this policy.

Monitoring and Compliance

Garnish Head of Academic will monitor compliance with this policy and the impact of this policy in supporting SEND
pupils and in meeting the SEND Code of Practice.

Garnish Student Complaints Policy

1. Introduction

Garnish is committed to providing a high-quality learning experience for all students. We recognize that there may be
occasions when students feel that the level of service or the standard of teaching has not met their expectations. This
Student Complaints Policy outlines the process for students to raise any concerns they may have and aims to resolve
complaints in a fair, transparent, and timely manner.

This policy applies to all students enrolled in Garnish’s online-only courses and programs. The oversight of this policy
and complaints process is managed by the Head of Academic, Harry Leckstein.

2. Scope of the Policy

This policy covers complaints regarding:

The quality of teaching or tutoring
Course materials or resources
Administrative services, including enrolment, communication, and support
Any breaches of Garnish’s Code of Conduct or Equal Opportunities Policy
This policy does not cover:

Academic appeals against grades or assessments, which are handled separately through the Academic Appeals Policy
Complaints against fellow students, which are handled through the Student Code of Conduct

3. Principles

Fairness: All complaints will be treated with fairness and impartiality.
Confidentiality: Complaints will be handled in a confidential manner, ensuring that personal information is shared only
with those directly involved in the investigation.
Timeliness: We aim to resolve all complaints as swiftly as possible, with clear timelines outlined below.
Support: Students making a complaint will have access to appropriate support and guidance throughout the process.

4. Informal Complaints
In the first instance, we encourage students to raise their concerns informally. Most issues can be resolved quickly by
contacting the relevant tutor or course coordinator.

Steps for Informal Resolution:
Contact the relevant staff member via email or through the course platform.
Explain the nature of the complaint and desired outcome.
The staff member will aim to resolve the complaint within 5 working days.
If the complaint is not resolved through informal channels, students may proceed to the formal complaints process.

5. Formal Complaints

If the issue remains unresolved after informal discussions, students may submit a formal complaint.

Procedure for Formal Complaints:

Submission: Submit the complaint in writing via email to [email protected]. The complaint must include:

Full name and course details
A detailed description of the complaint
Any evidence supporting the complaint (e.g., emails, screenshots)
The desired resolution
Acknowledgement: Garnish will acknowledge receipt of the complaint within 3 working days.

Investigation: The complaint will be investigated by a member of the Garnish management team, under the oversight of
Harry Leckstein, Head of Academic. Investigations will involve reviewing the complaint, speaking to relevant parties,
and gathering any additional information required.

Response: A formal response will be provided within 10 working days of the receipt of the complaint. If the
investigation takes longer than this timeframe, the student will be notified with an updated timeline.

Outcome: The formal response will outline the findings of the investigation and any proposed actions or resolutions.

6. Appeals

If the student is dissatisfied with the outcome of the formal complaint process, they may appeal the decision.

Appeals Process:
Appeals must be submitted within 10 working days of receiving the formal response.
The appeal should be sent to [email protected] and include:
The grounds for appeal (e.g., procedural errors, new evidence)
Any additional supporting information
The appeal will be reviewed by Harry Leckstein, and a final decision will be provided within 15 working days.

7. External Escalation

If the student remains dissatisfied with the outcome of the appeal, they may seek independent advice from external
bodies such as the Office of the Independent Adjudicator for Higher Education (OIA), provided the student has completed
all internal processes.

8. Monitoring and Review

Garnish is committed to continuous improvement and will regularly review the outcomes of complaints to identify areas
for improvement. This policy will be reviewed annually by the management team and Harry Leckstein to ensure it remains
fit for purpose.

Contact Details for Complaints:

Email for informal complaints: [email protected]

Quality Assurance Policy

Issue and review

The date of issue of this policy is 01.10.24 This policy will be reviewed annually.

