1st4sport Qualifications Self-assessment Report 2014 · SAR 2014 - Executive Summary I I Self-assessment Report - Executive Summary Rationale 1st4sport Qualifications is an awarding

1st4sport Qualifications

Self-assessment Report 2014

© Coachwise Ltd, 2015

This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act 1998, no part of this publication may be reproduced,

stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without the prior written permission of the copyright owner. Enquiries should be addressed to 1st4sport Qualifications.

1st4sport Qualifications Coachwise Ltd Chelsea Close

Off Amberley Road Armley Leeds

LS12 4HP Fax: 0113-231 9606

Email: [email protected] Website: www.1st4sportqualifications.com

The Ofqual/Welsh Government/SQA-recognised awarding organisation 1st4sport Qualifications is a brand of Coachwise Ltd, the trading arm of The National Coaching Foundation (known as sports coach UK), the UK-registered charity leading the national development of coaches and

the coaching system. Any proceeds go directly back to sports coach UK to help them develop and advance sport nationwide.

SAR 2014 I

Contents Page

I Executive Summary I

1 Introduction 1

1.1 Overview 1

1.2 Self-assessment 2

1.3 The Self-assessment Process 3

1.4 The Self-assessment Report 3

2 Methodology 4

2.1 Performance Management 4

2.2 The EFQM Excellence Model 7

2.2.1 The Fundamental Concepts of Excellence 7

2.2.2 The EFQM Model 8

2.2.3 The RADAR Logic 11

2.3 Self-assessment validation approaches 15

2.3.1 The self-analysis matrix as the selected validation approach 15

2.3.2 The workshop as the selected validation approach 16

2.4 Type of Analysis 17

2.5 Treatment of data, evidence and identification of trends 17

3 Results 18

3.1 Weighting of EFQM criteria 19

SAR 2014 II

Contents Page

3.2 Analysis and representation of the EFQM scoring results 20

3.3 EFQM self-analysis matrix responses and score 23

3.4 Synopsis of EFQM Results 25

3.5 Limitations of the self-assessment process and future recommendations (reflective practice) 30

3.6 Conclusion 31

Appendix 1 Education industry research and key trends (Ofqual Report and SQA Accreditation Annual Review) 32

AI Ofqual Statistical Release - Annual Qualifications Market Report England, Wales and Northern Ireland 32

BI SQA Accreditation Annual Review 54

Appendix 2 1st4sport performance statistics 62

Appendix 3 Strategic direction achievement rates 69

Appendix 4 Self evaluation - Statutory compliance outcomes 80

Appendix 5 Benchmarking 96

Appendix 6 Stakeholder satisfaction levels 99

Appendix 7 Learner satisfaction levels 120

Appendix 8 1st4sport employee satisfaction levels 122

Appendix 9 External verifier satisfaction levels on training provision 127

Appendix 10 Qualification specific performance statistics 129

SAR 2014 - Executive Summary I

I Self-assessment Report - Executive Summary Rationale 1st4sport Qualifications is an awarding organisation recognised and regulated in England by the Office of Qualifications and Examinations Regulation (Ofqual), who also regulate vocational qualifications in Northern Ireland. 1st4sport are further regulated in Wales by The Welsh Government and in Scotland by the Scottish Qualifications Authority (SQA). We specialise in offering vocational and occupational qualifications to service the sport, physical activity and active leisure industry. We work in partnership with a variety of organisations including Governing Bodies of Sport (GBS) and other organisations in the development of our qualifications. To ensure the continuous development and maintenance of our awarding function within a culture of excellence, we have established The 1st4sport Total Quality Management Approach. This approach is based upon the systematic deployment of the European Foundation for Quality Management (EFQM) Excellence Model (2012), which involves implementation of the EFQM criteria set as our quality standards. To facilitate effective implementation of the approach, the quality standards are integrated within our strategic planning and common process framework, providing our organisation with a sustainable advantage in sectors in which we operate. This is achieved through effective performance management, which enables us to ensure our compliance and organisational performance levels are monitored, managed and improved across all operations. Self-assessment, as the integral component of performance management is the effective technique, which contributes to systematic continuous improvement and indicates the current level of our performance. The self-assessment process and methodology Our quality standards are established in line with the revised EFQM model (figure I). To ensure consistent, valid and relevant performance results, which relate directly to the implementation of the quality standards, the EFQM model is also used to undertake self-assessment, ensuring it fits our corporate culture, needs and encourages organisational learning. The conduct of the self-assessment is based on:

The Fundamental Concepts of Excellence

The EFQM Excellence Model

RADAR logic. Our performance is evaluated and outcomes validated via the RADAR assessment and management tool, and the self-analysis matrix. This combination of approaches enables the triangulation and accuracy of outcomes. A number of quantitative and qualitative data collection tools are used to facilitate valid and reliable performance outcomes. Outcomes are published in the self-assessment report annually on completion of the self-assessment process and made available to all stakeholders. The structure of the self- assessment report is based on the EFQM model, which facilitates an integrated approach to striving for organisational excellence. Strengths, areas for improvements and the resultant improvement plan, in line with the EFQM model, conclude the report.

SAR 2014 - Executive Summary II

Information systems enhancements have resulted in large amounts of data being generated every year, which contributes to the evaluation of our performance. Over the last few years a significant investment has been made in developing an effective technology portfolio in support of our awarding operation which enables effective auditing and the production of valid statistical data. The increased validity of results has enabled more accurate conclusions to be drawn. However, in some cases data is considered to represent individuals’ perceptions that may vary and deviate from the pragmatic state. At other times data provides only an indication of an outcome rather than an indisputable fact. In light of the above, we have been careful in making conclusions and identifying trends, ensuring that such have only been reached after careful consideration of all the factors which impact, to avoid misinterpretations and misuse of the data.

Figure I. The EFQM Excellence Model (2012)

SAR 2014 - Executive Summary III

Key Outcomes

One of the most critical areas of our self-assessment is the review and comparison of our performance with the industry trends, essential in establishing our planning and actions which impact on our competitive position. A review of the information presented in the regulators’ annual reports was undertaken to support this aim. The Ofqual Annual Qualifications Market Report 2013/2014 (published October, 2015) was used to obtain an overview of the market trends for regulated qualifications in England. Similarly, the SQA Accreditation Annual Review for 2014/2015 (published June, 2015) was used to obtain an overview of the qualification market size and trends in Scotland. Outcomes of the comparisons of industry benchmarks contributed into the identification of strengths and areas for improvement. Key outcomes are summarised in Table I.

Summary of Key Outcomes in 2014

The industry trends (supply and demand in England)

Participation by 16 to 18 year-olds in total education and training increased to 86% and in full-time education it increased to 72%, reaching (highest level since 1994), due to the raising of the ‘participation age’ as required by the Education and Skills Act 2008.

With the exception of the health, public services and care sector and the social sciences sector all remaining 13 sector subject areas recorded a decrease in learner achievements in ‘other’ qualifications.

The preparation for life and work sector remained the largest in terms of number of achievements in ‘other’ qualifications (2.6 million), however achievements decreased by 13%.

The health, public services and care sector is now the second largest in terms achievements in ‘other’ qualifications (over 1 million), following a large increase of 15%.

Level 2 qualification achievements account for 44% of all achievements in qualifications other than GCSE and A level.

The number of total achievements (‘other’ qualifications, GCSE and A/AS level) decreased by 10% (from 17.9 to 16 million).

The number of achievements in ‘other’ qualifications decreased by 7% (from 9.2 to 8.5 million) mainly due to the new SFA funding rules.

The number of achievements in QCF qualifications decreased by 6% (from 6.2 to 5.8 million).

The number of achievements in functional skills increased by 18% (from 865,000 to just over 1 million).

QCF remains the largest type of qualifications in terms of achievements followed by functional skills.

Nearly 13,000 qualifications had at least one achievement recorded, representing 53% of available qualifications.

The number of available qualifications increased by 6% (from 23,642 to almost 24,965).

The largest increase (16%) is seen in the number of available regulated qualifications designed for the QCF (from 16,770 to 19,474).

The number of available regulated functional skills qualifications increased by 3% (from 232 to 240) and ESOL by 3% (from 193 to 198).

The total number of Ofqual recognised awarding organisations decreased to 166 from 176 the previous year.

The qualifications market remains highly concentrated; 20 awarding organisations account for over 90% of all achievements.

The industry trends (supply and demand in Scotland)

Registrations for SVQ qualifications in 2013/14 showed a decrease of 4% and certifications an increase of 3%.

At the end of the operational year 2014–15, there were 40 SQA Accreditation approved awarding bodies.

The number of available accredited qualifications of the three qualification types was 1,023 (7% increase in ‘other’ qualifications).

Due to low or zero demand 43 accredited SVQs were withdrawn. In some instances, SVQs were replaced with alternative accredited competence-based qualifications; this been driven by Modern Apprenticeship Frameworks where the SVQ has not been successful.

The largest number of available accredited qualifications are at SVQ levels 2 and 3 resultant of them being a mandatory qualification in Modern Apprenticeships. Of level 2 and 3 SVQs, 74% and 84% are present in Modern Apprenticeships respectively. Currently, 27 SVQ 4 qualifications and 7 SVQ 5 qualifications are part of Apprenticeship frameworks.

SAR 2014 - Executive Summary IV


Our awarding status and compliance levels

Ofqual awarding organisation status was maintained (including QCF accreditation and NQF Functional Skills status).

Welsh Government awarding organisation status was maintained.

SQA awarding body approval status has been maintained for our SVQ qualifications and audit outcomes were very positive. Of the 18 awarding bodies that were audited 1st4sport was amongst the 3 awarding bodies with the least number of issues (1) and amongst the 6 awarding bodies with the least number of recommendations (2).

Self-evaluation outcomes, as a result of our continuous monitoring of our compliance with regulations were satisfactory and improved in areas where refinement activities have been previously established. Additional systems/approaches were developed to generate evidence of compliance in certain areas.

Our market share

We are ranked on the 25th position (from 24th last year) amongst 166 recognised awarding organisations who recorded achievements in 2013/14 academic year in the market for all regulated qualifications across 15 sectors.

We still remain the third largest awarding organisation in terms of achievements in sector 08 - Leisure, Travel and Tourism (475,000 recorded achievements in the sector), amongst 47 recognised awarding organisations operating in this sector.

We now operate across 5 sectors - we expanded our provision to sector 03 - Agriculture, horticulture and animal care with our suite of horse racing qualifications.

The 1st4sport Level 1 Award in Coaching Football (QCF) is listed in the top 50 largest qualifications in terms of achievements (with 23,360 achievements) across all regulated qualifications (46th position).

Supply of our qualifications (plan of provision)

The portfolio of our qualifications continues to grow; 35 new qualifications were developed and accredited in 2014 ensuring the provision of our qualifications meets and exceeds end-users expectations.

In 2014 we offered 277 qualifications in 33 sports, 122 qualifications being coaching qualifications. It should be noted that the life of some of these qualifications ended during 2014; pathways, disciplines and add-on modules are counted as separate qualifications.

Of the 277 qualifications only 185 recorded learner achievements. Some of these qualifications without certificates have only become available during 2013 or were due to expire, and for others the length of course for completion may take 2 or 3 years.

Our provision has been developed strategically and implemented methodically showing a continuous growth over the last few years. High levels of achievement (100%) of the implementation of our annual plan of provision were maintained this year.

Demand for our qualifications

There has been an increase of 10% in the number of new organisations applying to become a 1st4sport recognised centre (from 84 to 92). This was accompanied by a significant increase of 42% in the number of new qualification approvals (from 330 to 469). These upward trends are primarily affected by the development of our horse racing qualification suite.

The total number of events (5,300) authorised to be delivered by 1st4sport recognised centres remains high.

There has been a decrease of 7% in learner registrations (from 73,438 to 65,866) and a decrease of 10% in learner certifications (from 61,510 to 57,198).

The number of learners with multiple 1st4sport qualifications continues to grow; 60,239 of our learners obtained more than one of our qualifications up until 2014. The largest number of 1st4sport Qualifications obtained by a single learner is 13.

Our score against the EFQM model

Evaluation against the nine criteria (and 32 sub criteria) of the EFQM model shows a slight decrease in the total score achieved, (687 from 692 out of 1,000). Our implementation levels appear to be satisfactory, although further improvements are required. The highest score was attained in the business results and the lowest score in the people criteria.

SAR 2014 - Executive Summary V


Our strategic direction achievement

Our performance was sustained across the majority of results despite a few decreases indicated in specific areas. Extensive use of performance indicators confirmed an overall positive strategic achievement rate at 80% against our strategic and operational targets.

Our partnerships and support systems

Existing technical development partnerships were effectively maintained and new ones established, facilitating our sustainability and expansion in new markets; 80% of our qualifications are developed in partnership with governing bodies of sport and in consultation with other organisations.

Innovative IT technology portfolio continues to be explored, successfully designed and improved to support our awarding function, and have shown increased use by our recognised centres.

Our corporate values and culture of excellence implementation

99% of our stakeholder responses confirm that we operate in a fair and equitable manner, and we deliver professional services.

96% of our stakeholder responses confirm that we promote teamwork.

93% of our stakeholder responses we are open to learn and 97% of our stakeholders believe that we preserve a personal touch.

96% of stakeholder responses feel that we try to maintain a sense of humour and have fun.

Satisfaction levels of our stakeholders (recognised

centres, learners, partners, external verifiers, 1st4sport employees)

94% of stakeholder responses confirm that we improve each year in meeting needs/expectations and provide value-added service.

99% of stakeholder responses confirm that we provide qualifications that are of value to each learner's career/role and therefore contribute to society.

99% of stakeholder responses confirm that we develop, deliver and award qualifications that meet the needs of end users (learners, centres, employers).

98% of learner responses confirm that each qualification adds value to their career/role pathway.

Employees are generally satisfied with their current job at 1st4sport; most common areas of dissatisfaction are the limited career progression opportunities, employees’ involvement in relevant areas and empowerment to implement improvements/take initiatives, underdeveloped organisational culture and the quality of buildings/facilities which requires improvement.

Our external verification levels

Feedback received from centres on external verification activity continues to be positive.

Improved structure of the verification teams, full implementation of the CEV role and process optimisation supported by our IT systems (Athena), has led to improvements in this area.

Achievement rate of the verification target (courses/cohorts being verified at a ratio of 1:6/1:75) remains high (72%).

Our management of incidents

1

The number of incidents that have been managed in 2014 was the largest (76) in the last 7 years. Our designated trained staff and the optimisation of our incident and investigation management processes, supported by adequate web-based audit mechanisms, ensured all incidents were effectively and promptly managed to mitigate any potential risk and maintained compliance.

Table I. Key Performance Outcomes

1 Incident types include a sanction against a centre reported by an EV, learner appeal against the outcomes of their assessment by their centre, learner complaint against their centre, suspected

learner misconduct, suspected non-compliance by a centre, suspected child or vulnerable adult safeguarding issue by a centre, customer service complaint to 1st4sport from a centre, customer service complaint to 1st4sport from a learner, suspected non-compliance by 1st4sport, suspected child or vulnerable adult safeguarding issue by 1st4sport, centre appeal against a 1st4sport procedural decision or learner appeal against a 1st4sport procedural decision.

SAR 2014 - Executive Summary VI

Conclusion

External drivers and industry trends influence awarding organisations’ future sustainability. Self-assessment has therefore become more imperative to provide an insight of our business performance. Overall, our trends in 2014 followed the decreasing trends in demand which are evident in the qualifications market after many years of continuous increase, partly due to the changes in the funding for specific qualifications. Despite the increased competition, decreased demand and the continuously evolving regulatory expectations we have successfully maintained our competitive positioning and our awarding status with regulators. Key partnerships, strategic developments, increased stakeholder satisfaction, innovation and process effectiveness were the main factors for this.

As a result of the self-assessment process several strengths and areas for improvement were identified in our effort to achieve our business aims and continuous development. The identification of areas for improvement has led to the development of an improvement plan following the EFQM structure. The delay in the publication of the Ofqual Annual Qualifications Market Report (October 2015) to enable a comparison of our performance against other organisations within the market has considerably affected our ability to implement our improvement plan schedule. As a result, the final version of the self-assessment report was not published until November 2015; allowing only three months for it to be implemented during the calendar year. Therefore, a two-year implementation timetable has been set for the achievement of our improvement plan. Our improvement plan aims to ensure we are able to:

Continue to increase our leaders’ and employees knowledge related to the EFQM criteria/quality standards to promote the culture of excellence.

Adopt the Lean Leadership/Six Sigma approach and initiate practical problem solving sessions to drive organisational improvement. Revise the 1st4sport organisational structure ensuring employees roles and plans are aligned to the business direction and team’s

competencies increase performance levels. Set clear and specific strategic objectives and targets to enable innovation and creativity. Review the 1st4sport strategy to ensure targets

include expansion to areas/qualifications which secure demand and are aligned to the organisational structure. Review areas of employee dissatisfaction and conduct of employee needs-analysis related on their role, with the ambition of creating an

inspirational/creative working environment and improved organisational culture. Conduct a detailed evaluation of our technology portfolio and identify future needs; reduce customer dissatisfaction and operational

deficiencies in relation to the use of two different awarding systems by integrating the functions of Athena and Parnassus.

Our leadership and total quality management approaches and supporting interrelated systems have enabled us to sustain positive business results and maintain our awarding function via the implementation of our quality standards and a systematic strategic planning process which facilitates continuous improvements. Regardless of the limitations and given the availability of resources, the self-assessment has been a critical process in evaluating our performance and provided an insight into the levels of quality. It is therefore crucial that the outcomes of the self-assessment are communicated and improvement plan actions implemented. It is anticipated that maintenance of our strengths and the deployment of the improvement plan will enable us to sustain a competitive advantage and continue to work towards excellence in this challenging climate.

Katerina Doutsiou – Head of Business Excellence

SAR 2014 Page 1 of 153

1 Introduction 1.1 Overview 1st4sport Qualifications is an awarding organisation recognised and regulated in England by the Office of Qualifications and Examinations Regulation (Ofqual), who also regulate vocational qualifications in Northern Ireland. 1st4sport are further regulated in Wales by the Welsh Government and in Scotland by the Scottish Qualifications Authority (SQA). We specialise in offering vocational and occupational qualifications to service the sport, physical activity and active leisure industry. We work in partnership with a variety of organisations, including Governing Bodies of Sport (GBS) and other organisations, to award qualifications across the following areas:

coaching

leadership

spectator safety

leisure operations and management

education, training and functional skills

sports volunteering

first aid and injury management

horse racing

physical education and school sport

using sport to tackle youth crime

employee rights and responsibilities

exercise and fitness

multi-skills development

the outdoors

sports performance

sport officiating 1st4sport Qualifications is a brand of Coachwise Ltd, the trading arm of the National Coaching Foundation (known as sports coach UK), the UK-registered charity leading the development of coaches and the coaching system in the UK. Any proceeds go directly back to sports coach UK, to help them develop and advance sport in the UK. To ensure the continuous development and maintenance of our awarding function within a culture of excellence, we have established The 1st4sport Total Quality Management Approach. This approach is based upon the systematic deployment of the European Foundation for Quality Management (EFQM) Excellence Model (2012), which involves implementation of the EFQM criteria set as our quality standards. To facilitate effective implementation of the approach, the quality standards are integrated within our strategic planning and common process framework, providing our organisation with a sustainable advantage in sectors in which we operate. This is achieved through effective performance management, which enables us to ensure our compliance and organisational performance levels are monitored, managed and improved across all operations.

1st4sport Qualifications Mission Statement

To provide the active leisure and learning industry with a quality-assured and cost-effective qualification awarding service.


1.2 Self-assessment Self-assessment, as the integral component of performance management is the effective technique, which contributes to systematic continuous improvement and indicates the current level of our performance. In addition to the EFQM model’s deployment as our quality management model, we also use it to conduct self-assessment, on which evaluation and diagnostics are based, with further deployment to enhance our overall performance. Our self assessment includes a rigorous self-evaluation of our performance against the regulations to determine compliance levels, also using the principles of the model. The fundamental purpose of the self-assessment is to support quality improvement and measure progress against our journey to excellence. Systematic application of the EFQM model contributes significantly towards our aspiration to become Recognised for Excellence and ultimately achieving the EFQM Excellence Award. Self-assessment provides vital information in relation to the progress made, strengths and weaknesses and the simultaneous identification of causes and areas for improvement. The process itself increases organisational learning, staff awareness and establishes the basis for appropriate decision–making. To this end, self-assessment as an effective performance management technique enables us to:

maintain and manage our awarding function in line with our quality standards

measure our process effectiveness and business performance (financial and non-financial)

provide the regulatory authorities with relevant information on an operational and compliance level

obtain feedback to establish stakeholder satisfaction levels

conduct benchmarking and make relative comparisons

develop quality-oriented processes

seek opportunities in achieving improvement and leading the improvement process

implement a regular strategic and planning process to enable continuous improvement and increase the overall performance and quality level.


1.3 The Self-assessment Process

The process of self-assessment is continuous in order to obtain improved results on an annual basis and sustainability over the years. It is considered as a holistic perspective, which delivers greater results and full potential. To support this, self-assessment is undertaken in line with a defined process to ensure the effectiveness and validity of results, as indicated in the process diagram.

The self-assessment process

Diagram 1.1 Self-assessment process 1.4 The Self-assessment Report

A number of quantitative and qualitative data collection tools are used to facilitate valid and reliable performance outcomes. Our performance is then evaluated and outcomes validated via the RADAR assessment and management tool, and the self-analysis matrix. The combination of approaches enables the triangulation and accuracy of outcomes and ensures that self-assessment is conducted against the breadth of our quality standards on a holistic and integrated perspective. Outcomes are published in the self-assessment report annually on completion of the self-assessment process and made available to all stakeholders. The structure of the self- assessment report is based on the EFQM model, which facilitates an integrated approach to striving for organisational excellence. Strengths, areas for improvements and the resultant improvement plan, in line with the EFQM model, conclude the report.

Organise representation of

performance results

Quality Manager

Evaluate and assess

performance against EFQM

criteria

Quality Manager

Establish and communicate plan

for self-assessment

Quality Manager

Produce annual self-assessment report using the

established structure

Quality Manager

Forward self-assessment report

to Senior Management Team

for feedback

Quality Manager

Data generated

Review feedback and amend report (where required)

Quality Manager

Performance results organised

Publish self-assessment report

Quality Manager

Self-assessment undertaken, outcomes published

Report produced

Feedback obtained

Feedback reviewed

Liaise with relevant personnel for the collation of

performance measurement data

Quality Manager

Plan produced and

communicated Data collected

Evaluation and assessment conducted


2 Methodology

2.1 Performance Management

To generate valid data and understand the cause and effect relationship of the results appropriate performance measurement mechanisms are systematically utilised in the methodical evaluation and management of our performance. Performance measurement as an established process enables the identification of trends and a thorough analysis of our achievements and deficiencies. Implementation of our performance measurement process is shown in diagram 2.1.

The Performance Measurement Process

Diagram 2.1 Performance measurement process Our integrated performance measurement tools serve to maintain and increase the level of quality, leading to effective decision-making and future strategic planning. Upon successful implementation of our measurement tools and process performance, data and results are generated and utilised to conduct self-assessment, in line with the EFQM model.

Audit and evaluate regulatory compliance

Head of QualityManagement

Audit and evaluate plan of provision

achievement

Head of QualificationDevelopment

Audit and evaluate strategic

achievement

Quality Manager

Audit and evaluate partnership and

consultancy effectiveness

Head of QualificationDevelopment

Audit and evaluate improvement plan

achievement

Quality Manager

Audit and evaluate against industry

benchmarks

Head of QualityManagement

Audit and evaluate stakeholder satisfaction

Quality Manager

Audit and evaluate qualification demand and

awarding performance

Quality Manager

System ready for

implementation

Data generated


In evaluating our current management practices and for the conduct of self-assessment a number of approaches data collection methods and tools (table 2.1) were utilised to obtain valid and reliable outcomes.