The Scope of this Policy

The Quality Assurance Policy outlines the practices, resources and sequence of activities relevant to the maintaining quality provision.

The Quality Assurance Policy provides a commitment to measure the consistent standards of provision and customer satisfaction.

Objectives

The Quality Assurance Policy sets out to ensure that Garnish:

• Provides consistency on the organisation’s response to customer needs and gives
  customers confidence that quality provision is being delivered;
• Improves communication about setting standards and the practices and methods of
  achieving the required standard;
• Clarifies tasks so that staff know the level of performance to be
  attained;
• Sets targets which measure learner satisfaction;
• Monitors and evaluates results and feedback in order to act to maintain a
  Quality System of continuous improvement.

Responsibilities

The Quality Assurance Policy details a commitment from senior management to establish, document and communicate the drive for continuous improvement for the benefit of all stakeholders.

Garnish Head of Academic will be directly responsible for ensuring that provision of
teaching and assessment meets the needs of learners and awarding organisations and that there is a mechanism for
acquiring feedback from all relevant parties.  This feedback will be instrumental in measuring stakeholder
satisfaction.

Garnish is aware that the service provided is only as professional as the people
supplying the service.    The recruitment process includes the requirement for customer care and the standards of
service to be attained.  The aforementioned is monitored through the Staff Appraisal System, quality provision and
customer satisfaction.

The following mechanisms will be instrumental in measuring internal and external
stakeholder (e.g. student, parent, funder, local community etc) satisfaction:

• Assessor/Monitoring Review Sheets;
• Internal verification sampling activities;
• End of Programme Evaluation;
• Evaluation of service provision by employers (if applicable);
• External Verification visits and client feedback interviews.

Improving Provision through Feedback

Where performance does not meet the required standard, discussion regarding improvement
and development of provision to meet requirements will be subject to the following procedures:

• All feedback documentation must be examined by Garnish Head of Academic and in
  the event of a shortfall occurring it will be the responsibility of Garnish Head of Academic to submit a
  report detailing the outcomes of the findings and include recommendations for improvement;
• The report will be submitted to Harry Leckstein, Garnish Head of Academic, who
  is ultimately responsible for quality provision
• Nominated personnel will be responsible for the development and implementation
  of the agreed recommendations within a reasonable and achievable timescale.
• The improved level of provision will be monitored and assessed in order to
  ensure improvements meet customer satisfaction.

The Quality Assurance Policy detailed above will provide the foundation upon which Garnish will continue to operate a continuous improvement programme, on behalf of all its stakeholders.

Internal Verification Policy

This is designed to be used in conjunction with Awarding Organisation guidance which the centre makes available guidance for students and staff on the Garnish VLE support pages.

Internal Verification has two parts within a centre:

1) Internal verification of Assignment
Briefs

2) Internal verification of Assessment
Decisions.

3) Internal Verification of Assignment
Briefs

All learners will undertake a series of assignments which will be marked by their
assessor/tutor.  All assignments will be submitted on or before the given deadline by Garnish VLE upload.

100% of assignment briefs must be internally verified within the centre before being
handed out to learners.  Any actions must be amended and signed off prior to the brief being handed out to
learners.

Internal verification decisions must be recorded on appropriate internal verification
paperwork and signed by both the assessor and the internal verifier.

Assignments briefs must be reviewed by the assessor and internally verified annually.

Internal Verification of Assessment Decisions

The internal verification of assessment decisions should consist of two parts:

• Standardisation
• Internal verification of assessment decisions.

 

Standardisation:

Standardisation is a way to ensure consistent assessment decisions are made by assessors
at all levels for learners and are consistent across the organisation.  It is also a way to support the development
of assessors and teaching staff in the quality of delivery of qualifications.

Standardisation will take place annually.  This will be in the form of a standardisation
meeting where good practice is discussed, marking work outside a meeting and discussing feedback, delivery of
information on best practice, observation of assessment activities and feedback.

Standardisation can also take place to discuss the qualification requirements, create
teaching and planning materials, design assessment etc.

Standardisation will also take into consideration internal verification of assessment
decisions and External Quality Assurance of assignment briefs

Internal verification of assessment decisions

Internal verification will take place for all units assessed.  All internal verification
staff will sample assessment practice at regular intervals to highlight at risk learners or issues with assessment
practice.  The internal verification sampling strategy includes:

• Where there are 20 learners or fewer, a minimum of four learners across a range
  of grade boundaries (i.e. one pass, one merit, one distinction and one other.)  Larger cohorts will have an
  increased sample size.

Internal verification staff will sample all assessors, grades and units across each
qualification.

Internal verification of assessment decisions will be recorded on appropriate internal
verification paperwork and signed by both the assessor and the internal verifier.

Internal verification must take place prior to learners receiving their grades and any
actions must be amended and signed off prior to the work being handed back to learners.

Internal verification of assessment decisions should also include the internal
verification of resubmissions.

Further verification activities such as observation of teaching and support and
development of assessor/tutors will be done in line with Internal Verification Handbook.

This policy will be reviewed annually.

Centre Conflict of Interest Policy

1. Issue and review
The date of issue of this policy is 01.10.24 This policy will be reviewed annually.
2. The Scope of this Policy
The Quality Assurance Policy outlines the practices, resources and sequence of activities relevant to the maintaining
quality provision.
The Quality Assurance Policy provides a commitment to measure the consistent standards of provision and customer
satisfaction.
Objectives
The Quality Assurance Policy sets out to ensure that Garnish:
• Provides consistency on the organisation’s response to customer needs and gives customers confidence that quality
provision is being delivered;
• Improves communication about setting standards and the practices and methods of achieving the required standard;
• Clarifies tasks so that staff know the level of performance to be attained;
• Sets targets which measure learner satisfaction;
• Monitors and evaluates results and feedback in order to act to maintain a Quality System of continuous improvement.
Responsibilities
The Quality Assurance Policy details a commitment from senior management to establish, document and communicate the
drive for continuous improvement for the benefit of all stakeholders.
Garnish Head of Academic will be directly responsible for ensuring that provision of teaching and assessment meets the
needs of learners and awarding organisations and that there is a mechanism for acquiring feedback from all relevant
parties. This feedback will be instrumental in measuring stakeholder satisfaction.
Garnish is aware that the service provided is only as professional as the people supplying the service. The recruitment
process includes the requirement for customer care and the standards of service to be attained. The aforementioned is
monitored through the Staff Appraisal System, quality provision and customer satisfaction.
The following mechanisms will be instrumental in measuring internal and external stakeholder (e.g. student, parent,
funder, local community etc) satisfaction:
• Assessor/Monitoring Review Sheets;
• Internal verification sampling activities;
• End of Programme Evaluation;
• Evaluation of service provision by employers (if applicable);
• External Verification visits and client feedback interviews.
Improving Provision through Feedback
Where performance does not meet the required standard, discussion regarding improvement and development of provision to
meet requirements will be subject to the following procedures:
• All feedback documentation must be examined by Garnish Head of Academic and in the event of a shortfall occurring it
will be the responsibility of Garnish Head of Academic to submit a report detailing the outcomes of the findings and
include recommendations for improvement;
• The report will be submitted to Harry Leckstein, Garnish Head of Academic, who is ultimately responsible for quality
provision
• Nominated personnel will be responsible for the development and implementation of the agreed recommendations within a
reasonable and achievable timescale.
• The improved level of provision will be monitored and assessed in order to ensure improvements meet customer
satisfaction.
The Quality Assurance Policy detailed above will provide the foundation upon which Garnish will continue to operate a
continuous improvement programme, on behalf of all its stakeholders.
Internal Verification Policy
This is designed to be used in conjunction with Awarding Organisation guidance which the centre makes available guidance
for students and staff on the Garnish VLE support pages.
Internal Verification has two parts within a centre:
1) Internal verification of Assignment Briefs
2) Internal verification of Assessment Decisions.
3) Internal Verification of Assignment Briefs
All learners will undertake a series of assignments which will be marked by their assessor/tutor. All assignments will
be submitted on or before the given deadline by Garnish VLE upload.
100% of assignment briefs must be internally verified within the centre before being handed out to learners. Any actions
must be amended and signed off prior to the brief being handed out to learners.
Internal verification decisions must be recorded on appropriate internal verification paperwork and signed by both the
assessor and the internal verifier.
Assignments briefs must be reviewed by the assessor and internally verified annually.
2. Internal Verification of Assessment Decisions
The internal verification of assessment decisions should consist of two parts:
• Standardisation
• Internal verification of assessment decisions.