Performance measurement tools and representation of outcomes

Tools Outcomes Data collection method/source Data classification Type of analysis Representation

Regulatory reports Education industry trends Ofqual report and SQA review Quantitative feedback Descriptive statistics chart/table

1st4sport key performance statistics

Trends in CR/QAP statuses

Athena Quantitative feedback Comparisons of descriptive statistics

chart

Trends in accredited qualifications

Athena, Parnassus Quantitative feedback Comparisons of descriptive statistics

chart

Trends in course authorisations

Parnassus Quantitative feedback Comparisons of descriptive statistics

chart

Trends in learner registrations


chart

Trends in learner certifications


chart

Trends in learner participation by gender


chart

Trends in learner participation by age


chart

Trends in learner participation by ethnicity


chart

Disability types in learner participation


chart

Trends in access arrangement requests

Athena Quantitative feedback Comparisons of descriptive statistics

chart

Trends in incidents Athena Quantitative feedback Comparisons of descriptive statistics

chart

Strategic direction analysis

Achievement rate Athena, Parnassus, Formic, Maginus

Quantitative feedback Descriptive statistics chart/table

Self-evaluation against regulations

Compliance with regulations

Regulatory requirements Quantitative feedback RADAR table


Tools Outcomes Data collection method/source Data classification Type of analysis Representation

Benchmarking Comparison of best practice/performance metrics

FAB scheme Qualitative feedback Descriptive statistics table

Stakeholder satisfaction survey

Stakeholder satisfaction levels Formic Quantitative feedback Descriptive statistics chart

Formic Qualitative feedback General inductive analysis(Patton,1990)

table

Learner evaluation form Learner satisfaction levels Formic, Cognos Quantitative feedback Descriptive statistics chart

Employee satisfaction questionnaire

Employee satisfaction levels Survey Quantitative feedback Descriptive statistics chart

Qualitative feedback Deductive Analysis table

Feedback forum form EV satisfaction levels on CPD Formic Quantitative feedback Descriptive statistics chart/table

Qualification specific performance statistics

Variance in qualification demand Parnassus Quantitative feedback Descriptive statistics chart

Analysis of enquiries Athena Quantitative feedback Descriptive statistics chart

Analysis of incidents Athena Quantitative feedback Descriptive statistics chart

Analysis of actions and recognised centre risk profile

Athena Quantitative feedback Descriptive statistics chart/table

Analysis of access arrangements

Athena Quantitative feedback Descriptive statistics chart

Table 2.1 Performance measurement tools and representation of outcomes

In the collection, processing and analysis of the above set of data a number of IT systems and software are used as shown below:

Athena – the 1st4sport Quality Assurance System

Parnassus - the 1st4sport Awarding Service System

Cognos – Reporting Software

Maginus – Stock, Sale and Management Software

Formic – Survey Design and Deployment Software.


2.2 The EFQM Excellence Model

Amongst the numerous management tools and techniques commonly used by organisations, the EFQM Excellence Model was selected as the most appropriate model, due its ability to provide a holistic view of the organisation. The model is therefore used as a quality management model, representing an overarching framework based on our needs and awarding function for developing sustainable excellence, but also as a self-assessment tool. The great benefit that can be obtained from the effective use of the model, which leads to sustainable success, is based on the three integrated components:

The Fundamental Concepts of Excellence

The EFQM Excellence Model

RADAR logic

Use of these three integrated components enables organisations of all sizes and from all sectors to compare themselves with the attributes, qualities and achievements of sustainable organisations and also ensures that management practices form a coherent system that is continually improved and delivers the intended strategy for the organisation. 2.2.1 The Fundamental Concepts of Excellence

The Fundamental Concepts of Excellence are the underlying principles and form the essential foundation for sustainable excellence. Used as the basis to describe the attributes of an excellent organisational culture they also serve as a common language for senior management.

Figure 1.1 The Fundamental Concepts of Excellence


2.2.2 The EFQM Model The EFQM model indicates the areas an organisation should focus on in order to improve performance and competitive positioning. The model represents a holistic view of quality concepts, which are required to be developed and linked to our processes to accomplish positive results. The model consists of nine assessment criteria and 32 sub-criteria, which comprise our quality standards. The dynamic nature of the model and a brief explanation of what the nine criteria represent within our organisation are shown in figure 2.2 and table 2.2.

Figure 2.2 The EFQM Excellence Model (2012) Our decision to implement the EFQM and the quality standards was based upon its capacity to enhance performance and to provide consistent, valid and relevant performance results. Execution of the EFQM as a self assessment model:

promotes sharing and dissemination of information on successfully deployed strategies and derived benefits

facilitates in achieving quality improvements and can be used for benchmarking activity against other awarding bodies

stimulates systematic self-assessment against the designed criteria and the market industry

promotes consensus of our strengths and areas for improvement

enables measurement of our progress, key developments and respective growth.


EFQM enablers criteria and sub-criteria (1st4sport quality standards)

1 Leadership (how are our leaders/senior managers lead to develop a better organisation)

1a Leaders develop the mission, vision, values, and ethics and act as role models

1b Leaders define, monitor, review and drive the improvement of the organisation’s management system and performance

1c Leaders engage with customers, partners and representatives of society

1d Leaders reinforce a culture of excellence with the organisation’s people

1e Leaders ensure that the organisation is flexible and manages change effectively

2 Strategy (where the organisation is going and how it will get there)

2a Strategy is based on understanding the needs and expectations both stakeholders and the external environment ecological sustainability

2b Strategy is based on understanding internal performance and capabilities

2c Strategy and supporting policies are developed, reviewed and updated to ensure economic, societal and ecological sustainability

2d Strategy and supporting policies are communicated and deployed through plans, processes and objectives

3 People (how we manage our employees)

3a Peoples’ plans support the organisations strategy

3b Peoples’ knowledge and capabilities are developed

3c People are aligned, involved and empowered

3d People communicate effectively throughout the organisation

3e People are rewarded, recognised and cared for

4 Partnerships and Resources (how we make best use of what we have or need)

4a Partners and suppliers are managed for sustainable benefit

4b Finances are managed to secure sustained success

4c Buildings, equipment, materials and natural resources are managed in a sustainable way

4d Technology is managed to support the delivery of strategy

4e Information and knowledge are managed to support effective decision making and to build the organisational capability

5 Processes, Products and Services (how we manage and improve what we do, how we ensure customer focus before and after our product/service delivery

5a Processes are designed and managed to optimise stakeholder value

5b Products and services are developed to create optimum value for customers

5c Products and services are effectively promoted and marketed

5d Products and services are produced, delivered and managed

5e Customer relationships are managed and enhanced

SAR 2014 Page 10 of 153

EFQM results criteria and sub-criteria (1st4sport quality standards)

6 Customer Results (are our customers satisfied and want to continue to do business with us)

6a Perceptions

6b Performance Indicators

7 People Results (are our employees satisfied)

7a Perceptions


8 Society Results (how do we ensure compliance with regulations and contribute to the society; what do they think of us)

8a Perceptions


9 Business results (are we achieving as much as we could to ensure our sustainability)

9a Business Outcomes

9b Business Performance Indicators

Table 2.2 EFQM criteria and sub-criteria (1st4sport quality standards) The nine structured assessment criteria enable the analysis of the cause and effect relationship between what the organisation does and the results to be achieved. As shown in table 2.1 five of these criteria act as 'Enablers' and four as 'Results'. The 'Enabler' criteria cover what we do as an organisation and the way we do it whilst the 'Results' criteria cover what we should be working towards to achieve. Each of the nine criteria has a definition, which describes what each criterion involves. To develop the high level meaning further, each criterion is supported by sub-criteria. The RADAR tool facilitates the assessment and scoring of the level of each sub-criterion. Therefore, to ensure that benefits are obtained from the effective application of the model, the components of the fundamental concepts of excellence and the RADAR logic were utilised across the 32 sub-criteria to conduct self-assessment, ensuring a multidimensional approach.

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2.2.3 The RADAR logic The third component, the RADAR logic as shown in Figure 2.3, is a dynamic assessment framework and powerful management tool, which provides the backbone to support an organisation. Due to the particular design and structure, it enables the identification of strengths and areas for improvement, using a structured and logical approach to assess the organisational performance. The RADAR supports the scoring mechanism behind the EFQM Excellence Award and other recognition/assessment schemes, and can help to lead change and manage improvement projects.

Figure 2.3 The RADAR logic Most importantly, the RADAR is an integral tool of the EFQM model which was used to assess and manage performance and indicate our level of excellence against the nine criteria and 32 sub-criteria of the model. RADAR ensures that diagnosis is based on an objective and analytical approach to determine the relative progress made each year.

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Using the evidence generated from the breadth of our established performance measurement tools the RADAR scale was applied to assess each approach, which reflects the overall score. This in turn, makes the identification of strengths and required improvements required easier. In addition, it allows comparisons on our performance over the years, as well as on results achieved by other organisations regardless of the type of activity or sector who implement the EFQM model. The RADAR tool has been implemented for the last five consecutive years in the conduct of the self-assessment, however as the EFQM model was revised in 2010 and again in 2012, the updated RADAR scoring matrix and weighting criteria have slightly changed, therefore results are treated with caution when making comparisons. The RADAR logic comprises of the following four elements; Results, Approach, Deployment, Assessment and Refinement. In using the RADAR logic we reviewed whether we:

Determine the Results we aim for as part of our strategy (scope/integrity/segmentation/trends/targets/comparisons/causes)

Plan and develop integrated set of sound Approaches (arrangements, processes, etc.) to deliver the required results

Deploy our approaches in a structured way to ensure implementation

Assess and Refine our deployed approaches based on monitoring and analysis of the results achieved and ongoing learning activities. These elements represent our quality indicators used for the identification of performance levels and subsequent improvement plan. The use of the RADAR approach and related quality indicators determine the score, which reflects the level of performance and quality levels, achieved. The score contributes to the decision-making of the relevant actions, which form an improvement plan for each year. The application of RADAR enables an evaluation of performance levels across different operational areas to be conducted and provides justification for the outcomes. However, as with every method RADAR entails some limitations. The RADAR does not evidently reflect the causal relationship interpretation between the methods used and the results obtained. It requires thorough analysis and multidimensional feedback via the conduct of workshops and related consensus meetings to validate the outcomes. There is a high risk of subjectivity when this method is used by a single individual or assessor and validity of score could be questioned. To ensure that the assessor’s subjectivity is limited a consensus meeting was conducted following sufficient training, which served to increase the effort of our journey to excellence by expanding the methods applied and validating the outcomes thoroughly.

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A representation of the way the RADAR logic and principles were applied is summarised in the RADAR scoring matrix. The score evidence sourced from the performance measurement tools was assessed in line with the RADAR scoring matrix to identify our current performance level against each sub criterion. Structured diagnosis and methodical assessment of available evidence was conducted using a scoring scale of 0% - 100%. The scores resulting from the assessment of the nine elements (five Enabler criteria and four Results criteria) were added together to make up the overall score for the specific year.

The RADAR tool for Enablers

Approach Guidance Unable to demonstrate

Limited ability to demonstrate

Able to demonstrate

Fully able to demonstrate

Recognised as Global Role Model

Sound The approaches have a clear rationale, based on the relevant stakeholder needs, and are process based.

Integrated The approaches support strategy and are linked to other approaches as appropriate.

Deployment

Implemented The approaches are implemented in relevant areas, in a timely manner.

Structured The execution is structured and enables flexibility and organisational agility.

Assessment and Refinement

Measurement The effectiveness and efficiency of the approaches and their deployment are appropriately measured.

Learning & Creativity

Learning and creativity is used to generate opportunities for improvement or innovation.

Improvement & Innovation

Outputs from measurement, learning and creativity are used to evaluate, prioritise and implement improvements and innovations.

Scale 0% 25% 50% 75% 100%

Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

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The RADAR tool for Results

Relevance & Usability

Guidance Unable to demonstrate

Limited ability to demonstrate

Able to demonstrate

Fully able to demonstrate

Recognised as Global Role Model

Scope & Relevance

A coherent set of results, including key results, are identified that demonstrate the performance of the organisation in terms of its strategy, objectives and the needs and expectations of the relevant stakeholders.

Integrity Results are timely, reliable and accurate.

Segmentation Results are properly segmented to provide meaningful insights.

Performance

Trends Positive trends or sustained good performance over at least 3 years.

Targets Relevant targets are set and consistently achieved for the key results, in line with the strategic goals.

Comparisons Relevant external comparisons are made and are favourable for the key results, in line with the strategic goals.

Confidence There is confidence that performance levels will be sustained into the future, based on established cause & effect relationships.

Scale 0% 25% 50% 75% 100%

Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

Regardless of the limitations, RADAR was used to enhance the integration between the implementation of the model/quality standards and reporting of the performance levels via self-assessment. Primarily, we strive to increase the effort on our journey to excellence by expanding the methods applied and validating the outcomes thoroughly to ensure a coherent system is continually improved and delivers the intended strategy.

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2.3 Self-assessment validation approaches

A number of approaches are available for the conduct of self-assessment or can be used to support and triangulate the RADAR outcomes. However, there is no distinguished approach, each delivers different benefits and requires alternative resources. Approaches are recognised as successful when they suit the corporate culture and used to foster participation.

In assessing our performance against the EFQM criteria the self-analysis matrix and workshop were identified as the most appropriate self-assessment approaches. Critical factors with regards to the potential success of each approach to self-assessment via the EFQM model were considered prior to any decision-making. This was primarily based on the resource availability/requirements and the accuracy of the self-assessment approach. Evaluation of these factors can assist the identification of the deliverables of each approach. Key factors that have affected the benefits and/or limitations of the approach were analysed and identified as below:

limited engagement from senior management team

time restrictions

availability/compatibility of information systems and data

finance and related costs

training of allocated personnel

corporate culture and current quality management/maturity level.

Selected approaches must therefore be adapted to the organisation’s needs and maturity level to meet the specific requirements, within the several boundaries of the conduct of self-assessment.

2.3.1 The self-analysis matrix as the selected validation approach

In using the tailored matrix the RADAR outcomes were triangulated and validated, therefore ensuring an accurate evaluation of our performance levels across different operational areas together with a rationale for the outcomes. The self-analysis matrix was primarily selected due to its transparent and practical features in determining the current level of performance punctually. The matrix is one of the quickest and easiest approaches used by all employees. It represents the practical step for introducing self-assessment and at the same time is the simplest method to administer. It requires minimal training and provides a visual gap analysis to address the strengths and areas for improvement. Furthermore, it is a means of involving everyone in the self-assessment process and supports team discussion.

The matrix approach can be used at any level with linkages to wider target setting, providing a view of our progress. Extensive analysis of the identified approaches against the training, time limitations and the development level supported that the matrix approach is the most advantageous to ensure our corporate facets and culture are appropriately explored.

The self-analysis matrix is a pre-validated evaluation tool, which provides a score towards the EFQM criteria and enables the assessment of the organisation’s relevant areas. The development of the tailored matrix was based on the UK North West Quality Award Model organisational self-analysis matrix. It consists of statements of achievements per criterion, which describe different levels of performance ranging between a number of points on a scale of 1-10, results of which are presented in section 3.3 EFQM self-analysis matrix responses of this report.

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The matrix has been used for the last seven consecutive years with a few changes in the statements to reflect the revised version of the EFQM model in 2012 and to provide an insight on our performance levels and related sustainability. The statements developed by our self-assessment team were adapted to increase respondents’ understanding ensuring they were specific to the awarding function without deviating from the standard matrix concepts, maintaining the validity of the score. The statements were subsequently piloted with respondents to facilitate face validity and with the Quality Management Team for content validity.

Prior to the completion of the matrix, 1st4sport employees received training on the linkage between the matrix and the EFQM model in order to identify the statement, which on their opinion best reflects the current level of our performance. The practical format, transparency and range of statements enabled the respondent to identify quickly and easily the level of the organisation. Resultant of this, an insight into our performance levels were provided, based on an overall score. The matrix score was then compared to the RADAR score.

The statements refer to specific practices and processes which could provide a checklist to identify areas for improvement. Despite the fact that the structural range of statements facilitates the identification of improvement levels, it does not evidently reflect the identification of strengths and areas for improvement. As every organisation and their respective statements are different, it is difficult to make comparisons with the industry average using benchmarks of the scores achieved. Where this approach is to be used in conjunction with the RADAR and the workshop approach, these limitations are significantly reduced. 2.3.2 The workshop as the selected validation approach

Precautions were taken to preserve the validity of the matrix score and limit the risk of subjectivity; hence the workshop was selected as an additional approach to validate the matrix results via the conduct of a consensus meeting to establish the RADAR score. As a developing organisation aiming to apply for the EFQM recognition scheme in the future, we made increased efforts to ensure validity.

The workshop approach consists of five distinct phases of training, data collection, scoring workshop, prioritisation of improvement actions and review of progress. Following the process of data collection and training the self-assessment team conducted the scoring workshop. Subsequently a second scoring workshop took place, where the senior management team reviewed the score to reach a consensus and agree on strengths and areas for improvement required.

The significance of this process lies in active involvement and in the development of team-working environment. This also helps to limit the degree of subjectivity when assessment is conducted by a single assessor. As with every approach, it has risks, such as the requirement for assessors to be trained/qualified or providing unrealistic and un-objective assessment resulting in possibly over-generous and inaccurate scoring. However, there are considerable benefits; the process itself increases organisational awareness, creativity and innovation and enables problem solving based on the opportunity for thorough analysis, discussion and effective communication.

The workshop approach helps to identify gaps and allows the organisation to take preventive and corrective action to redress deficiencies. Most importantly, it enables benchmarks to be established, which could be compared to other organisations that use the RADAR scoring system when self-assessing against the EFQM model. Based on the aforementioned benefits it was decided that the workshop approach will not only become a standard approach for self-assessment, but also an integral part of our effort for continuous improvement and excellence.

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2.4 Type of Analysis As a result of the use of established performance measurement tools quantitative and qualitative data was generated. Analysis of descriptive statistics and inductive thematic analysis were the two main data analysis methods, which were used as appropriate to enable accurate treatment of data and validation of results. a) Descriptive statistics: present the main features of a collection of quantitative data with the aim of summarising a data set. Representation

of descriptive statistics via graphic visuals provided an overview of simple summaries about the sample and the measures hence forming the basis of the quantitative analysis. Due to organisational needs and time constraints descriptive statistics are used as opposed to conducting an analysis on the basis of probability theory. Despite the risk of misrepresenting the original data or failing to see key detail, when describing a large set of observations with a single indicator, descriptive statistics provide a powerful summary that may enable comparisons across measures. This approach is not only broadly used and simple but also meets our objective of analysing and presenting statistics in an efficient and comprehensive way.

b) General inductive analysis: involves a process designed to condense raw qualitative data into categories or themes based on valid inference and interpretation. It is considered as a "bottom up" approach, moving from specific observations to broader generalizations and theories. This means that the patterns, themes, and categories of analysis "emerge out of the data rather than being imposed on them prior to data collection and analysis" (Patton, 1990).

The rationale for using this approach for the analysis of qualitative data was to explore the usage of words/indicators, which resulted from the data collection methods, in an inductive manner and code them into relevant categories to establish a clear link between raw data and key findings. The outcome from the inductive analysis of raw data was the development of key themes/categories into a summative format, which led to the clear identification of strengths and areas for improvement.

2.5 Treatment of data, evidence and identification of trends A number of different sources, data collection methods and performance measurement tools were used to obtain and analyse qualitative and quantitative data, as presented in table 2.2. To enhance the validity, reliability and objectivity of outcomes a number of approaches were used and efforts made to ensure triangulation of the EFQM score and relevant outcomes. Upon completion of the treatment of data and identification of trends, the RADAR method of evaluating performance against the nine criteria and 32 sub-criteria of the EFQM model, which represent our quality standards, was applied and then compared with the score generated from the implementation of the self-analysis matrix. In addition, the workshop approach was also used to reach consensus on the RADAR score and to further increase the validity of outcomes. Despite the proactive approaches adopted throughout the self-assessment and the actions taken to ascertain the validity of results, the data should be treated with caution.

http://en.wikipedia.org/wiki/Data

http://en.wikipedia.org/wiki/Probability

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The combination of methods used ensure triangulation of results and increase the validity of the score, which enabled an accurate evaluation of our performance levels across different operational areas, together with a rationale for the outcomes. Evidence for the evaluation of our performance was only used if it met the following criteria:

valid – to enable relevant and accurate results

current – relating to the past three to five years to enable comparisons and developing trends

verifiable – confirmed by accompanied documentation and statistics

authentic – resulting from valid sources and not being amended/manipulated. In some cases data represents individuals’ perceptions that may vary and deviate from the pragmatic state. At other times the data provides an indicative overview rather than an indisputable fact. The availability of data, based on the time of collection might also affect the validity of results. In light of the above, conclusions and identification of trends have been reached after careful consideration of impacted factors, to avoid misinterpretations and misuse of data. The increased use of IT-based system measurement tools has helped to minimise areas where perceptual data was the only source of evidence. Evidence generated via the deployment of IT-based systems has significantly increased the validity of results and associated conclusions. Despite the fact that the type of collection methods and evidence generated is integrated into our mission, strategy and intended results using a consistent structure, external factors and internal organisational changes in certain areas made comparisons of results and identification of trends difficult. As with every case of data analysis and statistical results conclusions are reached after careful consideration of the cause and effect relationship accompanied by reasoning.

3. Results The purpose of this section is to present results from the established performance measurement and self-assessment tools. As we are a developing organisation that is continuing on the excellence journey, the RADAR assessment tool, in conjunction with the matrix and workshop validation approaches, were used to:

evaluate the implementation of our quality standards

indicate results of our performance for each sub-criterion of the EFQM

reach consensus to determine the final score and our excellence level with regards to the EFQM. The RADAR and self-analysis matrix scores are slightly different, which can be explained easily due to the nature of the two methods; the self-analysis matrix outcomes are based on peoples’ perceptions whilst the RADAR results are based on evaluation of factual evidence across the breadth of our performance measurement data and as a result of our consensus meeting. Despite the fact that the individual and total score might be to some extent different, trends in the scoring between the nine criteria are similar, which confirms the effective validation and triangulation of outcomes resulting from the methods used.

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3.1 Weighting of EFQM Criteria In assessing our performance in line with the EFQM model the RADAR scoring matrix was used to determine the overall score. Based on the dynamic nature of the model different weights are given to each of the nine criteria. These weights were established in 1991 and were revised in 2012 as a result of a wide consultation exercise across Europe. With the exception of Customer results and Business results, whose weighting factor is 15% the remaining seven criteria have an equal weighting factor of 10%. Generally, each sub-criterion is allocated equal weight within that criterion, for example 1a attracts 20% of the points allocated to criterion 1. The two exceptions are criteria part 6a and 7a, which take 75% each whilst criterion part 6b and 7b take 25% of the points allocated for each criterion. The revised criteria and related weighting factors have affected the comparison of results from previous years. The revised scoring system (2012) has been applied to the past years’ results to enable comparison. In doing so, careful consideration of the differentiation of the revised criteria was taken when trying to establish trends as the validity of data is affected.

Figure 3.1 The EFQM Excellence model – revised weighting criteria (2012)

1. Leadership

10%

5. Processes, Products &

Services

10%

9. Business Results

15%

3. People

10%

2. Strategy

10%

4. Partnerships &Resources

10%

7. People Results

10%

6. Customer Results

15%

8. Society Results

10%

Enablers Results

Learning, Creativity and Innovation

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3.2 Analysis and representation of the EFQM scoring results

The detailed score of our performance against the 32 sub-criteria of the EFQM model, which has derived from the evidence collected, analysed and assessed is not presented in this report due to the large amount of information, but is available upon request. The scoring summary against the nine criteria, presented in table 3.1, which shows how the individual scores resulted for each criterion based on the different weighting factors. The score achieved for each element is based on the evaluation of our performance against each sub-criterion, aligned to the relevant attributes, using a scale from 0% to 100%. The sum of each sub-criterion (divided by the number of sub-criteria) shows the score for the specific criterion, which is then multiplied by the relevant weighting factor to obtain the final score achieved on a scale of 0-1000 points. In order to achieve favourable outcomes we implement the EFQM to benefit from the dynamics of the model via the integration of enablers and results. Therefore, analysis and discussion of the outcomes is split into two parts; enablers (the leading indicators) and results (lagging indicators). This relationship shows the overall integration of the nine criteria within the model. The score of each criterion shown in the following pages is not the average of the sub-criteria; it is final criterion total after the weighting factor has been applied.

The integration starts with the development of customer orientation, which is defined in the strategy (criterion 2) and is implemented throughout the organisation via a systematic deployment. Leadership (criterion 1) ensure effective integrated approaches are deployed to work towards this customer orientation. To achieve this, leaders establish valuable partnerships and make sufficient resources (criterion 4) and employees (criterion 3) available. Customer orientation is then supported by the development and implementation of processes (criterion 5).

As presented in the RADAR assessment tool the fundamental elements of enablers and results are evaluated against the respective attributes based on the sufficiency and availability of evidence via the utilisation of numerous methods to obtain sources/data. Where low scores are attained this is usually due to lack of evidence to support the deployment, learning and benchmarking activities across the industry.

The analysis of the self-assessment outcomes and particular structure of the discussion provides a view of the cause and effect linkage between enablers and results. In terms of enablers (criteria 1-5) evaluation of current approaches is undertaken based on the attributes of being sound, integrated, implemented, structured, and subject to measurement to ensure learning and creativity and improvement and innovation.

The term approach is used to describe any procedures, processes, methods, tools, arrangements, etc. that are in place and show how we aim to operate in line with our quality standards, deliver efficiency and achieve the anticipated levels of excellence. Similarly, analysis and discussion of the results (criteria 6-9) is based on the grounds of positive trends, appropriate targets, comparisons, confidence, causes, scope and relevance, integrity and segmentation. According to our Mission our ultimate purpose is ‘to provide the active leisure and learning industry with a quality-assured and cost-effective qualification awarding service’. On this basis, we endeavour to achieve the maximum customer satisfaction levels, to ensure a customer oriented focus. Evaluation outcomes suggest that we have been successful in achieving our mission this year.