Standardisation:
Standardisation is a way to ensure consistent assessment decisions are made by assessors at all levels for learners and
are consistent across the organisation. It is also a way to support the development of assessors and teaching staff in
the quality of delivery of qualifications.
Standardisation will take place annually. This will be in the form of a standardisation meeting where good practice is
discussed, marking work outside a meeting and discussing feedback, delivery of information on best practice, observation
of assessment activities and feedback.
Standardisation can also take place to discuss the qualification requirements, create teaching and planning materials,
design assessment etc.
Standardisation will also take into consideration internal verification of assessment decisions and External Quality
Assurance of assignment briefs
Internal verification of assessment decisions
Internal verification will take place for all units assessed. All internal verification staff will sample assessment
practice at regular intervals to highlight at risk learners or issues with assessment practice. The internal
verification sampling strategy includes:
• Where there are 20 learners or fewer, a minimum of four learners across a range of grade boundaries (i.e. one pass,
one merit, one distinction and one other.) Larger cohorts will have an increased sample size.
Internal verification staff will sample all assessors, grades and units across each qualification.
Internal verification of assessment decisions will be recorded on appropriate internal verification paperwork and signed
by both the assessor and the internal verifier.
Internal verification must take place prior to learners receiving their grades and any actions must be amended and
signed off prior to the work being handed back to learners.
Internal verification of assessment decisions should also include the internal verification of resubmissions.
Further verification activities such as observation of teaching and support and development of assessor/tutors will be
done in line with Internal Verification Handbook.
This policy will be reviewed annually.

Garnish Assessment Policy

1. Issue and review
The date of issue of this policy is 01.10.24. This policy will be reviewed annually.
2. The Scope of this Policy
This document lays out the assessment policy of Garnish for all RSL Vocational Qualifications. This document is designed
to be used in conjunction with RSL guidance (specifications, syllabus documents, RSL How to Guides and Centre Handbook)
which is available to all assessors on the Garnish VLE.
3. Assessment Policy
Internal Assessment
Assignment Briefs
All learners will work on assignment briefs for internally assessed units and present their evidence using the Garnish
VLE or via submission via email to Garnish Head of Academic Harry Leckstein on [email protected]. All
assignment briefs will be created by the assessor delivering the programme. 100% of these will be internally verified
prior to issue. All assessors will submit assignment briefs via the Garnish VLE and will be marked and moderated by
Garnish staff and Garnish Head of Academic respectively. Assignment briefs will include:
Qualification title, unit number and name
The name of the centre and the tutor
The date set and the deadline for submission
The tasks – laid out in accessible way for learners
The assessment criteria alongside each task
Links to related resources (if appropriate)
Grading criteria
Submission checklist
How work is to be submitted
Internal Assessment Practice
All internal assessment will be conducted as assessment not as part of teaching and learning:
Learners complete their work within direct sight of the tutor(s) throughout the assessment.
Learners may complete their work collaboratively but they have to indicate their own contribution and that contribution
MUST meet ALL assessment criteria in the specification.