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RADAR scoring sheet (2014)

Enablers Criteria 1. Leadership 2. Strategy 3. People 4. Partnerships & Resources

5. Processes, Products & Services

Criterion Number 1 Score 2 Score 3 Score 4 Score 5 Score

Criterion Part 1a 53 2a 72 3a 53 4a 74 5a 74

Criterion Part 1b 73 2b 73 3b 59 4b 64 5b 75

Criterion Part 1c 74 2c 66 3c 44 4c 55 5c 76

Criterion Part 1d 49 2d 63 3d 55 4d 85 5d 74

Criterion Part 1e 52 3e 51 4e 79 5e 76

Sum of Parts 302 274 262 357 375

Divided by the number of criteria ÷ 5 ÷ 4 ÷ 5 ÷ 5 ÷ 5

Score awarded for enablers 60 69 52 71 75

Results Criteria 6. Customer Results 7. People Results 8. Society Results 9. Business Results

Criterion Number 6 Score Factor Final 7 Score Factor Final 8 Score Factor Final 9 Score Factor Final

Criterion Part 6a 77 ×0.75= 58 7a 53 ×0.75= 40 8a 70 ×0.50= 35 9a 79 ×0.50= 39.5

Criterion Part 6b 78 ×0.25= 20 7b 53 ×0.25= 13 8b 71 ×0.50= 35.5 9b 79 ×0.50= 39.5

Score awarded 77 53 71 79

Calculation of Total Points – Final Score

Criteria Score Awarded Weighting Points Awarded

1. Leadership 60 ×1.0 60

2. Strategy 69 ×1.0 69

3. People 52 ×1.0 52

4. Partnerships and Resources 71 ×1.0 71

5. Processes, Products & Services 75 ×1.0 75

6. Customer Results 77 ×1.5 117

7. People Results 53 ×1.0 53

8. Society Results 71 ×1.0 71

9. Business Results 79 ×1.5 119

Total points awarded 687

Table 3.1 RADAR scoring summary for the 32 sub-criteria

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The highest scores identified via the RADAR this year was achieved in Customer results and Business result. This is due to developments made over the past few years and also the higher weighing factors used for these criteria. Evaluation outcomes showed that the lowest score was achieved in People enabler and People results criteria, areas where improvements are required.

Chart 3.1 Representation of the RADAR score per criterion (2014)

In evaluating sustainability of our performance and associated trends it was deemed essential to compare the results with previous years. An increased score is evident only the criterion of Society Results. The score across the majority of the criteria remained the same or slightly decreased. As the criteria and their weighting have been revised the scores achieved in 2009 and 2010 were recalculated using the revised RADAR scoring matrix to enable an indicative comparison.

RADAR score (comparison and recalculation of previous years’ results using the revised weighting – EFQM model 2013 version)

Criteria Score Factor Score (2014) Score (2013) Score (2012) Score (2011) Score (2010) Score (2009)

1. Leadership 60 ×1.0 60 62 60 58 58 55

2. Strategy 69 ×1.0 69 69 69 68 56 51

3. People 52 ×1.0 52 53 42 46 51 51

4. Partnerships and Resources 71 ×1.0 71 73 73 66 61 60

5. Processes, Products & Services 75 ×1.0 75 75 70 76 56 55

6. Customer Results 77 ×1.5 117 119 119 73 96 90

7. People Results 53 ×1.0 53 55 54 54 54 53

8. Society Results 71 ×1.0 71 68 63 60 48 48

9. Business Results 79 ×1.5 119 120 120 76 90 87

Total 687 692 670 652 570 550

Table 3.2 Indicative comparison of the recalculated RADAR scores based on the revised criteria

60 6952

71 75

117

5371

119

020406080

100120140

Leadership Strategy People Partnerships and Resources

Processes, Products & Services

Customer Results

People Results Society Results Business Results

Sco

re

EFQM Criteria

EFQM RADAR score (2014)

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3.3 EFQM self-analysis matrix responses and score

The tailored self-analysis matrix approach has been used for the past seven years and was identified as the quickest and easiest method for our employees to evaluate our organisational performance. Members of the Coachwise Executive Management Team (EMT) (5 respondents of the total 22) also completed the matrix. Raw data and responses per criterion are not presented in this report due to the large amount of information, but are available upon request. Analysis of the responses determined the score for each EFQM criterion.

Chart 3.3 Representation of the self-analysis matrix score per criterion based on the revised weighting factors of the EFQM model

As in the case of the RADAR’s score comparison, careful consideration was taken in recalculating the results between 2009-2010 based on the revised criteria and weighting. The data and associated trends (table 3.3) should be treated in caution, as the recalculated scores provide an indicative comparison. Before the recalculation the totals achieved were slightly higher (506 in 2009 and 513 in 2010).

Self-analysis matrix score (comparison and recalculation of previous years’ results using the revised weighting)

Criteria Score Factor Score (2014) Score (2013) Score (2012) Score (2011) Score (2010) Score (2009)

1. Leadership 5.2 x10 52 58 61 58 50 57

2. Strategy 4.5 x10 45 47 47 51 40 34

3. People 4.9 x10 49 56 51 44 40 41

4. Partnerships and Resources 5.6 x10 56 59 59 58 50 53

5. Processes, Products & Services 6.2 x10 62 68 72 68 60 60

6. Customer Results 6.4 x15 96 99 101 96 90 74

7. People Results 5.5 x10 55 59 52 54 50 53

8. Society Results 6.3 x10 63 64 65 63 50 63

9. Business Results 6.0 x15 90 95 96 99 75 69

Total 568 605 604 591 505 504

Table 3.3 Self-analysis matrix score for 2014 and indicative comparison of the recalculated scores (2009-2014)

52 45 49 56 62

96

55 6390

020406080

100120

Leadership Strategy People Partnerships & Resources


Customer Results

People Results Society Results Business Results

Sco

re

EFQM Criteria

Self-analysis matrix score (2014)

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Chart 3.3 Comparison of scores awarded from the RADAR and the self-analysis matrix per criterion Despite the fact that the individual score against some criteria and the total score might be to some extent different, trends in the scoring between the nine criteria are similar. Differences in the scoring between the RADAR and the matrix were anticipated due to the nature of the evaluation methods; the scoring from the self-analysis matrix uses perceptual data whilst the RADAR results are based on evaluation of factual evidence across the breadth of our performance measurement data and the workshop undertaken.

6069

52

7175

117

53

71

119

5245

4956

62

96

5563

90

0

20

40

60

80

100

120

140

Leadership Strategy People Partnerships and

Resources


Customer Results

People Results

Society Results

Business Results

Sco

re

EFQM Criteria

Comparison of RADAR and Matrix scores (2014)

RADAR score

Matrix score

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3.4 Synopsis of EFQM Results

Results from the evaluation against the implementation of our quality standards and performance levels are presented in this section. On a global scale outcomes were positive, with some upward trends identified and improvements made to performance and provision of service. As a result of the self-assessment process several strengths and areas for improvement were identified. Use of the RADAR assessment tool and self-analysis matrix provided an indication of our performance levels with an emphasis on strategic achievement rate and deployment of quality standards to ensure compliance with regulations. Analysis of the outcomes provided an understanding of the cause and effect relationship between enablers (current 1st4sport arrangements, processes etc.) and results.

The identification of areas for improvement has led to the development of an improvement plan following the EFQM structure. Detailed actions, priority levels and ownership are attached to each action with an implementation target date and required resources to make the implementation easier. This enables teams and individuals to complete each action, managed through the Governance section of Athena. For the purpose of this report only a summary of the Improvement Plan is provided.

Improvement Plan Summary

EFQM Criterion

EFQM Sub Criterion Score scale

Assessment outcome

Strengths Areas for improvement

1. Le

aders

hip

1a. Leaders develop the mission, vision, values, and ethics and act as role models

50% Able to demonstrate

None at this time Leaders to attend best practice in leadership training, to increase awareness on innovative ways on how to act as role models to support the shared leadership culture.

1b. Leaders define, monitor, review and drive the improvement of the organisation's management system and performance

75% Fully able to demonstrate

Development of performance measurement tool (Athena - Governance) to provide a balanced set results, which leaders use for decision making when defining, monitoring, reviewing and driving improvement of the organisation's management system and performance.

Adopt Lean Leadership/Six Sigma approach to drive organisational improvement.

1c. Leaders engage with customers, partners and representatives of society


Established industry network resultant of leaders' active involvement across stakeholders.

None at this time.

1d. Leaders reinforce a culture of excellence with the organisation's people


None at this time Increase EFQM awareness through the deployment of the internal EFQM marketing campaign (business focus and posters).

1e. Leaders ensure that the organisation is flexible and manages change effectively


Web based tool (Athena - Change Management) developed to manage change systematically.

Integrate the web based tool (Athena - Change Management) developed to manage change systematically with other established approaches.

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EFQM Criterion


Assessment outcome

Strengths Areas for improvement 2. S

trate

gy

2a. Strategy is based on understanding the needs and expectations both stakeholders and the external environment ecological sustainability


Analysis of internal and external indicators to inform strategic planning to minimise the impact of regulatory, political and legal change.

None at this time.

2b. Strategy is based on understanding internal performance and capabilities


Effective performance measurement tools in place to generate valid information on internal performance levels and capabilities.

Review strategy to ensure targets include expansion to areas/qualifications which secure demand

Continue to explore new technology to ensure we respond to stakeholders needs.

2c. Strategy and supporting policies are developed, reviewed and updated


Strategy is integrated and supported by clearly designed processes via the Common Process Framework (via Control).

Review strategic direction developing global targets which are aligned to and executed across the organisational structure.

2d. Strategy and supporting policies are communicated, implemented and monitored


Strategy is integrated and supported by clearly designed processes via the Common Process Framework (via Control).

Set clear and specific objectives and targets to enable innovation and creativity.

3. P

eop

le

3a. Peoples' plans support the organisations strategy


None at this time. Revise organisational structure ensuring employees roles and plans are aligned to the business direction.

3b. Peoples' knowledge and capabilities are developed


None at this time. Deploy the revised organisational structure; ensuring employees are effectively orientated into their revised roles in order to maximise their contribution.

3c. People are aligned, involved and empowered


None at this time. Initiate the practical problem solving (PPS) sessions to empower employees; increasing participation, innovation and creativity.

3d. People communicate effectively throughout the organisation


Automated IT notification tools support process based activities, initiating action for employees and EVs.

Distribute e-bulletins (to partners, centres, EVs) instead of newsletters to improve communication methods.

Establish working groups to improve communication channels internally.

3e. People are rewarded, recognised and cared for


Benefits package. Initiate employee recognition scheme via Business Focus.

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EFQM Criterion


Assessment outcome

Strengths Areas for improvement 4. P

art

ners

hip

s a

nd R

eso

urc

es

4a. Partners and suppliers are managed for sustainable benefit


Well established qualification development partnerships with governing bodies of sport and other technical partners provide extensive expertise to support the development, delivery and awarding of qualifications in current and new markets.

Revise the partnership approach to ensure sustainable mutual benefits.

4b. Finances are managed to secure sustained success


Following internal policy and maintaining compliance with current financial reporting legislation.

Significant business process decisions should be consulted on across all departments prior to implementation.

The business should be more responsive to, and considerate of, policy and process changes implemented by the Finance department.

4c. Buildings, equipment, materials and natural resources are managed in a sustainable way


None at this time. Minimise the use of paper and create office space through the development of a streamlined technology portfolio

4d. Technology is managed to support the delivery of strategy


Ability to respond swiftly to change via the use of enhanced IT portfolio.

Deployment of systematic validation of Unique Learner Number (ULN) and upload to the Personal Learner Record, as opposed to manual practices by the majority of AOs.

Integrate 1st4sport QA and Awarding systems to increase stakeholder satisfaction and operational effectiveness.

Deploy e-learning and e-assessment mechanisms to respond to demand.

4e. Information and knowledge are managed to support effective decision making and to build the organisational capability


Effective data collection and transformation into information/knowledge, which is shared via innovative IT solutions.

None at this time.

SAR 2014 Page 28 of 153

EFQM Criterion


Assessment outcome


rocesses,

Pro

ducts

and

Serv

ices

5a. Processes are designed and managed to optimise stakeholder value


Processes are developed and managed using an innovative approach (Control) to establish and manage the Common Process Framework.

Ensure continuous updates of the Common Process Framework.

5b. Products and services are developed to create optimum value for customers


Qualification packages continue to ensure leadership status in the industry and remain our unique selling point.

Initiate competitor analyses to increase innovation, improve products and create optimum value for customers.

5c. Products and services are effectively promoted and marketed


Extensive partner network ensure targeted marketing approach in line with customer segmentation.

Improve speed, responsiveness, functionality and design of 1st4sport website.

5d. Products and services are produced, delivered and managed


Effective supply chain on site for the development, dispatch and awarding of products.

Conduct internal audits (quality checks) on specific areas where gaps/issues are identified to minimise deficiencies.

5e. Customer relationships are managed and enhanced


Strong relationships with key customers. Consider employers as the ultimate customers; initiating consultations throughout the development, delivery and after the awarding of qualifications.

6. C

usto

mer

Results

6a. Perceptions 75% Fully able to demonstrate

Positive perceptions on 1st4sport’s capability to ensure each qualification adds value to the career/role pathway of learners.

Reduce customer dissatisfaction in relation to the use of two different awarding systems by integrating the functions of Athena and Parnassus.

6b. Performance Indicators 75% Fully able to demonstrate

Positive perceptions on 1st4sport’s reputation and image within the education industry.

None at this time.

SAR 2014 Page 29 of 153

EFQM Criterion

EFQM Sub Criterion

Score scale

Assessment outcome


eop

le R

esults

7a. Perceptions 50% Able to demonstrate

Revised EQA structure increased satisfaction of the EV workforce.

Recommend that the appraisal process is less subjective and that the organisation explores innovated management techniques

Recommend that career development, pay scales and job descriptions are reviewed

Improve morale, proactivity and recogniton of staff through practical problems solving sessions

Use lean leadership activities to solve human resource issues.

7b. Performance Indicators


Employees are provided with sufficient training to undertake their role effectively.

Increase the opportunities for employees’ further learning, development and career growth

Improve the quality of building/facilities

Develop the organisational culture and working environment

8. S

ocie

ty R

esults 8a. Perceptions 75% Fully able to

demonstrate Positive perceptions on 1st4sport’s

capability to embrace ethical, environmental, legal and regulatory responsibility throughout its activities.

None at this time.



Compliance status is maintained across regulators. Audit outcomes show compliance levels above average across other AOs.

Conduct research activities to evaluate participation trends and inclusion across our qualifications

9. B

usin

ess r

esu

lts

9a. Perceptions 75% Fully able to demonstrate

Positive perceptions on 1st4sport’s capability to ensure the development and maintenance of effective business relationships with its stakeholders, resulting in business loyalty.

Research, benchmarking and competitor analyses must be prioritised in the design and review of qualifications. The outcomes must be used to ensure a demand led approach ensuring fit for purpose qualification packages which meet employer and industry needs.



Competitive position maintained in the industry (being the third largest AO in terms of achievements in sector 8, ranked 25th of the 166 AOs recording achievements on ‘other’ qualifications).

Conduct research and use valid data for learner demand prediction

Redesign performance mechanisms to obtain valid data when measuring specific target.

SAR 2014 Page 30 of 153

3.5 Limitations of the self-assessment process and future recommendations (reflective practice)

Limitations Recommendations

Timescales of the publication of Ofqual’s annual market qualification report

Review and analysis of the annual qualifications market’s report information published by Ofqual is an essential part of the self-assessment process. Ofqual published their report in October 2015, which has had a substantial impact on the comparative analysis of key statistics and subsequent timescales for the completion of the self-assessment report. This also impacts significantly on the timely implementation of the improvement plan, the strategic linkages/required updates and respective business plans. As a result, our self-assessment process and operational timescales for completion and publication have been reviewed and rescheduled. However, this still does not allow sufficient time for implementation of the improvement plan and self-assessment outcomes may not be timely when reflecting performance levels of nearly a year and half ago.

Revise the timescales of the 1st4sport self-assessment plan and publication of report for next year.

Training and involvement of relevant team leaders in the RADAR consensus

A consensus meeting was undertaken, as part of the RADAR approach, which involved the strategic management team as opposed to two members of the self-assessment team. This contributed to increased score validity and a more objective scope of evidence being assessed, helping to reduce the risks of subjectivity resultant of a single assessor conducting the RADAR evaluation. Yet, additional training on the EFQM and RADAR principles will be beneficial for the strategic management team members to ensure the rationale for the score reflects the current performance level. Were representatives from other departments trained on the EFQM and RADAR principles and involved in the consensus to assess their relevant areas the score might have been slightly different. Organisational awareness and time constraints contributed to this limitation.

Continue to increase the knowledge and understanding of our Strategic Management Team members with regards to the application of the EFQM model and RADAR principles.

Involvement of key stakeholders

Members of the Executive Management Team were involved in the self-analysis matrix and employee satisfaction survey, which made results more valid. However, not all members actively engaged with the questionnaire completion process, resulting in delays in the processing of results. Furthermore, external verifiers were not invited to respond to the employee satisfaction survey.

Raise awareness to achieve increased employee engagement next year.

Availability of valid evidence

Process change, continuous redevelopments and system enhancements in our performance measurement tools affected the analysis and availability of data. In some occasions this has caused significant delays, made the identification of trends difficult but also enabled the identification of discrepancies in the data generated in previous years. Lack of information systems’ ability to generate specific evidence with regards to the measurement of our operational targets led to the use of perceptual data. This has possibly affected the validity/insufficiency of data and related results (awarding services related targets).

Ensure continuous enhancements/ upgrades of information systems and in particular the measurement of our operational target achievement rate to increase validity of outcomes.

SAR 2014 Page 31 of 153

3.6 Conclusion

External drivers and industry trends influence awarding organisations’ future sustainability. Self-assessment has therefore become more imperative to provide an insight of our business performance. Overall, our trends in 2014 followed the decreasing trends in demand which are evident in the qualifications market after many years of continuous increase, partly due to the changes in the funding for specific qualifications. Despite the increased competition, decreased demand and the continuously evolving regulatory expectations we have successfully maintained our competitive positioning and our awarding status with regulators. Key partnerships, strategic developments, increased stakeholder satisfaction, innovation and process effectiveness were the main factors for this, which enabled us to achieve the following in 2014:

Ofqual and Welsh Government awarding organisation statuses were maintained (including QCF and NQF Functional Skills status). SQA awarding body approval status was maintained for our SVQ qualifications and audit outcomes were very positive. We are now ranked on the 25th position (from 24th last year) amongst 166 recognised awarding organisations who recorded achievements

in 2013/14 academic year in the market for all regulated qualifications across 15 sectors. We still remain the third largest awarding organisation in terms of achievements in sector 08 - Leisure, Travel and Tourism (475,000

recorded achievements in the sector), amongst 47 recognised awarding organisations operating in this sector. We now operate across 5 sector subject areas - we expanded our provision to sector 03 - Agriculture, horticulture and animal care with our

suite of horse racing qualifications. The 1st4sport Level 1 Award in Coaching Football (QCF) is listed in the top 50 largest qualifications in terms of achievements (with 23,360

achievements) across all regulated qualifications (46th position). The portfolio of our qualifications continues to grow; 35 new qualifications were developed and accredited in 2014 ensuring the provision of

our qualifications meets and exceeds end-users expectations. In 2014 we offered 277 qualifications in 33 sports, 122 qualifications being coaching qualifications.

The demand for our qualifications shows a decrease (7% decrease in the number of learner registrations, 10% decrease in the number of learner certifications). However, a demand in terms of total number of events authorised to be delivered by 1st4sport recognised centres remains high (5,300 events authorised).

The number of learners with multiple 1st4sport qualifications continues to grow; 60,239 of our learners obtained more than one of our qualifications up until 2014. The largest number of 1st4sport Qualifications obtained by a single learner is 13.

Existing technical development partnerships were effectively maintained and new ones established, facilitating our sustainability and expansion in new markets; 80% of our qualifications are developed in partnership with governing bodies of sport and in consultation with other organisations.

We continue to (re)design and explore innovative technology portfolio in support of our awarding function, confirmed by the increased use of our recognised centres.

The achievement rate of both the implementation of our strategy and the EFQM criteria remain positive, despite the slight decrease in scores (80% of strategic targets achieved, 687 points out of 1,000 on the EFQM score).

To ensure we respond successfully to the ever-changing business environment of the education industry we will continue to measure our performance and explore new ways of working in order to meet society’s needs and achieve maximum stakeholder satisfaction whilst maintaining compliance.

SAR 2014 Page 32 of 153

Appendices

Appendix 1 Education Industry Research and Key Trends (Ofqual Report and SQA Accreditation Annual Review)

A – Ofqual Annual Qualifications Market Report England, Wales and Northern Ireland Academic Year (8 October 2015)

The Ofqual report provides an overview of the qualifications market, a single reference point and information about participants in the regulated qualifications market. It is fundamental for our future planning and sustainability as it offers information on the qualifications market needs based on demand and supply. Furthermore, it establishes a benchmark against which comparisons across awarding organisations and key projections can be made. The report presents information on Ofqual, the recognised awarding organisations and the regulated qualifications they offer, the numbers of qualifications regulated by Ofqual and the learner achievements recorded for the academic year 2013/14.

Key Findings in 2013/2014

Tre

nds in

dem

and

Trends in participation

Participation by 16 to 18 year-olds in total education and training increased to 86% and in full-time education it increased to 72%, reaching the highest level since consistent records began in 1994. The increase is influenced by the raising of the ‘participation age’ as required by the Education and Skills Act 2008. These rules came into force in 2013 and initially required participation in some form of education or training until the school year in which a child turns 17.

Trends by sector subject area

The preparation for life and work sector remained the largest in terms of number of achievements in ‘other’ qualifications (2.6 million), however achievements decreased by 13%.

The health, public services and care sector is now the second largest in terms achievements in ‘other’ qualifications (over 1 million), following a large increase of 15%.

With the exception of the health, public services and care sector and the social sciences sector all remaining 13 sector subject areas recorded a decrease in learner achievements in ‘other’ qualifications.

Trends by qualification level

Level 2 qualification achievements account for 44% of all achievements in qualifications other than GCSE and A level.

Trends in learner achievements

The number of total achievements (‘other’ qualifications, GCSE and A/AS level) decreased by 10% (from 17.9 to 16 million).

The number of achievements in ‘other’ qualifications decreased by 7% (from 9.2 to 8.5 million). This could be due to the Skills Funding Agency introducing new business rules in September 2013 to target funding on qualifications that most closely align with government skills policy. Qualifications with low or no enrolment were withdrawn.

The number of achievements in QCF qualifications decreased by 6% (from 6.2 to 5.8 million). QCF remains the largest type of qualifications in terms of achievements.

The number of achievements in functional skills increased by 18% (from 865,000 to just over 1 million). Functional skills is the second largest type of qualifications in terms of achievements.

Nearly 13,000 qualifications had at least one achievement recorded, representing 53% of available qualifications.

Tre

nds in

su

pp

ly

Trends in regulated qualifications

The number of available qualifications increased by 6% (from 23,642 to almost 24,965).

The largest increase (16%) is seen in the qualifications designed for the QCF (from 16,770 to 19,474).

Functional skills qualifications increased by 3% (from 232 to 240) and ESOL by 3% (from 193 to 198).

Trends in market share

The total number of awarding organisations decreased to 166 from 176 the previous year.

The overall qualifications market remains highly concentrated, with 20 awarding organisations accounting for over 90% of all achievements. Pearson Education Ltd awarded nearly one-quarter of all achievements.

SAR 2014 Page 33 of 153

A1.1 Demand for qualifications

Outcomes from the analysis of the demand for qualifications for the 2013/14 academic year are presented in the following pages based on participation rates in education and number of learner achievements for each qualification level, type, and subject sector area.

A1.1.1 Participation rates in education by age group (16 to 18 year-olds)

A direct link between the level of participation in education or training and the demand for qualifications should be expected. However, various factors influence the level of participation in education, including government policy and employers’ increased demand for employees with certain qualifications, changes in birth rates influencing cohort sizes and funding/costs related to the qualifications. Since the numbers of qualifications that an individual may take can vary, the increase or decrease in demand is not necessarily proportionate to the participation rate. This impacts on our strategy and annual plan of provision to ensure industry demand is met.

Participation in full-time education by 16 to 18 year-olds increased to 72% in 2014 and reached the highest level since consistent records began in 1994. The increase is influenced by the raising of the ‘participation age’ as required by the Education and Skills Act 2008. These rules came into force in 2013 and initially required participation in some form of education or training until the school year in which a child turns 17. Data will continue to be influenced by the Act which is due to enforce the age being raised to the young person's 18th birthday in 2015.

The largest annual increase was for 17 year-olds. The proportion of 16 to 18 year-olds not in education, employment or training (NEET) decreased to 7%. This is the lowest level since consistent records began in 1994 and the decrease is the resultant of increased participation in education and training which more than offset a slight decrease in the employment rate for those not in education and training. The percentage of 16 to 18 year-olds not in education or training but currently in employment has decreased by 50% since 2007.

Chart A1.1 Participation rates in education in England for the 16-18 age group (DfE SFR 19/2015)

79%

63%

12% 10%

79%

64%

10% 10%

81%

67%

9% 10%

82%

69%

9% 9%

84%

69%

7% 10%

84%

69%

7% 9%

85%

70%

7% 8%

86%

72%

6% 7%

0%10%20%30%40%50%60%70%80%90%

100%

Total education and training Full-time education Not in any education or training -in employment

Not in any education, employment or training

Participation in education in England by age group - 16 to 18 year-olds (2007 - 2014)

2007

2008

2009

2010

2011

2012

2013

2014

SAR 2014 Page 34 of 153

A1.1.2 Participation rates in education by gender

The data collected by the DfE is split down into participation by gender. Certain types of qualifications are more likely to be taken by one gender and therefore the participation rates may influence demand for these qualifications. There are more females than males in full-time education with a gap of 5% in 2014. This gap has narrowed from 7% in 2007. For the first time in years the percentage for both males and females not in education, employment or training appears to be at the same level (7%).

Chart A1.2 Participation rates by gender - males (16-18 age group) in education in England (DfE SFR 18/2014)

Chart A1.3 Participation rates by gender - females (16-18 age group) in education in England (DfE SFR 18/2014)

78%

60%

10%

79%

61%

11%

81%

65%

11%

82%

67%

10%

82%

66%

11%

83%

66%

10%

84%

67%

8%

86%

69%

7%

0%10%20%30%40%50%60%70%80%90%

100%

Total Education and training Full-time education Not in any education, employment or training (NEET)

Perc

en

tag

e

Participation in education in England by gender - males (2007 - 2014)

2007

2008

2009

2010

2011

2012

2013

2014

80%

67%

9%

80%

67%

10%

82%

70%

9%

83%

71%

8%

85%

72%

9%

85%

71%

8%

87%

73%

7%

87%

74%

7%

0%10%20%30%40%50%60%70%80%90%

100%

Total Education and training Full-time education Not in any education, employment or training (NEET)

Perc

en

tag

e

Participation in education in England by gender - females (2007 - 2014)

2007

2008

2009

2010

2011

2012

2013

2014

SAR 2014 Page 35 of 153

A1.1.3 Total number of achievements in regulated qualifications The demand for qualifications presented in the following pages is based on the number of learner achievements recorded for each qualification. The classifications of qualification types, levels and sectors that are assigned to qualifications are analysed in groups, rather than individually. Between 2008/09 and 2013/14, the number of achievements recorded has decreased by 3% (from 15.5 million to 16 million). Achievements decreased by 10% in 2013/14 compared to the previous year (from 17.88 to 16.02 million). Change in GCSE take-up is the biggest factor, with a decrease of 17% (from 6.4 million to 5.3 million). Achievements in other qualifications decreased by 7% (from 9.2 million to 8.6 million), in part caused by changes to funding and accountability measures. The decrease seen in AS and A level qualifications (4% - from 2.2 million to 2.1 million) is possibly due to GCSE changes made to school performance tables and the structure of the qualification.

Chart A1.4 Trends in achievements in the qualifications market (Ofqual's Regulated Qualifications Activity Database)

7.36.2

2.1

15.5

8.0

6.2

2.1

16.3

8.0

6.0

2.3

16.2

8.9

6.1

2.2

17.2

9.3

6.4

2.2

17.9

8.6

5.3

2.1

16.0

0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

18.00

20.00

Other qualifications GCSE A/AS Level TotalLearn

er

ach

iev

em

en

ts (

in m

illio

ns)

Trends in achievements recorded (2008-2014)

2008/2009

2009/2010

2010/2011

2011/2012

2012/2013

2013/2014

SAR 2014 Page 36 of 153

A1.1.4 Achievements in ‘other’ qualifications by sector

During 2013/14 a total of 12 out the 15 sector subject areas saw a decrease in the number of achievements. We specialise and still remain the third largest awarding organisation in terms of achievements in sector 08-Leisure, Travel and Tourism, which after the continued growth for the last five years shows a 13% decrease this year. We also operate in sector 13-Education and Training (6% decrease) and award the nationally recognised teaching, assessing, internal verification and mentoring qualifications, some of which came to an end in March 2014.

In 2011 we extended our provision to also operate in sector 14-Preparation for Life and Work by implementing functional skills qualifications. This sector has seen the largest number of achievements (over 2.6 million), representing just under one-third of all achievements. Of the 20 qualifications with the most achievements, 7 of them are from this sector subject area. There were just over 1 million achievements in functional skills in this sector, representing 39% of all achievements in this sector subject area.

In 2013 we also expanded in sector 01-Health, Public Services and Care with the Level 2 Award in Emergency First Aid at Work (QCF). This is the second largest and fastest-growing sector, after social services, with 15% increase in achievements. This is mainly due to an increase in first aid at work qualifications; individuals had to complete an accredited qualification in order to comply with the Health and Safety (First-Aid) Regulations 1981. Over the past six years, science and mathematics has been the fastest-growing sector in terms of achievements.

In 2014 we expanded in sector 03-Agriculture, Horticulture and Animal Care with our suite of horseracing qualifications. Sector 3 is one of the smallest in terms of achievements; however achievement levels appear to be somewhat consistent across years with minor change in figures.

Trends in achievements in qualifications other than GCSE and A level in each sector subject area by academic year (2009-2014)

Sector subject area 2009/10 2010/11 2011/12 2012/13 2013/14

01 - Health, Public Services and Care 1,129,800 793,300 799,400 1,025,200 1,183,300

02 - Science and Mathematics 142,600 167,200 227,400 280,800 288,200

03 - Agriculture, Horticulture and Animal Care 106,100 120,500 119,200 119,700 111,500

04 - Engineering and Manufacturing Technologies 399,000 422,400 420,600 441,000 401,300

05 - Construction, Planning and the Built Environment 230,000 214,700 240,100 243,200 232,500

06 - Information and Communication Technology 602,100 610,900 652,800 632,300 480,100

07 - Retail and Commercial Enterprise 499,400 693,200 787,900 754,200 688,400

08 - Leisure, Travel and Tourism 437,900 489,700 530,700 549,000 475,000

09 - Arts, Media and Publishing 840,700 785,700 889,100 897,700 882,500

10 - History, Philosophy and Theology 41,300 45,600 46,600 41,400 30,200

11 - Social Sciences 3,100 4,500 4,200 4,700 6,000

12 - Languages, Literature and Culture 364,600 390,000 398,300 466,300 433,500

13 - Education and Training 118,300 107,400 96,800 106,500 99,700

14 - Preparation for Life and Work 2,535,600 2,585,600 3,013,000 3,006,400 2,617,400

15 - Business, Administration, Finance and Law 544,100 541,400 648,600 698,900 647,500

Total 7,994,600 7,972,200 8,874,700 9,267,200 8,577,100

Table A1.1 Trends in achievements in ‘other’ qualifications in each sector subject area (Ofqual's Regulated Qualifications Activity Database)

SAR 2014 Page 37 of 153

A1.1.5 Achievements in ‘other’ qualifications by level

Qualifications other than GCSE, AS and A level in England, Wales and Northern Ireland are grouped into levels, from Entry level (1 to 3) to Level 8. Qualifications at the same level are at a broadly similar level of demand, but the size and content of the qualifications varies. Level 2 qualification achievements (excluding Level 1/Level 2 qualifications) account for 44% of all achievements in other qualifications in 2013/14. The number of achievements in Level 1/Level 2 qualifications (including qualifications known as Level 1/Level 2 Certificates or IGCSEs, which are taken as an alternative to GCSEs), increased by nearly 150% compared to the previous year.

Chart A1.5 Trends in achievements in 'other' qualifications by level and academic year (Ofqual's Regulated Qualifications Activity Database)

Chart A1.6 Trends in total number of achievements in 'other' qualifications across all levels (Ofqual's Regulated Qualifications Activity Database)

0.00500.00

1,000.001,500.002,000.002,500.003,000.003,500.004,000.004,500.00

Entry Level Level 1 Level 2 Level 3 Level 1/2 Level 4 - 8

Learn

er

ach

iev

em

en

ts

Trends in achievements in qualifications other than GCSE, AS and A level by level (2008-2014)

2008/09

2009/10

2010/11

2011/12

2012/13

2013/14

7.3 8.0 8.08.9 9.3 8.6

0.00

2.00

4.00

6.00

8.00

10.00

12.00

2008/09 2009/10 2010/11 2011/12 2012/13 2013/14

Learn

er

ach

iev

em

en

ts (

in

millio

ns)

Academic Year

Trends in total number of achievements recorded in qualifications other than GCSE, AS and A level across all levels (2008-2014)

SAR 2014 Page 38 of 153

A1.1.6 Achievements in ‘other’ qualifications by qualification type

There has been a 7% decrease in the total number of achievements in other qualifications compared to the previous year. Eight of the 16 qualification types had a decrease of more than 30%, and five of these decreased by more than 75%; in the main caused by the qualification becoming ‘obsolete’. Other than the QCF ‘type’, which, covers a wide range of different types of qualifications, functional skills is the largest qualification type by achievements. The increased numbers reflect the change in funding that has also led to the decrease in achievements for basic skills and key skills qualifications. The number of achievements for ESOL qualifications increased by 24% compared to the previous year. This is due to an increase in awards in Entry level 3 (from 63,600 to 143,300), particularly in ESOL International – Speaking and Listening and Skills for Life (Speaking and Listening). Since October 2013, non-English-speaking applicants for settlement and citizenship in Britain must complete an approved English qualification, such as ESOL qualifications at Entry level 3 and above.

1st4sport qualifications trends in terms of achievements within the four types of qualifications we award are similar to the market trends highlighted in table A1.2. However, some of our qualifications were only available for certification due to their qualification end date, responding successfully to the increasing demand of QCF and functional skills qualifications.

Trends in achievements in qualifications other than GCSE and A level by type of qualification by academic year (2009-2014)

Qualification type 2009/10 2010/11 2011/12 2012/13 2013/14

Advanced Extension Award 676 384 408 337 400

Basic Skills 829,841 611,571 512,948 101,770 4,600

Diploma 4,677 9,232 10,853 2,771 0~

English for Speakers of Other Languages 332,491 273,930 275,894 287,625 356,200

Entry Level 239,337 160,116 114,749 102,544 80,900

Free Standing Mathematics Qualification 23,741 25,486 22,941 23,143 35,800

Functional Skills 242,260 566,567 664,682 864,599 1,021,400

Higher Level 46,617 30,292 16,827 7,583 5,200

Key Skills 885,251 618,399 659,204 545,585 122,800

National Vocational Qualification 978,972 587,768 128,844 28,740 7,800

Occupational Qualification 23,209 17,478 4,579 553 100

Other General Qualification 969,100 767,623 536,670 668,904 834,300

Principal Learning 7,203 17,067 17,217 5,167 900

Project 26,761 50,461 49,757 43,935 41,500

QCF 777,211 2,836,220 5,283,347 6,235,824 5,885,300

Vocationally-Related Qualification 2,607,284 1,399,634 575,829 348,160 179,700

Total 7,994,631 7,972,228 8,874,749 9,267,240 8,577,100

Table A1.2 Trends in ‘other’ qualification achievements by qualification type (Ofqual's Regulated Qualifications Activity Database)

SAR 2014 Page 39 of 153

A1.1.7 Distribution of recorded achievements

In 2013/14, there were almost 24,000 other qualifications and 52% of these having recorded achievements. Only a few qualifications had large numbers of achievements; CIEH Level 2 Award in Food Safety in Catering (QCF) and Cambridge International Level 1/Level 2 Certificate in First Language English were the two qualifications that had achievement numbers higher than 100,000. The CIEH qualification has consistently been the qualification with the most achievements recorded in recent years. Only 9% (2,242 qualifications) had more than 500 achievements.

Trends in the number of qualifications other than GCSE & A level by number of achievements in 2013/14

Number of achievements

Number of qualifications (2011/2012)




Proportion (%) (2013/2014)

More than 100,000 1 3 2 2 0%

50,000 - 99,999 8 7 9 14 0%

10,000 - 49,999 154 129 165 114 1%

5,000 - 9,999 185 182 205 213 1%

1,000 - 4,999 1,009 961 1,098 1,087 5%

500 - 999 697 651 788 812 4%

250 - 499 879 917 982 1,055 4%

100 - 249 1,468 1,323 1,583 1,601 7%

50 - 99 1,204 1,154 1,303 1,399 6%

10 - 49 2,744 2,337 2,943 3,222 13%

1 - 9 1,713 1,737 2,783 2,886 12%

Zero 9,259 8,886 10,628 11,446 47%

Total 19,321 18,287 22,489 23,851 100%

Table A1.3 Comparisons of number of other qualifications and number of achievements (Ofqual's Regulated Qualifications Activity Database)

A high proportion of achievements are concentrated in relatively few qualifications; 2% (246 qualifications) accounted for half of the number of achievements recorded in other qualifications.

Cumulative number of qualifications (other than GCSE & A level) accounting for percentages of total achievements in 2013/14

Percentage of achievements Number of qualifications with achievements Proportion of qualifications with achievements (%)

25% 47 0%

50% 246 2%

75% 880 7%

90% 2,185 18%

100% 12,405 100%

Table A1.4 Other qualifications accounting for percentages of total achievements (Ofqual's Regulated Qualifications Activity Database)

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A1.2 Supply of regulated qualifications

Awarding organisations are required to complete Ofqual’s recognition procedure to be eligible to offer regulated qualifications. Since July 2011, new awarding organisations are required to comply with Ofqual’s Criteria for Recognition; once recognised they must demonstrate ongoing compliance with Ofqual’s General Conditions of Recognition. The number of recognised awarding organisations in 2013/14 has decreased by 7% from the previous year (from 176 to 166). This is due to a number of reasons including regulatory action, whereby 2 awarding organisations had their recognition withdrawn during the year, and surrender of recognition, including a number of organisations that were not awarding any qualifications.

Chart A1.7 Total number of awarding organisations recognised to deliver regulated qualifications on 30 September in each year (Ofqual)

A1.2.1 Market share of awarding organisations The majority of the organisations listed in the 25 top awarding organisations in terms of achievements reported a decrease in the number of achievements in 2013/14 compared to the previous year. Pearson, OCR, and AQA Education saw the largest decrease. 1st4sport is now ranked on the 25th position (market share 1%) amongst 166 recognised awarding organisations who recorded achievements in 2013/14 academic year in ‘other’ qualifications across all sectors. 1st4sport is also the third largest awarding organisation in sector 08 - Leisure, travel and tourism, with 12% of total achievements in this sector. 1st4sport Level 1 Award in Coaching Football (QCF) is listed in the top 50 qualifications with the most achievements across all regulated qualifications (46th position).

112 108 115 122140 144

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The 25 largest awarding organisations across all sectors in terms of achievements in other qualifications in England, Wales & Northern Ireland (2013/2014)

Awarding Organisation Number of achievements Market share Competitive position

Pearson Education Ltd 2,090,100 24.5% 1

City and Guilds of London Institute 1,398,950 16.4% 2

OCR 632,000 7.4% 3

Chartered Institute of Environmental Health 304,850 3.6% 4

NCFE 302,550 3.5% 5

Associated Board of the Royal Schools of Music 267,250 3.1% 6

WJEC-CBAC 261,000 3.1% 7

Highfield Awarding Body for Compliance 256,550 3.0% 8

AQA Education 214,350 2.5% 9

Cambridge English Language Assessment 194,150 2.3% 10

Trinity College London 170,650 2.0% 11

Cambridge International Examinations 165,550 1.9% 12

NOCN 138,900 1.6% 13

Qualsafe Awards 124,150 1.5% 14

Excellence, Achievement & Learning Limited 91,250 1.1% 15

BCS, The Chartered Institute for IT 81,850 1.0% 16

Sports Leaders UK 81,200 1.0% 17

Council for Awards in Care, Health and Education 79,650 0.9% 18

First Aid Awards Ltd 78,350 0.9% 19

Cskills Awards 72,950 0.9% 20

LAMDA 65,050 0.8% 21

Ascentis 60,200 0.7% 22

Imperial Society of Teachers of Dancing 59,100 0.7% 23

BIIAB 57,400 0.7% 24

1st4sport Qualifications 57,000 0.7% 25

Table A1.5 The 25 largest awarding organisations in terms of achievements in all qualifications across sectors in England, Wales and Northern Ireland (Ofqual's Regulated Qualifications Activity Database)

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1st4sport Level 1 Award in Coaching Football (QCF) is listed in the top 50 qualifications with the most achievements across all regulated qualifications (46th position).

The 50 qualifications with the most achievements in all regulated qualifications in England, Wales & Northern Ireland (2013/2014)

Qualification Title Type Description Number of

achievements

CIEH Level 2 Award in Food Safety in Catering (QCF) QCF 154,630

Cambridge International Level 1/Level 2 Certificate in First Language English Other General Qualification 129,850

QA Level 2 Award in Emergency First Aid at Work (QCF) QCF 71,710

City & Guilds Functional Skills qualification in English at Level 1 Functional Skills 69,440

City & Guilds Functional Skills qualification in Mathematics at Level 1 Functional Skills 68,520

City & Guilds Functional Skills qualification in English at Level 2 Functional Skills 68,360

ABRSM Level 1 Award in Graded Examination in Music Performance (Grade 1) (QCF) QCF 62,175

Cambridge English Level 1 Certificate in English (IELTS 5.5-6.5) (ESOL) English for Speakers of Other Languages 61,670

Pearson BTEC Level 2 Extended Certificate in Sport (QCF) QCF 59,475

City & Guilds Level 2 Award in Functional Skills Mathematics Functional Skills 58,245

HABC Level 2 Award in Emergency First Aid at Work (QCF) QCF 56,650

Pearson Edexcel Functional Skills qualification in Mathematics at Level 1 Functional Skills 54,705

Pearson Edexcel Functional Skills qualification in English at Level 1 Functional Skills 54,375

OCR Level 2 National First Award in ICT Vocationally-Related Qualification 52,625

FAA Level 2 Award in Emergency First Aid at Work (QCF) QCF 50,525

OCR Level 2 National Award in ICT Vocationally-Related Qualification 50,180

Pearson BTEC Level 1/Level 2 First Award in Principles of Applied Science Other General Qualification 49,295

Sports Leaders UK Level 1 Award in Sports Leadership (QCF) QCF 49,060

Pearson Edexcel Functional Skills qualification in English at Level 2 Functional Skills 47,020

Pearson BTEC Level 2 Extended Certificate in Applied Science (QCF) QCF 46,260


Pearson Edexcel Functional Skills qualification in Mathematics at Level 2 Functional Skills 44,235


OCR Level 1/2 Cambridge National Certificate in ICT Other General Qualification 39,330

CIEH Level 2 Award in Health and Safety in the Workplace (QCF) QCF 38,550

HABC Level 2 Award in Food Safety in Catering (QCF) QCF 37,525

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Qualification Title Type Description Number of

achievements

TCL Entry Level Certificate in ESOL International - Speaking and Listening (Entry 3) English for Speakers of Other Languages 35,185

BIIAB Level 2 Award for Personal Licence Holders (QCF) QCF 34,210

City & Guilds Functional Skills qualification in mathematics at Entry 3 Functional Skills 33,220

QA Level 3 Award in First Aid at Work (QCF) QCF 31,005

IQL Level 2 Award in Pool Lifeguarding, Intervention, Supervision and Rescue (QCF) QCF 30,870

Pearson BTEC Level 2 Extended Certificate in Business (QCF) QCF 30,525

Cambridge English Level 2 Certificate in English (IELTS 7.0-8.0) (ESOL) English for Speakers of Other Languages 29,295

AQA Level 3 Extended Project Project 28,945

Pearson BTEC Level 1/Level 2 First Award in Application of Science Other General Qualification 28,345

CIEH Level 2 Award in Emergency First Aid at Work (QCF) QCF 27,700

City & Guilds Functional Skills qualification in Information and Communication Technology (ICT) at Level 2 Functional Skills 27,350

ABRSM Level 2 Certificate in Graded Examination in Music Performance (Grade 4) (QCF) QCF 26,890

Pearson EDI Functional Skills qualification in mathematics at level 1 Functional Skills 26,615

Pearson Edexcel Functional Skills qualification in Mathematics at Entry 3 Functional Skills 26,570

BCS Level 2 Certificate in IT User Skills (ECDL Extra) (ITQ) (QCF) QCF 26,165

WJEC Level 2 Welsh Baccalaureate Intermediate Diploma Other General Qualification 26,145


Pearson EDI Functional Skills qualification in English at Level 1 Functional Skills 25,625

WJEC Level 2 Essential Skills Wales in Application of Number Other General Qualification 24,890

1st4sport Level 1 Award in Coaching Football (QCF) QCF 23,360

WJEC Level 2 Essential Skills Wales in Communication Other General Qualification 23,090

City & Guilds Functional Skills qualification in English at Entry 3 Functional Skills 23,035

Cambridge English Entry Level Certificate in English (IELTS 4.0-5.0) (Entry 3) (ESOL) English for Speakers of Other Languages 22,840

Pearson BTEC Level 2 Extended Certificate in IT (QCF) QCF 22,185

Table A1.6 The 50 high volume qualifications with the most achievements in all regulated qualifications in England, Wales & Northern Ireland (Ofqual's Regulated Qualifications Activity Database)

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A1.2.2 Total number of regulated qualifications available

The number of available qualifications in 2013/14 increased by more than 1,300 from the previous year, to nearly 25,000 (6% increase). The number of available qualifications has increased by 63% in the last five years but the increase between 2012/13 and 2013/14 was less pronounced.

Chart A1.8 Total number of available regulated qualifications (Ofqual's Regulated Qualifications Activity Database) Despite the large number of qualifications we award (277 in total), only 185 qualifications recorded learner achievements. Some of these qualifications with no achievements have become available towards the end of 2014 or were due to expire, and for others the length of course for completion may take 2 or 3 years. A1.2.3 Largest awarding organisations in terms of achievements in each sector skills area The distribution of achievements in 2013/14 in qualifications other than GCSE, AS and A level across the largest five awarding organisations by sector subject area is shown in table A1.5. Although there are 166 awarding organisations providing regulated qualifications, most of them provide qualifications in only a small number of sector subject areas. 1st4sport is the third largest awarding organisation in sector 08 - Leisure, travel and tourism, with 12% of total achievements in this sector. In each sector subject area, the three largest awarding organisations by number of achievements account for more than 50% of achievements (except in health, public services and care where it is 49%). In two sector subject areas (science and mathematics and social sciences), the two largest awarding organisations account for 80% or more of recorded achievements. The two largest awarding organisations by numbers of achievements account for 50% or more of the achievements recorded in 12 sector subject areas.

11,51815,297

18,09520,500

23,642 24,942

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Available regulated qualifications by academic year (2008 - 2014)

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The 5 largest awarding organisations in terms of the highest volume achievements in each sector subject area in 2013/14

Sector subject area Awarding organisation Achievements (2013/14) % of achievements % change (2012/13-2013/14)

01 - Health, public services and care

Pearson Education Ltd 287,400 24% 6%

Highfield Awarding Body for Compliance 161,500 14% 40%

NCFE 126,000 11% -18%

Qualsafe Awards 120,100 10% 252%

City and Guilds of London Institute 94,700 8% -9%

02 - Science and Mathematics

Pearson Education Ltd 168,300 58% -5%

AQA Education 69,800 24% 60%

OCR 33,400 12% -25%

Cambridge International Examinations 11,600 2% 10%

WJEC-CBAC 3,900 1% 19%

03 - Agriculture, horticulture and animal care

City and Guilds of London Institute 68,400 61% 5%


Equestrian Qualifications Limited 9,900 9% -8%

ABC Awards 3,200 3% -34%

Royal Horticultural Society 3,000 3% -26%

04 - Engineering and manufacturing technologies

Chartered Institute of Environmental Health 93,900 23% -1%

Excellence, Achievement & Learning Limited 67,000 17% -17%



IMI Awards Ltd 44,400 11% -7%

05 - Construction, planning and the built environment


Cskills Awards 72,800 31% -24%


Excellence, Achievement & Learning Limited 6,600 3% 127%

Ascentis 5,300 2% -47%

06 - Information and communication technology

OCR 225,200 47% -24%


BCS, The Chartered Institute for IT 79,700 17% -5%


The Learning Machine 14,300 3% 58%

07 - Retail and commercial enterprise


Chartered Institute of Environmental Health 168,000 24% -11%


Highfield Awarding Body for Compliance 55,400 8% 10%

BIIAB 52,000 8% 13%

SAR 2014 Page 46 of 153

Sector subject area Awarding organisation Achievements (2013/14) % of achievements % change (2012/13-2013/14)

08 - Leisure, travel and tourism


Sports Leaders UK 81,100 17% -4%

1st4sport Qualifications 57,000 12% -9%

Institute of Qualified Lifeguards 32,800 7% -28%

Active IQ 32,200 7% 7%

09 - Arts, media and publishing

Associated Board of the Royal Schools of Music 267,200 30% -2%


Trinity College London 97,400 11% 8%

LAMDA 65,300 7% 20%

Imperial Society of Teachers of Dancing 59,100 7% 5%

10 - History, philosophy and theology

National Open College Network 17,800 59% -39%


OCR 3,000 10% -41%

AQA Education 2,800 9% -5%

Council for the Curriculum, Examinations & Assessment 1,300 4% 100%

11 - Social sciences



OCR 200 3% -43%

Signature 100 2% -71%

Council for the Curriculum, Examinations & Assessment 0~ - 133%

12 - Languages, literature and culture

Cambridge English Language Assessment 159,900 37% 19%


AQA Education 44,500 10% -18%

OCR 29,400 7% -73%


13 - Education and training



Council for Awards in Care, Health and Education 13,700 14% 2%

OCR 10,500 11% -10%

NCFE 5,400 5% -32%

14 - Preparation for life and work



WJEC-CBAC 245,200 9% 7%

OCR 230,200 9% 2%


15 - Business, administration, finance and law


OCR 71,700 11% -3%


Institute of Leadership & Management 39,900 6% -1%

Association of Accounting Technicians 38,700 6% 6%

Table A1.7 The 5 largest awarding organisations in terms of achievements in each sector (Ofqual's Regulated Qualifications Activity Database)

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A1.2.4 Number of regulated qualifications by qualification type

Qualifications are divided into different types. Table A1.6 shows the number of available qualifications to certificate for each type, and table A1.7 shows the number of achievements awarded for each type. The types of qualifications that we award are highlighted in both tables.