All work submitted must be attributable to the learner.
The centre must ensure that learners have access to materials and resources as required.
Feedback can be provided to the learner during completion of internal assignments but must not constitute coaching or
teaching in order to ensure that the work can be authenticated.
The assessment must be undertaken in the allocated time on the assignment brief.
Resubmissions
Garnish has the following policy on resubmissions:
Learners will be allowed one re-sit for internal assessments only.
Learners can apply for special considerations should there be sufficient reason. In this instance the Garnish Special
Consideration Policy will apply.
Resubmissions are uncapped if submitted by the required deadline.
Late resubmission is capped at a Pass.
Assessment of Learner Work
All learner work will be assessed for:
Authenticity
Learners will:
Introduce themselves on video evidence presented.
Every learner will be clearly seen and heard on all video evidence.
All written work will be labelled with learner name, centre name, date of submission, and unit title on EVERY page.
Plagiarism
Garnish will investigate all cases of plagiarism identified through assessment. Assessors are required to ensure that
all learner work is authentic and they must reference any research that they have undertaken in their final submission
using an acceptable referencing system (e.g. Harvard). When working in collaboration, all work must be directly
attributable to the individual learner. Please see Garnish Plagiarism Policy for more details.
Assessment Criteria
All learner work will be assessed initially against the assessment criteria. If the learner has met all of the
assessment criteria, work will then be graded accordingly using the grading criteria. If they have not met the
assessment criteria, a grade of unclassified will be given.

Grading Criteria
All learner work meeting all of the assessment criteria will be graded as Pass or above. All grading decisions will be
clearly auditable and will justify the grading decision made.
The Audit Trail
All assessment, both formative and summative, as well as grading decisions of Unclassified/Pass/Merit/Distinction will
have a sufficient audit trail which will include:
Learner name and details set out in the relevant assignment brief
Date of assessment
Type of assessment (formative or summative)
Written feedback on the evidence seen:
against the assessment criteria
using the grading descriptors
motivational and developmental
precise and easy to follow
Grade given for the work
Details of any resubmission required and the relevant deadline
Evidence of internal verification and ‘sign off’
All assessors will use Garnish approved marking rubric criteria for their feedback and assessment decisions.
Timing of Assessment
All evidence will be assessed within 3 weeks of receipt and feedback will be provided to the learners.
It is the supervisor’s responsibility to ensure that all learner work is graded appropriately and that the audit trail
is available upon request to:
Quality assurance staff
Internal verifiers
The Awarding Organisation
External Assessment
For the purpose of running external assessment, a responsible, named member of staff Garnish Head of Academic will
supervise the controlled period of assessment and validate all the evidence submitted to RSL via rslawards.com.
Levels of Control for RSL External Assessment
During the preparation time: This will be conducted under non-supervised conditions:
There will be sufficient evidence to ensure that the work can ultimately be authenticated as the learner’s own.
Use of resources including the internet is permitted and should be referenced.
Interaction with other learners is permitted but the work must be authenticated as the learner’s own.
Time is restricted to the allocated period stated in the Controlled Assignment.
Teaching staff may provide direction and general advice as required.
During the controlled assessment: This will be conducted under supervised conditions.
Learners complete their work within direct sight of the supervisor(s) throughout the assessment.
Learners have a limited amount of time as specified in the Controlled Assignment Brief.
Learners complete their work independently. There is interaction with other learners only for the purposes indicated in
the assignment. All work submitted must be attributable to the individual learner.
No access to email, the internet or mobile phones unless expressly stated by the Controlled Assignment Brief.
Learners will have access to materials and resources as defined in the Controlled Assignment Brief. Any other materials
which may provide assistance are removed or covered.
No feedback can be provided to the learner throughout the controlled assessment period.
All learner work will be uploaded by the deadline given by RSL by Garnish Head of Academic.

Student Appeals Policy

Head of Academic, Garnish, Harry Leckstein

Purpose of Policy
The purpose of this policy is to ensure that students have the right to make an appeal, within the bounds of this
policy, following an outcome of one of the below procedures.

The appeals process should:
Be easy to navigate for students
Be timely (appeals should normally conclude within 30 calendar days of the appeal being lodged)
Ensure that clear reasons are given for decisions reached
Ensure that there is clear and timely communication with the student throughout the process
Ensure an appropriate level of confidentiality
Scope
This appeals policy applies to:
The Health Wellbeing and Support for Study Policy
The Student Complaints Policy
Any student who has been:
The subject of a Health Wellbeing and Support for
The subject of a Fitness to Practise process
The responding party in the Student Discipline process
The reporting party in the Student Discipline process
Suspended from study as a Precautionary Measure
or has completed Stage 2 of the Student Complaints procedure may submit an appeal using the process below.
In addition, any student who has been party to any of the above procedures can raise a concern about the service they
received during this process using the Student Complaints policy.

Roles and responsibilities
Responsibilities of the Head of Academic may be completed by themselves or delegated to a nominee.
The term ‘Case Manager’ refers to a member of the Garnish Governance team. Their role is to oversee the flow of business
through the appeals process. This person does not make any decisions regarding the progression or outcome of an appeal.
Definitions:
Student:
The term ‘student’ applies to any registered student at Garnish, as well as students who have graduated during their
initial case, or in the period between their initial case and the appeal being heard.
The Appeals Panel:
The Appeals Panel will normally comprise three members from the Appeals Panel Pool, at least one of whom is a Garnish
staff member and at least one of whom is an external member. The members of the Appeals Panel will not have been
involved with the earlier stages of a student’s case and will have no reasonable perception of bias. All members of the
Appeals Panel Pool will have undertaken the training required to fulfil this role. In the case of a Fitness to Practise
appeal, a Practitioner from the relevant discipline will act as an advisor to the panel.
Policy review
If you have any feedback on this policy, or on your experience of this policy or process, please email
[email protected]
Related Policies and Procedures
The Health Wellbeing and Support for Study Policy
The Student Precautionary Measures Policy
The Student Complaints Policy and Procedure
Document Control Information
Owner
Head of Academic Harry Leckstein
Version number
1.1
Approval Date
October 2024
Approved By
Garnish Board
Date of last review
May 2024
Date of next review
September 2025

STUDENT APPEALS PROCEDURE

Conclusion of the original case:

Following the conclusion of a case, the Student Policy and Safeguarding team will notify the Governance Team of the name
of the student subject to the process, and the date by which they would need to submit an appeal. Following the
submission of an appeal, further information about the case will be shared with the Governance team.

Submitting an appeal:

A student can submit an appeal within 10 working days of the outcome of their case. They can do this by emailing
[email protected]. If there are exceptional circumstances which prevent a student from submitting an appeal
within the 10-day timeframe, the student should email [email protected] explaining these circumstances. The
Head of Governance and a member of the appeals pool will decide if consideration of the appeal will go ahead. If a
student does not submit an appeal in this timeframe, they may email [email protected] to request a
Completion of Procedures letter. The Case Manager will ask the Student Policy and Safeguarding team to provide this
letter outlining that the student has not completed the University’s internal processes.
A student may make an Appeal Case on one or more of the following grounds:
That there was procedural error in the conduct of the relevant process which may cause doubt as to the determination
reached;
That new evidence has been made available which the student could not reasonably have provided during the relevant
process;
That there was bias during the relevant process which may cause doubt as to the determination reached;
That the sanction or outcome imposed was disproportionate.*
* A reporting party in a Student Discipline process may not make an appeal on the grounds that a sanction imposed on
another student was disproportionate.
The student should include a completed Appeals form, including:
The outcome(s) the student is appealing against
The ground(s) the appeal is based on
The student’s desired action following consideration of the appeal
All evidence available to the student in support of the Appeal.
The grounds for appeal will be considered by the Head of Governance and a member of the appeals pool who will decide:
There are no grounds for appeal. The Case Manager will write to the student informing them that the appeal will not
proceed and the reason for this. They will include a Completion of Procedures letter.