The largest increase is seen in qualifications developed to meet the design requirements of the QCF (16%, to 19,474). Increases were also seen in the numbers of functional skills (3%, to 240) and ESOL (3%, to 198) qualifications. The largest decrease is seen in basic skills and key skills (which have been replaced by functional skills qualifications) and in national vocational qualifications and vocationally related qualifications (which have mainly been replaced by ‘equivalent’ QCF qualifications).

Trends in the regulated qualifications of each type which were available to certificate by academic year (2009-2014)

Qualification type 2009/10 2010/11 2011/12 2012/13 2013/14 % change (2012/13-2013/14)

Advanced Extension Award 19 1 1 1 1 0%

Basic Skills 83 88 89 80 33 -59%

Diploma 196 196 196 196 196 0%

English for Speakers of Other Languages 174 186 187 193 198 3%

Entry Level 339 367 338 301 280 -7%

Free Standing Mathematics Qualification 22 22 20 14 14 0%

Functional Skills 235 208 203 232 240 3%

GCE A Level 460 276 280 284 282 -1%

GCE AS Level 457 269 273 276 277 0%

GCSE 743 775 635 593 555 -6%

Higher Level 578 554 491 419 363 -13%

Key Skills 356 377 377 368 192 -48%

National Vocational Qualification 1,755 1,606 1,422 1,133 672 -41%

Occupational Qualification 95 94 87 85 68 -20%

Other General Qualification 729 762 798 824 817 -1%

Principal Learning 188 206 216 201 157 -22%

Project 19 18 18 18 17 -6%

QCF 6,076 9,695 12,764 16,770 19,474 16%

Vocationally-Related Qualification 2,773 2,395 2,105 1,654 1,129 -32%

Total 15,297 18,095 20,500 23,642 24,965 6%

Table A1.8 Number of available regulated qualifications by qualification type (Ofqual's Regulated Qualifications Activity Database)

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Achievements were recorded in more than 13,000 qualifications in 2013/14. This corresponds to 53% of available qualifications, which is 1% lower than in the previous year. Qualifications developed to meet the design requirements of the QCF accounted for 80% of qualifications with recorded achievements. In some areas, government policy changes (such as those affecting the Diploma and principal learning) have made some qualifications obsolete, which accounts for the decreases. In other areas, we see qualifications such as basic skills decrease as qualifications such as functional skills ‘replace’ them.

Trends in the regulated qualifications of each type for which achievements were recorded by academic year (2009-2014)

Qualification type 2009/10 2010/11 2011/12 2012/13 2013/14 Change (2012/13-2013/14)

Advanced Extension Award 1 1 1 1 1 0

Basic Skills 70 70 66 56 26 -54

Diploma 58 75 109 79 6 -92

English for Speakers of Other Languages 121 146 140 146 148 1

Entry Level 257 272 239 218 119 -45

Free Standing Mathematics Qualification 18 19 11 7 14 100

Functional Skills 93 149 154 183 204 11

GCE A Level 372 258 257 254 249 -2

GCE AS Level 316 263 262 260 261 0

GCSE 437 436 426 436 408 -6

Higher Level 344 298 221 172 108 -37

Key Skills 252 234 217 202 117 -42

National Vocational Qualification 1,257 1,137 923 596 293 -51

Occupational Qualification 69 68 61 34 16 -53

Other General Qualification 531 611 520 512 379 -26

Principal Learning 56 80 96 70 5 -93

Project 14 15 15 9 10 11

QCF 1,692 4,535 6,846 8,989 10,604 18

Vocationally-Related Qualification 1,959 1,602 1,000 586 355 -39

Total 7,917 10,269 11,564 12,810 13,323 4

Table A1.9 Qualification types with achievements, rounded to the nearest 50 (Ofqual's Regulated Qualifications Activity Database)

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A1.2.5 Awarding organisation operations by sector subject area

Business, administration, finance and law had the largest number of awarding organisations with achievements (69). Preparation for life and work, which is the largest sector subject area by achievements, had 53 awarding organisations with achievements. The sector subject areas 1st4sport operate in are highlighted in the table below.

Trends of awarding organisations operations in each sector subject area in ‘other’ qualifications (2013/2014)

Sector Subject Area Number of achievements Number of AOs Number of AOs with achievements

01 - Health, public services and care 1,183,300 76 65

02 - Science and mathematics 288,200 14 11

03 - Agriculture, horticulture and animal care 111,500 37 27

04 - Engineering and manufacturing technologies 401,300 64 45

05 - Construction, planning and the built environment 232,500 35 26

06 - Information and communication technology 480,100 34 24

07 - Retail and commercial enterprise 688,400 68 57

08 - Leisure, travel and tourism 475,000 47 37

09 - Arts, media and publishing 882,500 40 36

10 - History, philosophy and theology 30,200 12 9

11 - Social sciences 6,000 11 5

12 - Languages, literature and culture 433,500 23 20

13 - Education and training 99,700 71 60

14 - Preparation for life and work 2,617,400 61 53

15 - Business, administration, finance and law 647,500 93 69

Table A1.10 Awarding organisations trends in operations in each sector subject area (Ofqual's Regulated Qualifications Activity Database)

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A1.2.6 Achievements in the QCF by level of qualification

Trends in the number of achievements for QCF qualifications show a decrease in 2013/2014 across all levels, with the exception of entry level and level 3.

Chart A1.9 Number of achievements in the QCF by qualification level and academic year (Ofqual's Regulated Qualifications Activity Database) Achievements for 1st4sport qualifications in 2014 accounted for 64% of level 1 qualifications, 32% of level 2 qualifications, 32% of level 3 and 0.1% of level 4 qualifications. A1.2.7 Achievements in the QCF by size of qualification

Qualifications that implement the QCF design specifications are made up of units. Each unit has a credit value which indicates how many credits are awarded when a unit is completed. Units contribute to the structure of each qualification. There are three different types of qualification in the QCF: award, certificate and diploma. An award can be achieved with 1 to 12 credits; a certificate with 13 to 36 credits and a diploma at least 37 credits.

Chart A1.10 Percentage of qualification achievements in the QCF by qualification size (Ofqual's Regulated Qualifications Activity Database)

0

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Entry Level Level 1 Level 2 Level 3 Level 4 - 8

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Oct - Sept 2009Oct - Sept 2010Oct - Sept 2011Oct - Sept 2012Oct - Sept 2013Oct - Sept 2014

Award42%

Certificate33%

Diploma25%

Qualification achievements by QCF size (2013/2014)

Award

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Diploma

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1st4sport trends are not too dissimilar to the market trends in terms of the distribution of learner achievements across the qualification sizes. Our learner achievements accounted for 72% award, 28% certificate and 0.1% diploma. A1.2.8 Achievements in the QCF by sector subject area With the exception of sector 01 - Health, public services and care, which recorded an increase in achievements in 2013/2014 and is now the largest sector, the rest of the 14 sectors showed a decrease in achievements. The sector subject areas 1st4sport operate in are highlighted in the table below.

Trends in the number of achievements in the QCF by sector subject area by academic year (2009-2014)

Sector subject area 2009/10 2010/11 2011/12 2012/13 2013/2014

01 - Health, public services and care 48,478 335,711 689,783 982,009 1,150,400

02 - Science and mathematics 130 30,811 128,104 156,486 90,500

03 - Agriculture, horticulture and animal care 30,509 77,264 106,788 112,443 108,600

04 - Engineering and manufacturing technologies 43,605 162,646 309,118 397,840 386,100

05 - Construction, planning and the built environment 49,066 118,191 201,292 230,819 228,500

06 - Information and communication technology 73,039 180,654 257,399 321,489 294,300

07 - Retail and commercial enterprise 138,731 545,184 759,407 751,167 686,000

08 - Leisure, travel and tourism 8,056 228,345 481,845 526,293 456,500

09 - Arts, media and publishing 72,161 344,200 861,848 887,019 858,000

10 - History, philosophy and theology 0 32,512 32,552 29,047 18,000

11 - Social sciences 398 409 478 304 100

12 - Languages, literature and culture 18,964 43,834 88,780 74,994 47,200

13 - Education and training 35,259 56,428 87,289 103,886 99,500

14 - Preparation for life and work 131,971 367,950 674,056 985,190 832,400

15 - Business, administration, finance and law 126,844 312,081 604,608 676,838 629,300

Total 777,211 2,836,220 5,283,347 6,235,824 5,885,300

Table 1.11 Achievements in the QCF by sector subject area (Ofqual's Regulated Qualifications Activity Database)

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A1.2.9 High volume qualifications in the QCF in terms of achievements

1st4sport Level 1 Award in Coaching Football (QCF) is listed in the top 30 qualifications in the QCF with the most achievements (21st position); all except one of these 30 qualifications are at either Level 1 or 2.

The top 30 qualifications in the QCF with the most achievements in England, Wales & Northern Ireland (2013/2014) Qualification Title Type Description Number of achievements

CIEH Level 2 Award in Food Safety in Catering (QCF) QCF 154,630

QA Level 2 Award in Emergency First Aid at Work (QCF) QCF 71,710


Pearson BTEC Level 2 Extended Certificate in Sport (QCF) QCF 59,475

HABC Level 2 Award in Emergency First Aid at Work (QCF) QCF 56,650

FAA Level 2 Award in Emergency First Aid at Work (QCF) QCF 50,525

Sports Leaders UK Level 1 Award in Sports Leadership (QCF) QCF 49,060

Pearson BTEC Level 2 Extended Certificate in Applied Science (QCF) QCF 46,260



CIEH Level 2 Award in Health and Safety in the Workplace (QCF) QCF 38,550

HABC Level 2 Award in Food Safety in Catering (QCF) QCF 37,525

BIIAB Level 2 Award for Personal Licence Holders (QCF) QCF 34,210

QA Level 3 Award in First Aid at Work (QCF) QCF 31,005

IQL Level 2 Award in Pool Lifeguarding, Intervention, Supervision and Rescue (QCF) QCF 30,870

Pearson BTEC Level 2 Extended Certificate in Business (QCF) QCF 30,525

CIEH Level 2 Award in Emergency First Aid at Work (QCF) QCF 27,700


BCS Level 2 Certificate in IT User Skills (ECDL Extra) (ITQ) (QCF) QCF 26,165


1st4sport Level 1 Award in Coaching Football (QCF) QCF 23,360

Pearson BTEC Level 2 Extended Certificate in IT (QCF) QCF 22,185

Pearson BTEC Level 1 Award in WorkSkills (QCF) QCF 21,440

HABC Level 2 Award in Door Supervision (QCF) QCF 20,925

AOFAQ Level 2 Award in Emergency First Aid at Work (QCF) QCF 18,935

NCFE Level 2 Certificate in Equality and Diversity (QCF) QCF 18,385

Pearson BTEC Level 2 Extended Certificate in Health and Social Care (QCF) QCF 17,760

NCFE Level 2 Certificate in Understanding the Safe Handling of Medicines (QCF) QCF 17,735

Pearson BTEC Level 2 Certificate in Customer Service (QCF) QCF 17,445

TCL Level 1 Award in the Arts (QCF) QCF 17,320

Table A1.12 Highest volume QCF qualifications in England, Wales & Northern Ireland (Ofqual's Regulated Qualifications Activity Database)

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A1.2.10 Awarding organisations market share - functional skills qualifications Functional skills qualifications assess the practical skills that allow people to use English, mathematics, and information and communication technology (ICT) in real-life contexts, and are currently mandatory components in apprenticeship frameworks. There are 22 awarding organisations (increased from 16 last year), including 1st4sport, which recorded achievements in functional skills in 2013/14. Pearson and City & Guilds awarded 82% of all functional skills achievements. With the exception of AQA Education and NOCN, that recorded a decrease, the remaining 5 largest awarding organisations recorded an increase in the number of achievements in 2013/2014; following the upward trends in functional skills qualifications over the past five years. Achievements before the 2010/11 academic year were for pilot functional skills qualifications.

Chart A1.11 Achievements in functional skills qualifications across the 7 largest AOs (Ofqual's Regulated Qualifications Activity Database)

025,00050,00075,000

100,000125,000150,000175,000200,000225,000250,000275,000300,000325,000350,000375,000400,000425,000450,000

Pearson Education Ltd

City and Guilds of London Institute

OCR AQA Education National Open College Network

Skillsfirst Awards Ltd

NCFE Others

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Trends in achievements for the 7 largest functional skills awarding organisations (2009-2013)

2009/10

2010/11

2011/12

2012/13

2013/14

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B – SQA Accreditation Annual Review (2014/2015) This section focuses on the qualification market trends in Scotland, as presented within the SQA Accreditation Annual Review, with a focus on demand and supply of qualifications together with awarding bodies’ compliance levels as a result of SQA Accreditation audit activity. For the purpose of this report only areas related to 1st4sport operations as an approved awarding body in the Scottish market are presented. 1st4sport qualifications operate within Area 007: Providing Goods and Services and offered one qualification in 2014 on the SCQF; the SVQ 3 in Leisure Management at SCQF Level 7. B1.1 Demand for SQA accredited qualifications Data presented on the performance of SQA accredited qualifications (table B1.1) is collected from approved awarding bodies on a quarterly basis and covers the financial year 2014–15 for SVQ qualifications, regulatory and licensing qualifications and ‘other’ qualifications. In 2014–15 registrations for SVQ qualifications showed the first decrease (-4%) since 2011–12. However, the level of registrations remained in line with the high levels seen in 2009–10. This is a positive sign that business confidence remains and also that, although alternative competence-based qualifications are available, the SVQ product is still the preferred qualification type for some sectors. Certifications for SVQ qualifications continued the year on year increase by 3%. Another significant increase in the demand for Regulatory and Licensing qualifications was noted, with registrations having increased by 67% and certifications by 71%. This also reflects the continuous increase in the number of Regulatory and Licensing qualifications accredited. The vast increase in demand is also due to the popularity of the Scottish Certificate for Personal Licence Holders1 (Refresher) at SCQF Level 6. There was a less significant increase in the demand for ‘Other’ qualifications seen in previous years; registrations increased by 10% and certifications by 1%. This increase in Other qualifications in particular partly explains the less significant increase in SVQ uptake, with some awarding bodies opting for alternative competence-based qualifications over the traditional SVQ.

1 Due to changes in legislation, all holders of the Personal Licence Holder qualifications who have held the licence for five years were required to undertake the refresher

qualification or latest accredited Scottish Certificate for Personal Licence Holders at SCQF level 6.

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Qualification market performance (2007-2015)

Qualification Type Year Registrations Percentage change (%) Certifications Percentage change (%)

SVQ qualifications 2007–08 48,761 N/A 29,357 n/a

2008–09 39,879 -18% 31,206 +6%

2009–10 45,155 13% 35,066 +12%

2010–11 47,405 5% 36,713 +4%

2011–12 40,245 -15% 29,945 -18%

2012–13 43,444 7.9% 32,397 +8%

2013–14 48,116 +11% 34,362 +6%

2014–15 45,920 -4% 35,358 3%


Regulatory and licensing qualifications

2010–11 13,880 N/A 13,227 n/a

2011–12 15,192 9% 12,280 -7%

2012–13 17,842 17% 17,166 39%

2013–14 29,830 67% 28,157 64%

2014–15 49,737 67% 48,161 71%


Other qualifications 2010–11 5,384 N/A 4,529 n/a

2011–12 25,652 376% 19,281 326%

2012–13 30,957 21% 21,534 12%

2013–14 36,158 17% 24,146 12%

2014–15 39,766 10% 24,293 1%

Table B1.1 Trends in SQA accredited qualifications market performance

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Chart B1.1 Trends in the demand for SQA accredited qualifications – number of learner registrations

Chart B1.2 Trends in the demand for SQA accredited qualifications – number of learner achievements/certifications

66,66981,089

92,243

114,104

135,423

0

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40,000

60,000

80,000

100,000

120,000

140,000

160,000

2010–11 2011–12 2012–13 2013–14 2014–15

Reg

iste

red

learn

ers

Year

Trends in learner registrations for SQA accredited qualifications (2010-2015)

54,46961,506

71,097

86,665

107,812

0

20,000

40,000

60,000

80,000

100,000

120,000

2010–11 2011–12 2012–13 2013–14 2014–15

Reg

iste

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learn

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Year

Trends in learner certifications for SQA accredited qualifications (2010-2015)

SAR 2014 Page 57 of 153

B2.1 Supply of SQA accredited qualifications At the end of the operational year 2014–15, there were 40 SQA Accreditation approved awarding bodies. Throughout the year, 3 organisations gained SQA-approved awarding body status (highlighted in table B1.2), 24 organisations contacted SQA Accreditation to explore the possibility of becoming an approved awarding body, and 6 submitted formal requests through the enquiry process; 2 of those have decided to progress to the approval stage. Skillsfirst Awards Limited had their approved status withdrawn at their request, due to zero uptake of their qualifications.

List of the 40 awarding bodies approved by SQA Accreditation (March 2015)

1st4sport Qualifications Institute of Leadership and Management

Associated Sports Qualifications Institute of Revenues, Rating and Valuation

Alcohol Focus Scotland ITEC

Association of Accounting Technicians ITC First

Association of Chartered Certified Accountants Lantra Awards Limited

BIIAB Mineral Products Qualifications Council

Chartered Institute of Housing National Examination Board in Occupational Safety and Health

Chartered Institute of Personnel and Development PAA/VQ-SET

Chartered Management Institute PIABC

City & Guilds of London Institute Pearson Education Limited

Engineering Construction Industry Training Board Princes Trust

English Speaking Board Rockschool Limited

Equestrian Qualifications GB Limited Royal Academy of Dance

Excellence, Achievement and Learning Limited Safe Cert Awards Limited

First Aid Awards Limited Safety Training Awards Limited

Future (Awards & Qualifications) Limited SFEDI Awards

GQA Qualifications Limited Scottish Bakers

Highfield Awarding Body for Compliance Scottish Qualifications Authority

IMI Awards Limited Vocational Training Charitable Trust

Industry Qualifications Limited Worshipful Company of Spectacle Makers

Table B1.2 List of the 40 awarding bodies approved by SQA accreditation

SAR 2014 Page 58 of 153

At the end of 2014–15, SQA Accreditation had a total of 1,023 accredited qualifications of three different qualification types. In total, 43 accredited SVQs were withdrawn during 2014–15. The common rationale for awarding bodies withdrawing SVQs was low or zero uptake. In some instances, SVQs were replaced with alternative accredited competence-based qualifications. This has been driven in part by Modern Apprenticeship Frameworks where the SVQ has not been successful.

Types of accredited qualifications in the Scottish market (Qualifications that have lapsed are not included) (2012-2015)

Qualification Types




Percentage change (%)

No. of ABs offering these qualifications

Proportion (%) of all accredited qualifications

Scottish Vocational Qualifications (SVQs) 694 708 712 1% 18 70%

Regulatory and Licensing qualifications (R&L) 50 57 52 -9% 13 5%

Other qualifications (such as competence-based qualifications) 196 243 259 7% 28 25%

Total 940 1,008 1,023 1% 59 100%

Table B1.3 Types of accredited qualifications in the Scottish market As in previous years, more SVQ levels 2 and 3 were accredited. This is a result of them being a mandatory qualification in Modern Apprenticeships. Of level 2 and 3 SVQs, 74% and 84% are present in Modern Apprenticeships respectively. Currently, 27 SVQ 4 qualifications and 7 SVQ 5 qualifications are part of Apprenticeship frameworks. These numbers may increase as more Technical and Professional Apprenticeships are approved. 1st4sport qualifications offered one qualification in 2014 on the SCQF; the SVQ 3 in Leisure Management at SCQF Level 7.

SVQ accredited qualifications by level (2012-2014)

Qualification level Number of SVQ qualifications (2012/13) Number of SVQ qualifications (2013/14) Number of SVQ qualifications (2014/15)

SVQ Level 1 38 35 35

SVQ Level 2 300 318 317

SVQ Level 3 300 306 316

SVQ Level 4 47 41 37

SVQ Level 5 9 8 7

Total 694 708 712

Table B1.4 Accredited SVQ by qualification level

SAR 2014 Page 59 of 153

B3.1 Audit activity – analysis of recorded requirements and recommendations

SQA Accreditation carries out monitoring of all SQA-approved awarding bodies. In 2014–15, SQA Accreditation’s quality assurance processes were based on a range of measures, and compliance was assessed against the Regulatory Principles (2014) and the associated Regulatory Principles Directives. SQA Accreditation’s regulatory system uses comprehensive risk assessment to concentrate resources on the areas that need them most with the application of a Quality Enhancement Rating to each approved awarding body. The audits are based on a three-year cycle, depending on perceived risk. Annual monitoring of providers and/or training providers, compliance investigations, and any extraordinary circumstances that are reported, all determine the frequency of audits so that no inspection ever takes place without reason. Provider monitoring visits check the effectiveness of the awarding body’s systems and enable SQA Accreditation to identify any areas of concern that may help to inform SQA Accreditation regulatory activities and safeguard the learner experience.

Chart B1.3 SQA Accreditation audit activity Issues are recorded where there is evidence that there is significant risk to either the learner or the integrity of the qualification and therefore immediate and comprehensive action is required. During audit, one issue may be raised against multiple principles. A recommendation can be made if auditors consider that an awarding body’s processes meet the Regulatory Principles but that either improvement could be made, or that allowing current processes to embed may pose a risk to the learner or the integrity of a qualification. During audit, one recommendation may be raised against multiple principles. During the audit period 2014/2015, the greatest number of issues identified was recorded against Regulatory Principles 6 and 10:

Principle 6: The awarding body and its providers shall maintain accurate documents, records and data.

Principle 10: The awarding body shall ensure that it has the necessary arrangements and resources for the effective delivery, assessment and quality assurance of SQA accredited qualifications.

1115 18

25 2722

05

10152025303540

2012/13 2013/14 2014/15

Co

un

t

Year

SQA Accreditation audit activity (2012-2015)

Audits

Provider monitoring visits

SAR 2014 Page 60 of 153

Various recommendations were identified, with the greatest number recorded against Regulatory Principles 5 and 10.

Principle 5: The awarding body shall provide clear information on its procedures, products and services and ensure that they are accurate and appropriate to SQA accredited qualifications.

Principle 10: The awarding body shall ensure that it has the necessary arrangements and resources for the effective delivery, assessment and quality assurance of SQA accredited qualifications.

These highlighted principles which have the greatest number of issues and recommendations raised are key areas for SQA Accreditation, their approved awarding bodies and providers to learn from and consider in future activity.

Summary of issues and recommendations raised against principles

Principle Issues Recommendations

Principle 1 2 4

Principle 2 1 3

Principle 3 2 4

Principle 4 6 4

Principle 5 8 15

Principle 6 11 7

Principle 7 2 0

Principle 8 1 0

Principle 9 1 1

Principle 10 9 10

Principle 11 3 3

Principle 12 7 3

Principle 13 1 6

Principle 14 5 2

Principle 15 8 3

Total 67 65

Table B1.5 Issues and recommendations raised against prinicples

SAR 2014 Page 61 of 153

Summary of Audit Outcomes (2014–15) against Regulatory Principles (2014)

Awarding Body Audit Date Issues Recommendations

1st4sport Qualifications 17-Jul-14 1 2

AFS 11-Dec-14 3 3

BIIAB 29-Jul-14 2 3

City and Guilds 03 April 2014 & 05 March 2015 4 1

ECITB 04-Nov-14 2 3

EQL 09-Jun-14 3 0

GQA 25-Nov-14 4 7

ILM 04-Feb-15 3 1

IRRV 20-Nov-14 6 6

WCSM 05-Jun-14 1 5

Lantra 22-Oct-14 3 4

PAA/VQSET 05-Feb-15 1 3

Rockschool 10-Dec-14 6 2

SafeCerts Awards 12-Jun-14 7 2

CIPD 24-Feb-15 4 7

Associated Sport Qualifications 25-Jun-14 7 1

Scottish Bakers 30-Mar-15 4 7

FAAL 31-Mar-15 3 3

Table B1.6 Audit Outcomes against Regulatory Principles (2014) Of the 18 awarding bodies audited by SQA, 1st4sport qualifications was amongst the 3 awarding bodies with the least number of issues (1) and amongst the 6 awarding bodies with the least number of recommendations (2). On average, 3 issues and 3 recommendations were raised to awarding bodies as a result of the audits.

SAR 2014 Page 62 of 153

Appendix 2 1st4sport key performance statistics

Overall it appears that key trends in 2014 show a decrease in both the demand and supply of qualifications. A more detailed representation of figures and rationale is provided in the following charts.

Chart A2.1 Trends in the demand for qualifications – number of new recognised centre and qualification approvals statuses granted

The increase in the number of new recognised centre and qualification approval status is primarily due to the transfer of the BHEST centres to 1st4sport, following the launch of the new suite of horseracing and farriery qualifications.

Chart A2.2 Trends in the supply of qualifications – number of 1st4sport accredited qualifications

During 2014 a total of 35 new qualifications were developed and accredited, however this is not reflected in the overall increase as the life of many qualifications on the NQF has ended. In 2014 we offered 277 qualifications in 33 sports, 122 qualifications being coaching qualifications. It must be noted that in the total of 277 qualifications, pathways, disciplines and add-on modules are counted as separate qualifications to ensure consistency with our IT systems’ functionality and the associated audit trail maintained.

67

6987 71 65 75 84 9280

134

225

482550

405330

469

050

100150200250300350400450500550600

2007 2008 2009 2010 2011 2012 2013 2014

Nu

mb

er

of

ap

pro

ved

ap

plicati

on

s

Year

Trends in the number of new recognised centres and qualification approvals (2007-2014)

Applications granted Centre Recognition

Applications granted Qualification Approval

1 9 11 14 1945 56 65 81

116

166

257277 285 277

0

50

100

150

200

250

300

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Accre

dit

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q

ualifc

ati

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s

Year

Trends in the number of accredited qualifications (2000-2014)

SAR 2014 Page 63 of 153

Despite the large number of qualifications we award (277 in total), only 185 qualifications recorded learner achievements. Some of these qualifications with no achievements have become available towards the end of 2014 or were due to expire, and for others the length of course for completion may take 2 or 3 years. The following charts illustrate the supply of our qualifications and respective demand/learner take up.

Chart A2.3 1st4sport qualifications offered and qualifications achieved by learners across levels Trends in the qualifications market show that the largest number of achievements (qualifications in the QCF) was recorded against level 2 qualifications (49%), followed by level 1 (22%) and level 3 (19%). Achievements for entry level accounts for 7% and level 4-8 for 2%.

Chart A2.4 1st4sport qualifications offered and qualifications achieved by learners in terms of QCF size Trends in the qualifications market show that the largest number of achievements was recorded against awards (42%), followed by certificates (33%) and diplomas (25%).

Entry Level 2%

Level 1 19%

Level 232%

Level 347%

Level 41%

Distribution of 1st4sport accredited qualifications by qualification level (2014)

Entry Level

Level 1

Level 2

Level 3

Level 4

Level 164%

Level 232%

Level 332%

Level 40.1%

Distribution of learner achievements across 1st4sport qualifications by level (2014)

Level 1

Level 2

Level 3

Level 4

Award 34%

Certificate54%

Diploma12%

Distribution of 1st4sport accredited qualifications by QCF size (2014)

Award

Certificate

DiplomaAward72%

Certificate28%

Diploma0.1%

Distribution of learner achievements across 1st4sport qualifications by QCF size (2014)

Award

Certificate

Diploma

SAR 2014 Page 64 of 153

The increased number of our regulated qualifications is in line with the upward trends of the number of available regulated qualifications in the qualifications market, designed to meet the QCF requirements. This data should be treated with care as it includes in some cases the QCF and NQF version of some qualifications that expired during 2014.

Chart A2.5 Trends in the demand for qualifications – number of event authorisations Despite the minor decrease of 0.01% in the number of events authorised to be delivered by 1st4sport recognised centres in 2014 the trends remain positive. On the contrary, 2014 saw the largest decrease in both the number of learner registrations (10%) and learner certifications (7%) since 2006, which is similar to the trends reflected in the overall qualifications market.

Chart A2.6 Trends in the demand for 1st4sport qualifications – number of registered learners

3,6274,269 4,583

5,124 5,089 4,7995,252 5,333 5,300

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

2006 2007 2008 2009 2010 2011 2012 2013 2014

Ev

en

ts a

uth

ori

sed

Year

1st4sport trends in event authorisations (2006-2014)

57,417 58,980 58,339

76,193 74,330 73,122 73,158 73,43865,866

010,00020,00030,00040,00050,00060,00070,00080,00090,000

2006 2007 2008 2009 2010 2011 2012 2013 2014

Reg

iste

red

learn

ers

Year

1st4sport trends in learner registrations (2006-2014)

SAR 2014 Page 65 of 153

Chart A2.7 Trends in the demand for 1st4sport qualifications – number of learner achievements/certifications The decrease in our learner achievements in 2014 is analogous to the decreased trend in the qualifications market. When reviewing learner certification figures several factors should be taken into consideration that may affect the accuracy of data, such as the time at which the data is exported from the system and also the length of some qualifications, which might be spread over two or three years.

Chart A2.8 Trends in learner participation by gender

44,540 44,83153,501

63,798 62,856 64,754 64,069 61,51057,198

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

2006 2007 2008 2009 2010 2011 2012 2013 2014

Learn

ers

cert

ific

ate

d

Year

Trends in learner certifications for 1st4sport qualifications (2006-2014)

87% 85% 83% 82% 83% 83% 82%

13% 15% 17% 18% 17% 17% 18%

0%10%20%30%40%50%60%70%80%90%

100%

2008 2009 2010 2011 2012 2013 2014

Reg

iste

red

learm

ers

Year

Trends in participation by gender (registered learners 2008 - 2014)

Registered male learners

Registered female learners

SAR 2014 Page 66 of 153

Chart A2.9 Trends in learner participation by age

Chart A2.10 Trends in learner participation by ethnicity

1%

27% 27%

40%

5%

0%5%

10%15%20%25%30%35%40%45%50%

Age 14-15 Age 16-18 Age 19-25 Age 26-49 Age 50 or over

Reg

iste

red

learn

ers

Age group

Participation by age (registered learners - 2014)

46% 46%

2% 1% 1% 1% 1% 1% 1%

0%

10%

20%

30%

40%

50%

60%

White British Prefer not to say/Not supplied

White Black Mixed Background

Asian Asian British Black British Other

Reg

iste

red

learn

ers

Ethnicity

Participation by ethnicity (registered learners - 2014)

SAR 2014 Page 67 of 153

Chart A2.11 Disability types of learners

In 2014 there were 720 cases of disability confirmed at the stage of learner registration across 65,866 registered learners in 2014. This accounts for 1% of the total registered learners.

Chart A2.12 Trends in reasonable adjustment requests The reasonable adjustment requests were related to 28 qualifications. Of the 95 requests evaluated in 2014 only 9 have been declined; this was mainly due to learners’ inability and/or lack of evidence to meet the eligibility criteria, and also due to learners’ decision to withdraw from the course. It is interesting to note that out of 720 reported disabilities only 95 requests for reasonable adjustments were required.

43%

13% 11% 11%5% 4% 4% 3% 2% 1% 1% 1% 1%

0%5%

10%15%20%25%30%35%40%45%50%

Reg

iste

red

learn

ers

Disability types in participation (registered learners - 2014)

8

40 3543 44

55

95

0

20

40

60

80

100

120

2008 2009 2010 2011 2012 2013 2014Nu

mb

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uests

Year

Trends in the number of requests for reasonable adjustments (2007 - 2014)

SAR 2014 Page 68 of 153

Chart A2.13 Trends in special consideration requests The special consideration requests were related to 30 qualifications. 17% of special consideration requests were not granted (26 requests not granted out of 153). This was based on the invalid rationale provided and/or lack of associated evidence to support learner’s eligibility for special consideration.

Chart A2.14 Trends in the number of incidents managed Incident types may include a sanction against a centre reported by an EV, learner appeal against the outcomes of their assessment by their centre, learner complaint against their centre, suspected learner misconduct, suspected non-compliance by a centre, suspected child or vulnerable adult safeguarding issue by a centre, customer service complaint to 1st4sport from a centre, customer service complaint to 1st4sport from a learner, suspected non-compliance by 1st4sport, suspected child or vulnerable adult safeguarding issue by 1st4sport, centre appeal against a 1st4sport procedural decision or learner appeal against a 1st4sport procedural decision.

0

62

178

141175 183

153

0

50

100

150

200

250

2008 2009 2010 2011 2012 2013 2014

Nu

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req

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Trends in the number of requests for special consideration (2007 - 2014)

20 2535

66 67 68 75 76

0

20

40

60

80

2007 2008 2009 2010 2011 2012 2013 2014

Nu

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of

incid

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Trends in the number of incidents (2007 - 2014)

Year

SAR 2014 Page 69 of 153

Appendix 3 Strategic direction achievement rates

A3.1 Strategic direction achievement results

The overall strategic direction achievement rate for 2014 appears to be lower than previous years, yet positive (80% in 2014 and 92% in 2013). Supporting evidence (SDPL) is provided on specific targets to provide the rationale for the associated performance levels.

Strategic Direction 2009-2014

Critical Success Factors

Strategic Targets Achievement of target

Performance levels

(2014) (2013) (2012) (2011) (2010)

Maintain and extend the awarding organisation

Maintain AO status by ensuring compliance with Ofqual General Conditions of Recognition

Achieved 100% 98% 100% N/A N/A

Maintain AO status by ensuring compliance with Welsh Government General Conditions of Recognition

Achieved 100% N/A N/A N/A N/A

Maintain AO status by ensuring compliance with SQA Accreditation Regulatory Principles

Achieved 100% 100% 100% Target met

N/A

Ensure annual risk profile does not exceed Risk Tolerance Level 4 Achieved Target met

Target met

Target met

N/A N/A

Ensure 80% of the annual plan of provision is achieved each year Achieved (SDPL1)

100% 100% 92% 84% 82%

Increase the number of accredited qualifications Not achieved -3% 3% 8% 55% 43%

Maintain and extend the business of > 65% of UKCC sports for the development and awarding of QCF coaching provision at levels 1-3

Achieved 82% 81% 82% 80% 79%

Ensure increased demand annually (learner registrations - LR and learner certifications - LC)

Not achieved -10% (LR)

- 7% (LC)

0.4% (LR)

-4% (LC)

-1% (LR)

- 1% (LC)

-1.6% (LR)

3% (LC)

-2.5% (LR)

-1.5% (LC)

Ensure 80% of predicted take-up is achieved annually Not achieved 74% 53% 95% 83% 54%

Develop 80% of the annual plan of provision in partnership with nationally recognised bodies/identified technical experts

Achieved 80% 80% 83% 80% 95%

Establish three new qualification partnerships/consultants annually Achieved 100% Target not met

100% N/A N/A

Apply to enter the EFQM Committed to Excellence level by 1 October 2014 Not achieved Target not met

N/A N/A N/A N/A

Achieve min. score of 550 (out of 1000) against the EFQM model Achieved 687 692 670 652 575

SAR 2014 Page 70 of 153


Strategic Targets Achievement of target

Performance levels

(2014) (2013) (2012) (2011) (2010)

Maintain and extend the awarding organisation

Ensure 70% overall strategic target achievement rate Achieved 80% 92% 94% 93% 80%

80% stakeholders confirm 1st4sport improve each year and meet needs/ expectations, providing value added service

Achieved 94% 96% 92% 93% 91%

Identify, develop and maintain fit for purpose IT systems2 to support the

awarding function and services to stakeholders (Athena/Online Services) Achieved 95% (A)

96% (OS)

99% (A)

100% (OS)

91% (A)

91% (OS)

81% (A)

73%(OS)

91% (A)

86%(OS)

Ensure the website provides current, accurate and relevant information for stakeholders

Achieved 96% 99% 97% 97% 95%

Launch the Advanced Secure e-module by October 2014 Not achieved Target not met

N/A N/A N/A N/A


Operational Targets Achievement of target

Performance levels

(2014) (2013) (2012) (2011) (2010)

Maintain and extend the awarding function

Conduct annual self-assessment and publish report to all stakeholders Achieved Target met

Target met

Target met

Target met

Target met

Conduct annual self-evaluation against regulations and submit to regulators within the prescribed time-scale

Achieved Target met

Target met

Target met

N/A N/A

Acknowledge, provide updates or final outcomes to 100% incident and risk reports within/every 25 working days

Not achieved 96% 100% 100% 79% 82%

Confirm 80% recognition and qualification approval within 10 days of the recognition and approval verification visit

Achieved 98% 97% 91% 90% 64%

Confirm 80% of qualification approvals within 2 working days of receipt of fully completed application

Not achieved 47% 95% 96% 100% 91%

Work towards 70% of courses/cohorts being externally verified at a ratio of 1:6/1:75 (where < 6 courses annually a minimum of 1 course is verified)

Achieved (SDPL2)

72% 74% 78% 68% N/A

Ensure 70% of verification outcomes are forwarded to centres within 5 working days of the external verification activity occurring

Achieved 91% 90% 85% 93% 89%

Ensure 80% of EV workforce achieved expectations annually Achieved 95% 98% 94% 93% 89%

2 This includes Athena (A) and Online Services (OS). The percentage shown for online service use only applies to those who receive this service (this does not include Gymnastics, Cricket Boards,

County Football associations, Rugby Football Union Regional Centres and Welsh Rugby Union Regional Centres).

SAR 2014 Page 71 of 153


Operational Targets Achievement of target

Performance levels

(2014) (2013) (2012) (2011) (2010)

Maintain and extend qualification provision

Ensure each qualification adds value to the career/role pathway of learners Achieved 98% 98% 98% 92% 93%

90% stakeholders confirm qualification resources are clear and effective for the use of centre staff and learners

Achieved 96% 97% 98% 96% 95%

Acknowledge, update and/or provide outcomes to 70% of qualification proposals within/every 25 working days

Not able to be measured

N/A N/A N/A N/A N/A

Develop 80% of valid qualifications within 6 months of receipt of the proposal Not achieved

(SDPL1)

44% N/A N/A N/A N/A

Ensure 100% of operational qualifications undergo the required monitoring Achieved 100% N/A N/A N/A N/A

Maintain and extend awarding systems and services

Respond to requests for awarding data within 10 working days of the required date

Achieved 100% 100% 100% 100% 100%

80% course/programme authorisation requests are processed and confirmed within 5 working days of receipt

Achieved 96% 99% 94% 93% 95%

80% learner/workforce resources are dispatched as a minimum 10 working days prior to the start date of the course/programme (non fast track)

Achieved 96% 99% 92% 88% 93%

80% learners are registered within 20 working days of receipt of the registration request

Achieved 99% 98% 98% 95% 97%

80% claims for learner certification are validated, processed and dispatched within 20 working days of the request

Achieved 98% 100% 96% 94% 87%

80% certificate replacement requests are effectively processed within 10 working days of receipt

Achieved 98% 98% 98% 91% 86%

80% written assessment papers are dispatched as a minimum 5 working days prior to the specified date on the request

Achieved 99% 98% 98% 95% 99%

80% event cancellation/postponement/termination and learner transferral/ withdrawal requests are processed within 10 working days of receipt

Achieved 100% 100% 98% 97% 99%

Provide an outcome to 80% access arrangement (reasonable adjustment, special consideration) within 10 working days of receipt

Achieved 95% 100% 95% 96% 94%

Successfully dispatch resources based on valid data and reports ensuring a reduction in errors and customer service complaints

Achieved 99.6% 99% 99.5%

99.7%

99.7%

Table A3.1 Strategic direction achievement and performance levels

SAR 2014 Page 72 of 153

Chart A3.1 Overview of strategic and operational target achievement (2014) A3.2 Strategic direction performance levels (SDPL) – evidence 1

Chart A3.2 Qualifications plan of provision (2014) Chart A3.3 Development outcomes following review of proposals (2014)

The achievement rate against the target for the development of valid qualifications within 6 months of receipt of the proposal was very low (44%). This was primarily due to the lack of sufficient resources (1st4sport staff, qualification development partner support). The average time for the development of valid qualifications was 7.5 months, with some qualifications being developed in the short period of 3 months and one qualification developed in 16 months.

Achieved80%

Not achieved18%

Not able to be measured2%

Strategic and operational target achievement rate (2014)

Achieved

Not achieved

Not able to be measured

Operational -conduct

monitoring 57%

Developing -accredit and implement

19%

Operational -conduct review

13%

Expired/ Withdrawn -monitor to

certification end date

6%

Operational -conduct

withdrawal5%

Plan of qualification provision (2014)

Qualification Accredited

64%

Development Cancelled

22%

Proposal rejected/ diverted

14%

Qualification development outcomes upon review of qualification development proposal (2014)

SAR 2014 Page 73 of 153

A3.3 Strategic direction performance levels (SDPL) – evidence 2

The comparison of the verification activity illustrated in chart A3.5 provides an overview of the verification trends; a proportion of verification activity against the events delivered. It must be noted that the verification target of courses/cohorts was changed in 2010 from 1:4 to 1:6 and from 1:50 to 1:75 respectively. The total number of events delivered (5,285) does not include cancelled and overseas courses; hence it is lower than the total number of courses authorised (5,300) in 2014. Based on the data from Athena 1,140 external verification activities took place in 2014. However, some additional verification forms appear to be open in the system. This indicates that the verification process planning has started but not yet completed as EVs are awaiting specific event dates.

Chart A3.4 Trends in the volumes of verification activity

Chart A3.5 Verification activity undertaken by type

4,5945,007 5,054 4,760

5,231 5,320 5,285

530 795 818 931 1,143 1,174 1,140

0

1,000

2,000

3,000

4,000

5,000

6,000

2008 2009 2010 2011 2012 2013 2014

Co

un

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Year

Trends in the total number of events delivered and verified (2014)

Total number of events delivered

Total number of events verified

Visit to verify a course 52%

Visit to verify first course (DCS review)

23%

Desk review of a course 9%

Desk review of first course (DCS review)

4%

Visit to provide training and/or advice

3%

Visit to provide training and/or advice

3%

Visit to verify a cohort of learners

3%

Desk review of centre systems

2%

Desk review of a cohort of learners

2%

Visit to verify DCSafter sanctions

1%

Desk review of DCSafter sanctions

1%

Types of verification activity undertaken (2014)

SAR 2014 Page 74 of 153

Achievement of the verification targets is very significant; external verification is the key external quality assurance mechanism which enables monitoring of centre activity; identifying and taking action related to instances of non-compliance and potential risk. A comprehensive statistical analysis has therefore been undertaken based on target achievement of 70% of the ratio of 1:6 courses and 1:75 cohorts for specific qualifications.

Table A3.2 presents the course verification achievement rate (1:6), followed by table A3.3 which illustrates the cohort verification results (1:75). Although verification rates per qualification appear to be both below and above the set target overall results show that the achievement target for courses and cohorts was met (72%). This was predominantly due to the revised external verification team structure and CEV role as well process optimisation, which have contributed to improvements in this area. Several factors should be considered when analysing and reporting on these results, such as:

the data covers verification activities and courses delivered during the calendar year 2014. This may not reflect the actual target results, as the nature and length of qualifications may spread over two or three years. Similarly, there are instances where the verification planning process has started but not completed, as this will be dependent on the relevant course dates, which might extend to the next calendar year

discrepancies in the data might have affected these results due to External Verification Report Forms possibly containing incorrect verification dates or level/title of the qualification

a number of courses required heightened or minimum monitoring via external verification based on our risk based approach and the respective centre risk profile

the current data collection process and analysis method used to report on the achievement rate against the 1:75 verification of cohorts is based on the number of events verified and not the number of learners.

the total number of events per qualification includes in a few instances events which were set up only to enable our IT systems to process registrations of learners, hence this does not represent actual events which were delivered

some qualifications have a high rate of verification activity and this is due to the fact that only one course is delivered every year by a number of different centres or the qualification is also part of apprenticeship, which increases the level of EV intervention.

Target achievement rate on verification of courses per qualification (2014)

Qualification Events EV

Intervention

Verification target (1:6,min.

1 annually)

Target achievement

Functional Skills Qualification in English at Level 1 10 7 2 Met

Functional Skills Qualification in English at Level 2 2 0 1 Not Met

Functional Skills Qualification in Mathematics at Level 1 10 7 2 Met

Functional Skills Qualification in Maths at Level 2 2 0 1 Not Met

Level 1 Award In Coaching Angling (QCF) 27 7 5 Met

Level 1 Award In Coaching Archery (QCF) 49 8 8 Met

Level 1 Award in Coaching Badminton (QCF) 65 10 10 Met

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Intervention


1 annually)

Target achievement

Level 1 Award in Coaching Basketball (QCF) 55 12 9 Met

Level 1 Award in Coaching Boccia (QCF) 2 1 1 Met

Level 1 Award In Coaching Bowls (QCF) 27 3 4 Met

Level 1 Award in Coaching Cricket (QCF) 1 0 1 Not Met

Level 1 Award in Coaching Cycling (QCF) 15 1 2 Not Met

Level 1 Award in Coaching Fives (QCF) 1 1 1 Met

Level 1 Award in Coaching Football (QCF) 1403 216 233 Met

Level 1 Award in Coaching Gymnastics (QCF) 204 39 34 Met

Level 1 Award in Coaching Hockey (QCF) 43 3 7 Not Met

Level 1 Award In Coaching Lacrosse (QCF) 21 4 4 Met

Level 1 Award in Coaching Netball (QCF) 55 10 9 Met

Level 1 Award in Coaching Orienteering (QCF) 3 1 1 Met

Level 1 Award in Coaching Parkour/ Freerunning (QCF) 6 0 1 Not Met

Level 1 Award in Coaching Rounders (QCF) 18 2 3 Not Met

Level 1 Award in Coaching Rugby League (QCF) 37 6 6 Met

Level 1 Award in Coaching Rugby Union (QCF) 182 22 30 Met

Level 1 Award in Coaching Squash (QCF) 4 1 1 Met

Level 1 Award In Coaching Strength and Conditioning for Sport (QCF) 41 8 7 Met

Level 1 Award in Coaching Table Tennis (QCF) 19 0 3 Not Met

Level 1 Award in Coaching Tennis (QCF) 211 18 35 Not Met

Level 1 Award in Coaching Triathlon (QCF) 33 6 6 Met

Level 1 Award in Coaching Volleyball (QCF) 38 8 7 Met

Level 1 Award in Coaching Weight Lifting (QCF) 18 5 3 Met

Level 1 Award in Coaching Wrestling (QCF) 3 0 1 Not Met

Level 1 Award in the Principles of Coaching Sport (QCF) 22 20 4 Met

Level 1 Award In Using Sport to Tackle Youth Crime (QCF) 13 2 2 Met

Level 1 Certificate in Preparation for Event Volunteering (QCF) 7 0 1 Not Met

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Intervention


1 annually)

Target achievement

Level 1 NVQ Award in Sport and Active Leisure (QCF) 8 4 1 Met

Level 2 Award in Employment Awareness in Active Leisure and Learning (QCF) 114 41 19 Met

Level 2 Award in Employment Awareness in the Outdoors (QCF) 16 2 2 Met

Level 2 Award in First Aid for Sport (QCF) 4 2 1 Met

Level 2 Award In Introductory Work in the Outdoors (QCF) 11 2 2 Met

Level 2 Award in Leadership through Football (QCF) 48 15 8 Met

Level 2 Award in Leadership through Rugby Union (QCF) 6 5 1 Met

Level 2 Award In Multi-Skills Development in Sport (QCF) 105 21 18 Met

Level 2 Award In Refereeing Rugby League (QCF) 1 0 1 Not Met


Level 2 Award in the Treatment and Management of Injury in Sport (QCF) 8 6 1 Met

Level 2 Award in Understanding Stewarding at Spectator Events (QCF) 2 5 1 Met

Level 2 Award in Understanding the Active Leisure and Learning Sector 2 0 1 Not Met