There are grounds for appeal. The Case Manager will convene an Appeals Panel.
In Student Discipline cases where there are multiple parties, all submitted appeals will be considered together by the
Head of Governance and the same member of the appeals pool for consistency.
The Appeals Panel

The Appeals Panel will be made up of three members of the Appeals Panel Pool, at least one of whom is a member of
Garnish and at least one of whom is an external colleague. The Panel retains the right to co-opt expertise to advise on
individual cases. In the case of a Fitness to Practise appeal, a Practitioner from the relevant discipline will become
an advisor to the panel.
The Appeals Panel will be convened by The Case Manager who will write to the student giving at least 5 working days’
notice of the panel meeting. Students are entitled to be accompanied by an adviser, family member or friend.
Accompanying individuals may be allowed to speak at the hearing at the discretion of the Chair but will not normally be
allowed to cross examine witnesses. In addition, disabled students may also be accompanied by a support worker or
advisor if required. The student is required to notify the Case Manager of the name of anyone accompanying them to the
appeal, with at least 3 working days’ notice, by emailing [email protected].
The Appeals Panel may invite the student to provide a verbal or written statement and answer questions from the panel
members. The Appeals Panel may invite the Chair of previous stages of the processes to explain earlier decisions and
outcomes/sanctions. The Appeals Panel may need to consider any new evidence. New evidence will be thoroughly tested, and
this may include speaking to other parties to the case such as the reporting party, the respondent, or other witnesses
(where relevant).
In Student Discipline cases where there are multiple parties, all accepted Appeal Cases will be considered by one
Appeals Panel for consistency.
The Appeals Panel will decide for each individual:
To reject the appeal case, confirming the original outcome (and sanctions in Student Disciplinary cases);
To uphold the appeal case, and amend the outcome (and/or sanctions in Student Disciplinary cases);
Ongoing actions:

If a student is appealing against outcomes or sanctions of the processes listed above, those sanctions or outcomes will
normally still be applied whilst the appeal is ongoing. Any precautionary measures will still apply during the appeals
process.
Outcomes:
The outcome of the appeal process will normally be communicated in writing to the student (and all those directly
involved) within 30 calendar days of the appeal form being submitted. This will include an explanation of the outcome
decision and a Completion of Procedures letter.

Centre Recognition of Prior Learning Policy

1. Issue and review
The date of issue of this policy is 01.10.24.This policy will be reviewed annually.
2. The Scope of this Policy
Recognition of Prior Learning is defined as an opportunity for learners to present performance or accredited knowledge
evidence which comes from a period prior to their registration. This is evidence of earlier learning and achievement
towards part of a qualification. For example, if a learner has started a vocational qualification elsewhere (i.e. an
equivalent level qualification (i.e. BTEC) or the first year of RSL qualifications) and wishes to transfer the previous
credits.
Recognition of Prior Learning can be applied to internally assessed parts of vocational qualifications. It cannot be
applied to:

• Graded Music examinations.
• GCSE examinations
• GCSE examinations
• A Level Examinations
• Performing Arts Awards examinations.
• Parts of externally assessed units in vocational qualifications.