Level 2 Certificate In Coaching Angling (QCF) 22 8 4 Met

Level 2 Certificate in Coaching Badminton (QCF) 21 2 3 Not Met

Level 2 Certificate in Coaching Basketball (QCF) 19 6 3 Met

Level 2 Certificate in Coaching Bowls (QCF) 8 0 1 Not Met

Level 2 Certificate In Coaching Cable Wakeboarding (QCF) 3 1 1 Met

Level 2 Certificate In Coaching Children’s Cricket (QCF) 82 24 14 Met

Level 2 Certificate in Coaching Cricket (QCF) 1 0 1 Not Met

Level 2 Certificate in Coaching Cycling (QCF) 36 3 6 Not Met

Level 2 Certificate in Coaching Fives (QCF) 2 0 1 Not Met

Level 2 Certificate in Coaching Football (QCF) 365 93 61 Met

Level 2 Certificate in Coaching Gymnastics (QCF) 120 25 20 Met

Level 2 Certificate in Coaching Handball (QCF) 8 2 1 Met

Level 2 Certificate in Coaching Hockey (QCF) 73 4 12 Not Met

Level 2 Certificate in Coaching Judo (QCF) 15 1 2 Not Met

Level 2 Certificate in Coaching Lacrosse (QCF) 13 2 2 Met

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Intervention


1 annually)

Target achievement

Level 2 Certificate in Coaching Netball (QCF) 47 10 8 Met

Level 2 Certificate In Coaching Orienteering (QCF) 3 1 1 Met

Level 2 Certificate in Coaching Parkour/Freerunning (QCF) 2 1 1 Met

Level 2 Certificate in Coaching Rounders (QCF) 3 1 1 Met

Level 2 Certificate In Coaching Rowing (QCF) 27 6 5 Met

Level 2 Certificate in Coaching Rugby League (QCF) 49 5 8 Not Met

Level 2 Certificate in Coaching Rugby Union (QCF) 149 23 24 Met

Level 2 Certificate in Coaching Squash and Racketball (QCF) 15 3 3 Met

Level 2 Certificate In Coaching Strength and Conditioning for Sport (QCF) 34 12 6 Met

Level 2 Certificate In Coaching Table Tennis (QCF) 8 1 1 Met

Level 2 Certificate in Coaching Tennis (QCF) 104 15 17 Met

Level 2 Certificate in Coaching Triathlon (QCF) 27 2 4 Not Met

Level 2 Certificate In Coaching Volleyball (QCF) 5 2 1 Met

Level 2 Certificate in Coaching Water Skiing/Wakeboarding (QCF) 15 2 2 Met

Level 2 Certificate in Coaching Weight Lifting (QCF) 1 0 1 Not Met

Level 2 Certificate In Coaching Wrestling (QCF) 3 1 1 Met

Level 2 Certificate In Coaching Young People and Adults Cricket (QCF) 79 16 13 Met

Level 2 Certificate In Introductory Work in the Outdoors (QCF) 4 0 1 Not Met

Level 2 Certificate in Leisure Operations (QCF) 17 7 3 Met

Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF) 73 22 12 Met

Level 2 Certificate in the Principles and Preparations for Coaching Sport (QCF) 81 17 14 Met

Level 2 Diploma in Coaching Tennis (QCF) 1 0 1 Not Met

Level 2 NVQ Certificate in Active Leisure, Learning and Well-being Operational Services (QCF) 14 6 2 Met

Level 2 NVQ Certificate in Activity Leadership (QCF) 137 47 23 Met

Level 3 Award In Assessing Competence in the Work Environment (QCF) 7 4 1 Met

Level 3 Award In Assessing Vocationally Related Achievement (QCF) 19 6 3 Met

Level 3 Award in Delivering Learning 2013 (QCF) 30 11 5 Met

Level 3 Award in Education and Training (QCF) 20 9 3 Met

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Intervention


1 annually)

Target achievement

Level 3 Award in Employment Awareness in Active Leisure and Learning (QCF) 73 25 12 Met


Level 3 Award in Workforce Mentoring (QCF) 3 1 1 Met

Level 3 Certificate in Achieving Excellence in Sports Performance (Basketball) (QCF) 0 1 1 Met

Level 3 Certificate in Achieving Excellence in Sports Performance (Handball) (QCF) 2 0 1 Not Met

Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) 8 8 1 Met

Level 3 Certificate in Achieving Excellence in Sports Performance (Rowing) (QCF) 2 0 1 Not Met

Level 3 Certificate In Assessing Vocational Achievement (QCF) 8 9 1 Met

Level 3 Certificate In Coaching Badminton (QCF) 1 0 1 Not Met

Level 3 Certificate In Coaching Basketball (QCF) 2 1 1 Met

Level 3 Certificate in Coaching Cricket (QCF) 3 1 1 Met

Level 3 Certificate in Coaching Gymnastics (QCF) 4 0 1 Not Met

Level 3 Certificate In Coaching Hockey (QCF) 7 1 1 Met

Level 3 Certificate in Coaching Judo (QCF) 1 1 1 Met

Level 3 Certificate In Coaching Mountain Biking (QCF) 3 1 1 Met

Level 3 Certificate in Coaching Netball (QCF) 10 1 1 Met

Level 3 Certificate In Coaching Road and Time Trial Cycling (QCF) 5 2 1 Met

Level 3 Certificate in Coaching Rowing (QCF) 3 0 1 Not Met

Level 3 Certificate in Coaching Rugby League (QCF) 1 1 1 Met

Level 3 Certificate In Coaching Rugby Union (QCF) 4 7 1 Met

Level 3 Certificate In Coaching Squash (QCF) 1 0 1 Not Met

Level 3 Certificate In Coaching Strength and Conditioning for Sport (QCF) 3 0 1 Not Met

Level 3 Certificate in Coaching Tennis (QCF) 28 10 5 Met

Level 3 Certificate In Coaching Track Cycling (QCF) 3 1 1 Met

Level 3 Certificate In Coaching Triathlon (QCF) 2 1 1 Met

Level 3 Certificate In Coaching Wakeboarding (QCF) 0 1 1 Met

Level 3 Certificate in Employment Awareness in the Outdoors (QCF) 2 2 1 Met

Level 3 Certificate In Leisure Management (QCF) 6 0 1 Not Met

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Intervention


1 annually)

Target achievement

Level 3 Certificate In Managing Sports Volunteers (QCF) 22 10 4 Met

Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport (QCF) 68 9 11 Met

Level 3 Certificate in Talented Athlete Lifestyle Support (QCF) 6 0 1 Not Met

Level 3 Certificate in the Treatment and Management of Injury in Sport 2014 (QCF) 5 1 1 Met

Level 3 Certificate in Understanding Sports Performance (Basketball) (QCF) 0 1 1 Met

Level 3 Certificate in Understanding Sports Performance (Handball) (QCF) 2 0 1 Not Met

Level 3 Certificate in Understanding Sports Performance (QCF) 8 8 1 Met

Level 3 Certificate in Understanding Sports Performance (Rowing) (QCF) 2 0 1 Not Met

Level 3 Diploma in Coaching Tennis (QCF) 3 0 1 Not Met

Level 3 NVQ Diploma in Leisure Management (QCF) 8 2 1 Met

Level 3 NVQ Diploma in Outdoor Programmes (QCF) (via the Outdoor Education Pathway) 2 4 1 Met

Level 3 NVQ Diploma in Outdoor Programmes (QCF) (via the Outdoor Recreation Pathway) 5 4 1 Met

Level 3 NVQ Diploma in Sports Development 29 22 5 Met

Level 4 Award In the Internal Quality Assurance of Assessment Processes and Practice (QCF) 7 6 1 Met

SVQ 3 in Leisure Management at SCQF Level 7 2 3 1 Met

Total Table A3.2 Analysis of target achievement rate on verification of courses per qualification

Target achievement rate on verification of cohorts per qualification (2014)


Intervention


1 annually)

Target achievement

Level 2 NVQ Certificate in Spectator Safety (QCF) 16 7 1 Met

Level 3 NVQ Certificate in Spectator Safety (QCF) 3 2 1 Met

Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (QCF) 1 1 1 Met

Level 3 NVQ Diploma in Supporting the Delivery of Physical Education and School Sport (QCF) 70 9 1 Met

Level 4 NVQ Diploma in Spectator Safety Management (QCF) 1 0 1 Not met

Total

Table A3.3 Analysis of target achievement rate on verification of cohorts per qualification

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Appendix 4 Self-evaluation - Statutory Compliance Outcomes Self-evaluation and monitoring of our compliance with regulations is fundamental to ensure we maintain our awarding status and continue to operate within particular areas and award specific types of qualifications. Therefore, a continuous self-evaluation of our compliance with the following statutory regulations was undertaken:

General Conditions of Recognition - Ofqual (November, 2014)

General Conditions of Recognition – Welsh Government (March, 2014)

SQA Accreditation’s Regulatory Principles (2014)

The self-evaluation was conducted using the principles and scale of the RADAR tool for the established approaches, their deployment and assessment and subsequent refinement activities, which enabled a comparison of the results across regulations.

RADAR Scale (Assessment of the EFQM Quality Standards) RADAR Scale (manipulated for the assessment of regulations)

Recognised as a global role model Fully able to demonstrate Able to demonstrate Limited ability to demonstrate Unable to demonstrate

Recognised as a global compliance role model Fully able to demonstrate compliance Able to demonstrate compliance3 Limited ability to demonstrate compliance Unable to demonstrate compliance

Evaluation of Approaches Evaluation of Deployment Evaluation of Assessment & Refinement

RADAR scale RADAR scale RADAR scale

RADAR scale 1: Unable to demonstrate 2: Limited ability to demonstrate 3: Able to demonstrate 4: Fully able to demonstrate compliance 5: Recognised as global compliance role model



Table A4.1 Principles of RADAR used to conduct the self-evaluation outcomes

3 Any Condition which is identified lower than this point on the scale is classed as non-compliant for the purpose of reporting to the regulators

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Outcomes of the self-evaluation are summarised in the table below and further analysed in the following pages.

Summary of self-evaluation outcomes against regulations (2014)

RADAR Scale (Manipulated for Assessment of the Regulations)

Ofqual General Conditions of Recognition (November, 2014)

Welsh Government General Conditions of Recognition (March, 2014)

SQA Accreditation’s Regulatory Principles (2014)

Recognised as a global role model 0% (0 areas) 0% (0 areas) 0% (0 areas)

Fully able to demonstrate 49% (22 areas) 42% (22 areas) 13% (2 areas)

Able to demonstrate 49% (30 areas) 58% (31 areas) 87% (13 areas)

Limited ability to demonstrate 0% (0 areas) 0% (0 areas) 0% (0 areas)

Unable to demonstrate 0% (0 areas) 0% (0 areas) 0% (0 areas)

Not applicable 2% (1 area) 2% (1 area) 0% (0 areas)

Table A4.2 Summary of self-evaluation outcomes It must be noted that although at the current time our compliance levels against the Ofqual General Conditions of Recognition is 100%, throughout 2014 there has been a fluctuation on our compliance levels with regards to conditions A8, B3, G6 and G8. Compliance improvement activities have therefore been undertaken to reinstate our compliance levels. A more detailed compliance progress report as part of the self-evaluation summary is provided in table A4.3. On the basis that Ofqual was the regulator for England, Wales and Northern Ireland until 2013, all compliance records until 2014 can be sourced from the Ofqual Conditions Compliance Matrix. Our compliance levels against the Qualification Wales General Conditions of Recognition in 2014 are 100%. Our compliance levels against the SQA Accreditation Principles is 100%, however throughout 2014 there has been a fluctuation on our compliance levels with regards to principles P07, P09, P10, P12 and P14. Compliance improvement activities have therefore been undertaken to reinstate our compliance levels.

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Self-evaluation outcomes against Ofqual General Conditions of Recognition (November 2014)

Condition Number

Condition Title Controls Compliance Status

Compliance Summary

Compliance Progress Report

A1 Suitability for continuing recognition

Formal and Informal controls

Able to demonstrate compliance

Acceptable practice

2014: No fluctuation of compliance levels. No related incidents and minimal improvement activity. Compliance was therefore maintained.

A2 Establishment in the EU or the EFTA

Formal controls

Fully able to demonstrate compliance

Good practice

2014: No fluctuation of compliance levels with no risk, incidents or non compliance detected. No improvement activities deemed necessary against this particular condition in this annual cycle. Compliance was maintained.

A3 Safeguards on change of control

Formal controls


Good practice


A4 Conflicts of interest Formal controls


Acceptable practice


A5 Availability of adequate resources and arrangements

Formal controls


Good practice


A6 Identification and management of risks

Formal controls


Good practice


A7 Management of incidents

Formal controls


Good practice

2014: No fluctuation of compliance levels with no risk, incidents or non compliance detected. Improvement activities were identified and included improved evaluation of adverse effects and creation of standardised notification tools. Compliance was maintained.

A8 Malpractice and maladministration

Formal controls


Acceptable practice

2014: Compliance levels decreased resultant of the Ofqual Malpractice Thematic Review which detected poor practice on evaluation of potential adverse effects and related notifications to regulators. Compliance improvement activities included internal auditing of incidents to improve initial evaluations and to create standardised reporting tools. The improvement activities reinstated the compliance levels.

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Condition Number


Compliance Summary


B1 The role of the responsible officer



Good practice


B2 The annual statement to Ofqual

Formal controls


Good practice


B3 Notification to Ofqual of certain events

Formal controls


Acceptable practice

2014: Compliance levels decreased resultant of the Ofqual Malpractice Thematic Review which detected poor practice on evaluation of potential adverse effects and related notifications to regulators. Compliance improvement activities included internal auditing of incidents to improve initial evaluations and to create standardised reporting tools. The improvement activities reinstated the compliance levels.

B4 Notice to provide information to Ofqual

Formal controls


Good practice


B5 Representations regarding qualifications

Formal controls


Acceptable practice


B6 Cooperation with Ofqual Formal controls


Good practice


B7 Compliance with Regulatory Documents

Formal controls


Good practice


B8 Compliance with undertakings given to Ofqual

Formal controls


Good practice


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Condition Number


Compliance Summary


C1 Arrangements with third parties

Formal controls


Acceptable practice


C2 Arrangements with centres

Formal controls


Acceptable practice


D1 Fitness for purpose of qualifications

Formal controls


Good practice


D2 Accessibility of qualifications

Formal controls


Good practice


D3 Reviewing approach Formal and Informal controls


Acceptable practice


D4 Responding to enquiries and complaints procedures

Formal controls


Good practice


D5 Compliance of qualifications with Regulatory Documents

Formal controls


Good practice


D6 Compliance of units developed by others with Regulatory Documents

Formal controls


Good practice


D7 Management of the withdrawal of qualifications

Formal controls


Acceptable practice


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Condition Number


Compliance Summary



Formal controls


Acceptable practice


E1 Qualifications having an objective and support

Formal controls


Acceptable practice


E2 Requirements on qualification titling

Formal controls


Good practice


E3 Publication of a qualification specification

Formal controls


Good practice


E4 Ensuring an assessment is fit for purpose and can be delivered

Formal controls


Good practice


E5 Assurance that qualifications comply with the conditions



Acceptable practice


F1 Information on fees and features of a qualification



Acceptable practice


F2 Packaging qualifications with other products or services

Not applicable

Not applicable Not applicable

2014: N/A

F3 Invoicing Formal controls


Good practice


G1 Setting the assessment

Formal controls


Good practice 2014: No fluctuation of compliance levels with no risk, incidents or non compliance detected. No improvement activities deemed necessary against this particular condition in this annual cycle. Compliance was maintained.

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Condition Number


Compliance Summary


G2 Language of the assessment

Formal controls


Good practice


G3 Use of language and Stimulus Materials

Formal controls


Good practice


G4 Maintaining confidentiality of assessment materials, including the conduct of specified training events

Formal controls


Acceptable practice


G5 Registration of Learners Formal controls


Acceptable practice


G6 Arrangements for Reasonable Adjustments

Formal controls


Acceptable practice

2014: Compliance levels decreased resultant of annual monitoring results which showed that some centres have never requested any reasonable adjustments. The compliance improvement activity consisted of the redesign of qualification specifications to contain improved conditions and communication related to reasonable Adjustments. The improvement activity and subsequent monitoring reinstated the compliance levels.

G7 Arrangements for Special Consideration

Formal controls


Acceptable practice


G8 Completion of the assessment under the required conditions

Formal controls


Acceptable practice

2014: Compliance levels decreased after a tutor allowed professional discussion to be used on the L2CFQ. This was not deemed to be a valid assessment method for this qualification. Adverse effects were mitigated by having the portfolios reassessed and checks were made to ensure that this had not happened previously. The tutor was retrained as a compliance improvement activity to prevent future occurrences. Risks were mitigated and compliance levels were reinstated.

G9 Delivering the assessment

Formal controls


Acceptable practice


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Condition Number


Compliance Summary


H1 Marking the assessment Formal controls


Acceptable practice


H2 Moderation where an assessment is marked by a Centre

Formal controls


Acceptable practice


H3 Monitoring the specified levels of attainment for a qualification

Formal controls


Acceptable practice


H4 Adjudication by Ofqual of specified levels of attainment for a qualification

Formal controls


Acceptable practice


H5 Results for a qualification must be based on sufficient evidence

Formal controls


Acceptable practice


H6 Issuing results Formal controls


Acceptable practice


I1 Appeals process Formal controls


Acceptable practice


I2 Compliance with Ofqual’s appeals and complaints process

Formal controls


Acceptable practice


I3 The design and content of certificates

Formal controls


Acceptable practice


I4 Issuing certificates and replacement certificates

Formal controls


Acceptable practice


J1 Interpretation and definitions

Formal and

Informal controls


Acceptable practice


Table A4.3 Self-evaluation outcomes against Ofqual Conditions of Recognition

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Self-evaluation outcomes against Welsh Government General Conditions of Recognition (March 2014)

Condition Number

Condition Title Controls Compliance status

Compliance summary

Compliance progress report

A1 Suitability for continuing recognition



Acceptable practice


A2 Establishment in the EU or the EFTA

Formal controls


Good practice


A3 Safeguards on change of control

Formal controls


Good practice


A4 Conflicts of interest Formal controls


Acceptable practice


A5 Availability of adequate resources and arrangements

Formal controls


Good practice


A6 Identification and management of risks

Formal controls


Good practice


A7 Management of incidents Formal controls


Good practice


A8 Malpractice and maladministration

Formal controls


Acceptable practice


B1 The role of the responsible officer



Good practice


B2 The annual statement to Ofqual

Formal controls


Good practice


B3 Notification to Ofqual of certain events

Formal controls


Acceptable practice


B4 Notice to provide information to Ofqual

Formal controls


Good practice


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Condition Number


Compliance summary


B5 Representations regarding qualifications

Formal controls


Acceptable practice


B6 Cooperation with Ofqual Formal controls


Good practice


B7 Compliance with Regulatory Documents

Formal controls


Good practice


B8 Compliance with undertakings given to Ofqual

Formal controls


Good practice


C1 Arrangements with third parties

Formal controls


Acceptable practice


C2 Arrangements with centres

Formal controls


Acceptable practice


D1 Fitness for purpose of qualifications

Formal controls


Good practice


D2 Accessibility of qualifications

Formal controls


Good practice


D3 Reviewing approach Formal and Informal controls


Acceptable practice


D4 Responding to enquiries and complaints procedures

Formal controls


Good practice


D5 Compliance of qualifications with Regulatory Documents

Formal controls


Good practice


D6 Compliance of units developed by others with Regulatory Documents

Formal controls


Good practice


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Condition Number


Compliance summary



Formal controls


Acceptable practice


D8 Making available information to help teachers' needs

Formal controls


Acceptable practice


E1 Qualifications having an objective and support

Formal controls


Acceptable practice


E2 Requirements on qualification titling

Formal controls


Good practice


E3 Publication of a qualification specification

Formal controls


Acceptable practice


E4 Ensuring an assessment is fit for purpose and can be delivered

Formal controls


Good practice


E5 Assurance that qualifications comply with the conditions



Acceptable practice


F1 Information on fees and features of a qualification



Acceptable practice


F2 Packaging qualifications with other products or services

Not applicable

Not applicable Not applicable

2014: N/A

F3 Invoicing Formal controls


Good practice


G1 Setting the assessment Formal controls


Good practice


G2 Language of the assessment

Formal controls


Good practice


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Condition Number


Compliance summary


G3 Use of language and Stimulus Materials

Formal controls


Good practice


G4 Maintaining confidentiality of assessment materials, including the conduct of specified training events

Formal controls


Acceptable practice


G5 Registration of Learners Formal controls


Acceptable practice


G6 Arrangements for Reasonable Adjustments

Formal controls


Acceptable practice


G7 Arrangements for Special Consideration

Formal controls


Acceptable practice


G8 Completion of the assessment under the required conditions

Formal controls


Acceptable practice


G9 Delivering the assessment

Formal controls


Acceptable practice


H1 Marking the assessment Formal controls


Acceptable practice


H2 Moderation where an assessment is marked by a Centre

Formal controls


Acceptable practice


H3 Monitoring the specified levels of attainment for a qualification

Formal controls


Acceptable practice


H4 Adjudication by Ofqual of specified levels of attainment for a qualification

Formal controls


Acceptable practice


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Condition Number


Compliance summary


H5 Results for a qualification must be based on sufficient evidence

Formal controls


Acceptable practice


H6 Issuing results Formal controls


Acceptable practice


I1 Appeals process Formal controls


Acceptable practice


I2 Compliance with Ofqual’s appeals and complaints process

Formal controls


Acceptable practice


I3 The design and content of certificates

Formal controls


Acceptable practice


I4 Issuing certificates and replacement certificates

Formal controls


Acceptable practice


J1 Interpretation and definitions



Acceptable practice


Table A4.3 Self-evaluation outcomes against Welsh Government Conditions of Recognition

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Self-evaluation Summary – SQA Accreditation’s Regulatory Principles (2014)

Principle SQA Principles 2014 Controls Compliance status

Compliance Summary


P01 The awarding body shall have clearly defined and effective governance arrangements.

Formal controls


Acceptable practice

2014: No fluctuation of compliance levels with no risk, incidents or non compliance detected. Compliance improvement activities were however deemed necessary against this particular condition in this annual cycle on the basis that Quickr Place was due to be updated in accordance with the SQA Principles. As a result compliance was maintained.

P02 The awarding body shall ensure it has the necessary resources to effectively carry out its operational functions to meet regulatory requirements.

Formal controls


Acceptable practice


P03 The awarding body shall have clearly defined business planning processes which show evidence of management commitment, decision making and ongoing review.

Formal controls


Good practice


P04 The awarding body shall continually review the effectiveness of its business services, systems, policies and processes.

Formal controls


Good practice


P05 The awarding body shall provide clear information on its procedures, products and services and ensure that they are accurate and appropriate to SQA accredited qualifications.

Formal controls


Acceptable practice


P06 The awarding body and its providers shall maintain accurate documents, records and data.

Formal controls


Acceptable practice


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Compliance Summary


P07 The awarding body shall have effective arrangements for communicating with its staff, stakeholders and SQA Accreditation.

Formal controls


Acceptable practice

2014: Compliance levels decreased on the basis that 1st4sport policy (position statements) do not accurately and consistently reference the regulators nor do they include the 1st4sport mission statement. These were reviewed as a compliance improvement activity. The compliance improvement activity reinstated compliance levels.

P08 The awarding body shall ensure that SQA Accreditation is granted access to all information pertaining to SQA accredited qualifications.

Formal controls


Acceptable practice


P09 The awarding body shall ensure that it has robust systems and processes for the identification, design, development, implementation and review of qualifications, which meet the needs of users.

Formal controls


Acceptable practice

2014: Compliance levels decreased resultant of information gained from the SQA Audit 2014, which identified that a 1st4sport centre could not evidence standardisation activities. Compliance improvement activities included the request for the centre to commence conducting regular standardisation activities. This was then monitored via Athena, the 1st4sport QA System. The improvement activities reinstated the compliance levels.

P10 The awarding body shall ensure that it has the necessary arrangements and resources for the effective delivery, assessment and quality assurance of SQA accredited qualifications.

Formal controls


Acceptable practice

2014: Compliance levels decreased resultant of information gained from the SQA Audit 2014, which detected that a small number of assessor occupational competence qualifications, assessor trainer qualifications and up to date continual professional development records could not be evidenced by a particular centre. Compliance improvement activities included placing relevant centres under action plan requesting that assessor occupational competence qualifications, assessor trainer qualifications and continual professional development records are uploaded into Athena, the 1st4sport quality assurance system. The centres were supported and checks conducted via Athena to ensure centre actions were completed. An e-bulletin was prepared to be sent to all recognised centres to request that the workforce competency and CPD evidence is being uploaded into Athena. The e-bulletin was also sent to all EVs to enforce checks. The compliance improvement activities reinstated the compliance improvement activities.

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Compliance Summary


P11 The awarding body shall ensure that its qualifications and their assessment are inclusive and accessible to learners.

Formal controls


Acceptable practice


P12 The awarding body and its providers shall have open and transparent systems to manage complaints.

Formal controls


Acceptable practice

2014: Compliance levels decreased resultant of information gained from the SQA Audit 2014. Compliance improvement activities included the redesign of the complaints position statements. The improvement activities reinstated the compliance levels.

P13 The awarding body and its providers shall have clear, fair and equitable procedures to manage appeals.

Formal controls


Acceptable practice


P14 The awarding body and its providers shall ensure that it has safeguards to prevent and manage cases of malpractice and maladministration.