It can be applied to:
Full units in vocational qualifications (including those externally assessed)
Part of internally assessed elements of vocational qualifications
RPL does not apply to qualifications which identify the achievement of specific qualifications as a minimum entry
requirement.
3. The RPL Process
Prior to Registration
All prospective learners will have access to information on how to apply for and claim RPL.
At interview/enrolment, any prior learning will be discussed with the learner and documented within the
interview/enrolment paperwork.
A handout which can be provided as part of the interview process will outline RPL for learners this applies to.
At enrolment, certificates which can be used as evidence of RPL will be collected and photocopies made, to be kept on
file as part of the mapping process.
Process for the Assessment of RPL
The centre Garnish accepts the following evidence for RPL:

• Unit certificates
• Certificates for full qualifications

When presenting a certificate for RPL, the learner will need to demonstrate their knowledge, skills and understanding to
prevent the need to repeat the assessment or course.
Learners’ prior certificated learning can be used as evidence for assessment criteria. Copies are only acceptable as
evidence where the original certificates have been seen and countersigned.
When using certificates for RPL, Garnish will cross reference the work between the two standards, (the
qualification/unit certificated and the qualification registered on).
Evidence of previous learning or achievement, like other evidence, will be rigorously subjected to the assessment of
its:

• Validity: does the evidence demonstrate that the demands of the assessment criteria/learning outcome has been met?
• Currency: does the evidence demonstrate that demands of the specification have been met and are up-to-date? See below for further guidance.
• Authenticity: can the evidence be unequivocally attributed to the learner?
• Sufficiency: is there enough evidence to fully meet the criteria/outcome

Other types of evidence
The evidence gathered needs to meet the standards of the specification that it will be used for. Evidence from a
learner’s past experience could include:

• Paid work
• Community or voluntary work
• Home life
• Education and training

Further evidence may include:

• Evidence of workplace practice, confirmed by workplace managers.
• Past portfolios of evidence created by the learner which remains current.
• Reports created by the learner and confirmed as authentic.
• Expert witness testimonies (i.e. workplace managers, specialists, lecturers/teachers)
• Professional discussions conducted with the learner to confirm their knowledge/skills
• New assignment briefs or tasks that have been created to fill any gaps in the evidence presented.

Whatever evidence is used it must be confirmed as valid, current, sufficient and authentic and subjected to the same
rigour as any other type of evidence by Harry Leckstein, Head of Academic prior to acceptance.
Cross Referencing
All RPL will be mapped to individual assessment criteria to the appropriate/corresponding assessment criteria in RSL
qualifications. This will mean that some assessment criteria will be met and others only partially met, some not at all.
It is unlikely that learners will have all the evidence they need to achieve a full unit unless they have previously
achieved the unit itself. A full record of the mapping must be kept for quality assurance purposes.
RPL can only be used for those assessment criteria that are fully met.
With this type of mapping, the assessment criteria have to match, or sufficient evidence to show that the learner has
achieved the criteria with the work that they have done and access to the work that has been submitted for the original
qualification, if available, may help. When mapping, grading criteria cannot be used unless the learner has met all
assessment criteria.
Evidence for how and why an individual learner has achieved through RPL needs to have a substantial audit trail and is
not a shortcut.
RPL Assessment
Currency
The currency of knowledge and practice will be assessed. Garnish accept certificates not older than 2 years as it is
deemed that the knowledge and skills of the learner will no longer be current after this time. Certificates older than 5
years may require additional assessment of the learner’s knowledge and skills against the current standard. Significant
changes in practice or technology in under 2 years must also be considered to ensure that the assessment of the
learner’s practice is current. All Awarding Organisations require confirmation that currency and validity has been
assessed RPL should be subject to the same assessment processes as other forms of evidence and be subject to formal
review and feedback.
Quality Assurance
Presenting RPL to Awarding Organisations
Garnish will provide access to the audit trail for all units claimed through the individual Awarding Organisation (AO)
quality processes. 100% of RPL evidence could be asked for by the External Quality Assurer so a rigorous audit trail
must be in place.
Certificates can only be claimed when the appropriate quality assurance processes are completed successfully.

4. Complaints and Appeals
Learners are able to appeal the assessment decision for RPL in the same way they can any other assessment decision by
use of the centres Appeals and Complaints policy which can be found on the Garnish VLE.