Formal controls


Acceptable practice

2014: Compliance levels decreased resultant of information gained from the SQA Audit 2014, which detected that maladministration was not evidenced in any policy at a centre. Compliance improvement activities included a review of the current Maladministration/ Malpractice Policy template provided to centres and referred to maladministration with an accurate definition and related handling and investigation processes. Relevant centres were placed under action plan requesting that the revised template is branded appropriately and implemented via effective communication to 1st4sport, centre staff and learners. Checks were made via Athena and via electronic means to ensure that centre actions have been completed. The improvement activities reinstated the compliance levels.

P15 The awarding body and its providers shall ensure that it has safeguards to prevent and manage cases of malpractice and maladministration.

Formal controls


Acceptable practice


Table A4.4 Self-evaluation outcomes against SQA Accreditation’s Regulatory Principles (2014)

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Appendix 5 Benchmarking

Outcomes from our benchmarking activities following our participation in the Federation of Awarding Bodies (FAB) scheme, which enabled awarding organisations to become part of a brokerage group with other awarding organisations, are presented below. For confidentiality purposes, the names of the organisations involved within the brokerage group are not named, no details are supplied and all information related to the brokerage group is maintained securely. The sole information made available for the purpose of this report is related to those areas identified by 1st4sport as having been benchmarked and the 1st4sport Senior Management Team response to the benchmarking outcomes. This confirms our strengths and areas for improvement (in which cases action plans have been devised).

Benchmarking Activities (2014)

Title Objectives Activities Outcome Results Outcome details

Data collection on the nine protected characteristics (Equality Act 2010)

To benchmark across AOs on Data collection on the nine protected characteristics - Equality Act 2010 specifically: 1. data collection at registration on the grounds of all nine protected characteristics under the Equality act? 2. expectations on centres to collect this data from learners?

The benchmarking activity consisted of the collection of email testimonies from a range of awarding organisations in light of the objective above.

Objectives met

Best practice

AOs continue to have data collection in place of systems which were set up some time ago. Until is it mandatory it is unlikely that AOs will change. 1st4sport will continue to collect data as current as it is not mandatory at this time to collect more even if it is perceived to be best practice.

Assessment Data Retention

To identify benchmarks across AOs related to the following question:

In respect of external assessment results, once these have been added to the learners overall achievements and a certificate for the qualification has been awarded to the learner, would you keep those exam results indefinitely?


Objectives met

Best practice

AOs are maintaining records electronically indefinitely or at least for a significant number of years. Assessment papers are maintained as a minimum for three years.

As 1st4sport maintain all assessment papers for a minimum of five years and all records electronically indefinitely this is deemed best practice.

Centres Withholding Certificates

To identify benchmarks across AOs related to the following question: What action should be taken in the event that a centre withholds certificates as a result of a learner failing to pay their fees.


Objectives met

Practice appropriate to our operation

The outcomes show that our processes are deemed compliant. On this basis no improvements are needed at this time.

SAR 2014 Page 97 of 153


Certificates to Centres

To identify benchmarks across AOs related to the following questions: 1. Are you requiring your centres to use ULNs for QCF units/qualifications? Do you accept learner registrations without them? 2. What do you charge for replacement certificates? Is your charge based on individual certificates only? What do you do if a centre requests a large batch of replacements? 3. Do you allow centres a certain % of error on certificates before starting to charge them for replacements?


Objectives met

Practice requires improvement

AOs are current accepting registrations without ULNs at the current time on the basis that it has not been confirmed as a formal retirement. The exception appears to be on functional skills where ULNs were required for the diploma when it was available.

Whilst the majority of 1st4sport processes here appear compliant, we need to investigate the ULN as a mandatory functional skills requirement. When functional skills were a component of the Diploma, we collected ULNs, as the Diploma no longer exists, we need to ascertain whether the collection of ULNs for functional skills remains mandatory.

Guided Learning Hours

To benchmark across AO's on Guided Learning Hours.


Objectives met

Best practice AOs are required to add guided learning hours to their qualifications in the usual way through the RITS system.

1st4sport will continue to do this until further notice from the regulator.

Learner Penalties for Plagiarism

To identify benchmarks across AOs related to penalties for learners in the event that: 1. Hacked into another learners online account 2. Plagiarised this learners work. 3. If a 12 month ban is appropriate


Objectives met


This situation did occur at 1st4sport and the incident was investigated. The learner admitted that he created the fake certificate electronically. He has apologised and confirmed that the electronic copy of the certificate will be deleted and it will not happen again. He will also need to complete the outstanding units on MTD before being eligible for certification. The learner’s details were also added to the 1st4sport Intelligence Logs for residual risk monitoring purposes. Based upon the benchmarking outcomes this action is deemed acceptable practice.

SAR 2014 Page 98 of 153


Level 3 Award in Assessing Vocationally Related Achievement (QCF) Content

To source the AO benchmarks for the assessment methods and content

A review information across other AO websites to source benchmarks in light of the objectives listed above.

Objectives met

Best practice AOs appear to be working directly in line with the Sector Qualifications Strategy. What appears to be an issue related to the qualification standard is the wording of the information provided LSIS the SSC which developed this area. As a result the 1stsport Assessment specification is deemed to be appropriate and no changes to this will be made. The assessment tools however will continue to be reviewed for fitness for purpose.

Notifications to AOs

To discover understand the nature, type and timing of awarding organization notifications.


Objectives met

Practice requires improvement

A review of the high level summary will be complete after each set of regulatory feedback. This will ensure continuous improvement in this area. The notifications to AOs will remain the same.

Retention of Achievement Data

To identify benchmarks across AOs related to the following questions: For how long do AOs store old certificate records.


Objectives met

Best practice AOs are maintaining records. As 1st4sport maintain all records electronically our practice is appropriate.

Scanned PDF Certificates to Support Centre Administration

To identify benchmarks across AOs related to the following question: Is it appropriate to send a scanned PDF of the certificate to centres for admin purposes?


Objectives met


It is not appropriate to reissue the certificate as it would then be a replacement. Replacements should only be given to learners as a replacement.

On the basis that 1st4sport have an alternative solution in place with the certificate request process from centres, this is deemed best practice and no chances are required. 1st4sport processes are deemed appropriate and in line with standards across AOs. On this basis no improvements are needed at this time.

Table A5.1 Areas of benchmarking activities

SAR 2014 Page 99 of 153

Appendix 6 Stakeholder satisfaction levels Outcomes of the stakeholder survey, which identify satisfaction levels based on our performance and services are presented in four parts: the awarding organisation, quality management, qualification provision, awarding services and awarding systems. A6.1 Stakeholder satisfaction levels - The Awarding Organisation

Chart A6.1 Perceptions on whether 1st4sport is managed effectively with clear lines of accountability operating within a culture of excellence

Chart A6.2 Perceptions on whether 1st4sport’s reputation and image within the education industry is very positive

27%32%

60%

27%

48%

29% 28%

40%

10%

21%

8%

33%

3% 0% 3% 0%

11%18%

3% 0%0%

10%

20%

30%

40%

50%

60%

70%

Recognised Centres Qualification Partners 1st4sport EVs 1st4sport Staff

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Responses

1st4sport is managed effectively with clear lines of accountability operating within a culture of excellence

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

31% 32%

55%

33%

48%

36%33%

53%

12%18%

8%13%

2% 4%0% 0%

7%11%

5%0%

0%

10%

20%

30%

40%

50%

60%


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Responses

1st4sport's reputation and image within the education industry is very positive

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 100 of 153

Chart A6.3 Perceptions on whether 1st4sport ensure the development and maintenance of effective business relationships with its stakeholders, resulting in business loyalty

Chart A6.4 Perceptions on whether 1st4sport embrace ethical, environmental, legal and regulatory responsibility throughout its activities

28%25%

53%

33%

47%

29% 30%

47%

15%

36%

8%13%

3% 4% 3% 0%7% 7% 8% 7%

0%

10%

20%

30%

40%

50%

60%


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Responses

1st4sport ensure the development and maintenance of effective business relationships with stakeholders resulting in business loyalty

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

40%46%

63%

33%

42%

25% 23%

47%

8%

21%

5%

13%

0% 0% 0% 0%

11%7%

10%7%

0%

10%

20%

30%

40%

50%

60%

70%


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Responses

1st4sport embrace ethical, environmental, legal and regulatory responsibility throughout its activities

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 101 of 153

Chart A6.5 Perceptions on whether 1st4sport’s provide qualifications that are of value in learner’s career/role and therefore contribute to the society

Chart A6.6 Perceptions on whether 1st4sport provide the industries within which we operate with a quality-assured and cost-effective qualification awarding service

38%

54%

70%

27%

47%

29%25%

60%

11% 11%5%

13%

1% 4%0% 0%3% 4%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%


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Responses

1st4sport provides qualifications that are of value to each learner's career/role and therefore contribute to society

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

41%

29%

65%

27%

43%50%

25%

60%

11% 11%

3%

13%

4%11%

5%0%1% 0% 3% 0%

0%

10%

20%

30%

40%

50%

60%

70%


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Responses

1st4sport provide the industries within which we operate with a quality-assured and cost-effective qualification awarding service

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 102 of 153

Chart A6.7 Perceptions on whether 1st4sport operate in a fair and equitable manner

Chart A6.8 Perceptions on whether 1st4sport deliver professional services

51% 50%

75%

33%40%

36%

15%

53%

3%

11%5%

13%

2% 0% 3% 0%5% 4% 3% 0%

0%

10%

20%

30%

40%

50%

60%

70%

80%


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Responses

1st4sport operate in a fair and equitable manner

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

50%

39%

70%

33%39% 39%

25%

60%

9%

21%

3%7%

1% 0% 3% 0%1% 0% 0% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%


Perc

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Responses

1st4sport deliver professional services

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 103 of 153

Chart A6.9 Perceptions on whether 1st4sport promote teamwork

Chart A6.10 Perceptions on whether 1st4sport are open to learn

34% 36%

65%

33%35% 36%

23%

53%

15% 14%

5%

13%

3%7% 5%

0%

13%7%

3% 0%0%

10%

20%

30%

40%

50%

60%

70%


Perc

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Responses

1st4sport promote teamwork

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

29% 29%

58%

40%34% 32% 30%

27%

18%21%

3%

33%

4%11%

5%0%

15%

7% 5%0%

0%

10%

20%

30%

40%

50%

60%

70%


Perc

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Responses

1st4sport are open to learn

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 104 of 153

Chart A6.11 Perceptions on whether 1st4sport preserve a personal touch

Chart A6.12 Perceptions on whether 1st4sport try to maintain a sense of humour and have fun

38%

25%

60%53%

30% 32% 30%

40%

19%

39%

3%7%6%

0%5%

0%

8%4% 3% 0%

0%

10%

20%

30%

40%

50%

60%

70%


Perc

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Responses

1st4sport preserve a personal touch

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

28%

21%

63%

20%

33% 32%

23%

40%

11%

32%

5%

40%

6% 7% 5%0%

22%

7% 5%0%

0%

10%

20%

30%

40%

50%

60%

70%


Perc

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Responses

1st4sport try to maintain a sense of humour and have fun

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 105 of 153

A6.2 Stakeholder satisfaction levels - Quality Management

Chart A6.13 Perceptions on whether 1st4sport has improved over the last year in meeting stakeholder needs/expectations and providing value added service

Chart A6.14 Perceptions on whether 1st4sport quality assure the delivery of our qualifications through effective internal and external verification

18% 18%

35%

7%

37%

29%

40%

53%

22%25%

3%

27%

5%11%

5%0%

19% 18% 18%13%

0%

10%

20%

30%

40%

50%

60%


Perc

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Responses

1st4sport has improved over the last year in meeting stakeholder needs/expectations and providing value added service

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

33% 32%

65%

13%

46%

36%30%

80%

16%21%

3%7%

1% 0% 3% 0%4%

11%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


Perc

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Responses

1st4sport quality assure the delivery of our qualifications through effective internal and external verification

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 106 of 153

Chart A6.15 Perceptions on whether 1st4sport manage risk via the implementation and monitoring of effective action plans

A6.3 Stakeholder satisfaction levels – Qualification Provision

Chart A6.16 Perceptions on whether 1st4sport develop, deliver and award qualifications that meet the needs of end users (learners, centres, employers)

29%21%

65%

7%

42%

32%

23%

73%

14% 14%8%

20%

1%7%

0% 0%

13%

25%

5%0%

0%

10%

20%

30%

40%

50%

60%

70%

80%


Perc

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Responses

1st4sport manage risk via the implementation and monitoring of effective action plans for centres

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

34% 36%

65%

27%

48%

36%30%

67%

14%

25%

5% 7%1% 4%

0% 0%3% 0% 0% 0%0%

10%

20%

30%

40%

50%

60%

70%


Perc

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Responses

1st4sport develop, deliver and award qualifications that meet the needs of end users (learners, centres, employers)

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 107 of 153

Chart A6.17 Perceptions on whether 1st4sport ensure that the title, size, structure and content of qualifications are clear, use appropriate language and are fit for purpose

Chart A6.18 Perceptions on whether 1st4sport ensure qualification resources are clear and effective for the use of centre staff and learners

27% 29%

58%

20%

45%

29%35%

67%

22%

39%

5%

13%

2% 4% 3% 0%4%

0% 0% 0%0%

10%

20%

30%

40%

50%

60%

70%


Perc

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Responses

1st4sport ensure that the title, size, structure and content of qualifications are clear, use appropriate language and are fit for purpose

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

27% 29%

48%

20%

45%

25%

43%

67%

21%

29%

8%13%

3%

11%

3% 0%4%

7%0% 0%

0%

10%

20%

30%

40%

50%

60%

70%


Perc

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Responses

1st4sport ensure qualification resources are clear and effective for the use of centre staff and learners

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 108 of 153

Chart A6.19 Perceptions on whether 1st4sport clearly define the assessment, level of difficulty and the way in which it should be carried out

Chart A6.20 Perceptions on whether 1st4sport ensure assessment guidance clearly confirms the standards of knowledge and performance required by learners

28% 29%

50%

20%

43%46%

40%

67%

22%

14%10%

13%

1% 4%0% 0%

6% 7%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%


Perc

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Responses

1st4sport clearly define the assessment, the level of difficulty and the way in which it should be carried out

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

31% 32%

50%

27%

39%

50%

43%

67%

24%

11%8% 7%

2% 0% 0% 0%5% 7%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%


Perc

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Responses

1st4sport ensure assessment guidance clearly confirms the standards of knowledge and performance required by learners

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 109 of 153

Chart A6.21 Perceptions on whether 1st4sport assessment methods and tools do not create barriers to access or learner achievement

Chart A6.22 Perceptions on whether 1st4sport promote equality ensuring barriers to access are identified and mitigated through needs based access arrangements

33%

25%

58%

33%36%43%

35%

47%

22%25%

5%

20%

6% 4% 3% 0%4% 4%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%


Perc

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Responses

1st4sport assessment methods and tools do not create barriers to access or learner achievement

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

35% 32%

68%

33%

42% 43%

20%

53%

16%11% 13% 13%

2% 4%0% 0%

6%11%

0% 0%0%

10%

20%

30%

40%

50%

60%

70%

80%


Perc

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Responses

1st4sport promote equality ensuring barriers to access are identified and mitigated through needs based access arrangements

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 110 of 153

A6.4 Stakeholder satisfaction levels – Awarding Services

Chart A6.23 Perceptions on whether 1st4sport ensure that information on awarding services, qualification, features and fees are easily accessible with clear pricing structures

Chart A6.24 Perceptions on whether 1st4sport ensure that any increase in fees is communicated a reasonable timeframe in advance to enable centres to plan accordingly

29% 29%

48%

33%

41%36% 35%

27%

18%14%

3%

40%

4%7%

5%0%

8%

14%10%

0%0%5%

10%15%20%25%30%35%40%45%50%


Perc

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Responses

1st4sport ensure that information on awarding services, qualification, features and fees are easily accessible with clear pricing structures

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

27%25%

33%

40%37%

25%

35%

47%

10%14%

3%

13%

2%7%

3%0%

24%29% 28%

0%0%5%

10%15%20%25%30%35%40%45%50%


Perc

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Responses

1st4sport ensure that any increase in fees is communicated a reasonable timeframe in advance to enable centres to plan accordingly

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 111 of 153

Chart A6.25 Perceptions on whether 1st4sport ensure effective communication across stakeholders via regular newsletters

Chart A6.26 Perceptions on whether 1st4sport ensure a response to enquiries within 5 working days

27% 25%

60%

27%

41%

14%

28%

60%

12%

29%

3%7%5% 7%

0% 0%

15%

25%

10%7%

0%

10%

20%

30%

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50%

60%

70%


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Responses

1st4sport ensure effective communication across stakeholders via regular newsletters

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

39%32% 35%

20%

33%

25%

49%

60%

8%

18%

5%

13%

2% 4% 3% 0%

18%21%

25%

7%

0%

10%

20%

30%

40%

50%

60%

70%


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Responses

1st4sport ensure a response to enquiries within 5 working days

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 112 of 153

Chart A6.27 Perceptions on whether 1st4sport ensure requests for course/programme authorisation are processed and confirmed within 5 working days of receipt

Chart A6.28 Perceptions on whether 1st4sport ensure learner/workforce resources are dispatched at a minimum of 10 working days prior to the start date of the course/programme

40%

32%

45%

33%28% 29%

20% 20%

8% 7%3%

33%

1%

11%

0% 0%

23% 21%

33%

13%

0%5%

10%15%20%25%30%35%40%45%50%


Perc

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Responses

1st4sport ensure requests for course/programme authorisation are processed and confirmed within 5 working days of receipt

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

40%

32%

45%

27%

34%

25%

18%

67%

11% 11%5%

0%1%7%

3% 0%

14%

25%30%

7%

0%

10%

20%

30%

40%

50%

60%

70%


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Responses

1st4sport ensure learner/workforce resources are dispatched at a minimum of 10 working days prior to the start date of the course/programme

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 113 of 153

Chart A6.29 Perceptions on whether 1st4sport ensure learner registrations are processed within 20 working days of receipt

Chart A6.30 Perceptions on whether 1st4sport ensure claims for certification are validated, processed and dispatched within 20 working days of receipt

40%36%

50%

33%37%

29%

13%

47%

4%

11%5% 7%

0%4%

0% 0%

20% 21%

33%

13%

0%

10%

20%

30%

40%

50%

60%


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Responses

1st4sport ensure learner registrations are processed within 20 working days of receipt

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

39%

29%

40%

27%31%

25%

13%

53%

8%

18%

5% 7%

0% 0%5%

0%

22%

29%

38%

13%

0%

10%

20%

30%

40%

50%

60%


Perc

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Responses

1st4sport ensure claims for certification are validated, processed and dispatched within 20 working days of receipt

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 114 of 153

Chart A6.31 Perceptions on whether 1st4sport ensure request for replacement certificates are validated, processed and dispatched within 10 working days of receipt

Chart A6.32 Perceptions on whether 1st4sport ensure written assessment papers are dispatched at a minimum of 5 working days prior to the specified date on the request

31%25%

38%

27%29%25%

10%

60%

7%11%

3% 0%0% 0%5%

0%

33%39%

45%

13%

0%

10%

20%

30%

40%

50%

60%

70%


Perc

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Responses

1st4sport ensure request for replacement certificates are validated, processed and dispatched within 10 working days of receipt

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

28%25%

38%40%

31%

25%

10%

40%

6% 7%10%

7%

0%4%

0% 0%

35%39%

43%

13%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%


Perc

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Responses

1st4sport ensure written assessment papers are dispatched at a minimum of 5 working days prior to the specified date on the request

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 115 of 153

Chart A6.33 Perceptions on whether 1st4sport ensure cancellation/postponement/termination requests are processed within 10 working days prior to the specified date

Chart A6.34 Perceptions on whether 1st4sport ensure learner transferral/withdrawal requests are processed within 10 working days

34%29%

38%

27%27% 25%

8%

53%

4%7% 8% 7%

0% 0% 0% 0%

35%39%

48%

13%

0%

10%

20%

30%

40%

50%

60%


Perc

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Responses

1st4sport ensure cancellation/postponement/termination requests are processed within 10 working days prior to the specified date

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

32%29%

38%

27%26% 25%

10%

53%

5% 7% 5% 7%

0% 0% 0% 0%

37% 39%

48%

13%

0%

10%

20%

30%

40%

50%

60%


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Responses

1st4sport ensure learner transferral/withdrawal requests are processed within 10 working days prior to the specified date

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 116 of 153

A6.5 Stakeholder satisfaction levels – Awarding Systems

Chart A6.35 Perceptions on whether 1st4sport ensure current and relevant information for centres and learners is provided via the website

Chart A6.36 Perceptions on whether 1st4sport have effectively designed and implemented online course authorisation, learner registration and certification services

28%32%

58%61%

43%

29%25%

39%

13%18%

10%

0%2%

11%

0% 0%

13% 11%8%

0%0%

10%

20%

30%

40%

50%

60%

70%


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Responses

1st4sport ensure current and relevant information for centres and learner is provided via the website

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

38%

29%

38%

20%

35% 36%33%

53%

8% 7%10%

27%

2%

11%

0% 0%

18% 18% 20%

0%0%

10%

20%

30%

40%

50%

60%


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1st4sport have effectively designed and implemented online course authorisation, learner registration and certification services

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 117 of 153

Chart A6.37 Perceptions on whether 1st4sport have effectively designed and implemented a web based quality assurance system (Athena/Creatio)

30%25%

40%

61%

34%

25%

48%

39%

13%18%

8%0%

4%11%

0% 0%

19% 21%

5%0%

0%

10%

20%

30%

40%

50%

60%

70%


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1st4sport have effectively designed and implemented a web based quality assurance system (Athena/Creatio)

To The Full Extent

To A Large Extent

To Some Extent

Not At All

Not Known

SAR 2014 Page 118 of 153

Outcomes from the analysis of the qualitative feedback provided by stakeholders via the annual survey are presented in table A6.1.

General Inductive Analysis (Patton, 1990) - Qualitative Data (stakeholder satisfaction survey 2014)

Raw data Theme First Order Theme Second order theme Global Dimensions

1st4sport is a supportive and friendly organisation which continues to offer excellent service to centres, learners and external verifiers and quality products

1st4sport and its staff provide a responsive and professional service

1st4sport has a good reputation; despite continuous communication concerns

1st4sport, its staff and its qualifications have a sound reputation; to preserve this communication, assessment design and awarding services must be subject to PPS sessions to drive improvement

1st4sport staff are always responsive, professional, friendly and willing to help

External verifiers receive great support with the introduction of the CEV role and find the meetings beneficial

1st4sport EQA approach requires improvement; despite the effective launch of the CEV role and EV support to centres

Insufficient communication and personal touch by EVs to centres in order to plan/conduct a visit

The amount of visits conducted at some centres may exceed the required and can cause burden

Centres receive excellent support and guidance by EVs

Effective tools to be used when communicating changes to centres related to the qualification specification and learner pack

1st4sport communications continues to be an area for concern

Some inconsistencies in communications from partners, EVs and internal staff

There is disparity on the appropriate length of coaching courses and there is a demand for the learning activities to be practically based

1st4sport Qualification development must include improved research into funding and industry needs, comparability tests, competitor analysis; the new TQT tool should also be deployed to help to rationalise decisions related to structure, cost and size

1st4sport Business Development Approach to be launched to address qualification issues

Cost and qualification pre-requisites serve as barriers to access

The qualifications are structured appropriately, however programmes and assessment strategies could be more responsible and flexible; with standardisation guidance provided

SAR 2014 Page 119 of 153

Raw data Theme First Order Theme Second order theme Global Dimensions

Poor packaging and unsatisfactory quality of learner resources 1st4sport assessments and related resources require improvement

Assessment design and awarding services must be placed under review

1st4sport, its staff and its qualifications have a sound reputation; to preserve this communication, assessment design and awarding services must be subject to PPS sessions to drive improvement

Paper assessments should be replaced with electronic version to respond to the current technology needs

Some assessment tasks/wording of questions on papers appear to be unclear, confusing and not in line with the integrated assessment procedure

Assessment tools (observation checklists and portfolio tasks) impact on assessors as the structure and required annotation is extremely time consuming

Minimal use of RPL for experienced individuals impacts negatively on the professionalism of the industry

Technology is having a negative impact on the uptake on coaching courses, which should be predominately practical

Learner resources should be more user friendly with more visual tools (pictures/diagrams) to reduce barriers to less confident learners

There is a need for funded qualifications in line with national initiatives and which meet the needs of centres

Learner re-registration fees frustrate some customers 1st4sport approach to value added services must be developed with the aim to improve our awarding service

Learners have provided positive feedback on the layout of exams; however the booking system is not user friendly and should be completed on line

Timescales for booking external test papers are lengthy

Centre recognition process and EV services require improvement

Errors reported with learner certificates being sent to the wrong centre and outstanding SPC certificates

Table A6.1 Stakeholder satisfaction survey outcomes from qualitative data

SAR 2014 Page 120 of 153

Appendix 7 Learner Satisfaction Levels Following last year’s poor response there has been an increase in the response rate in 2014. The poor response resulted from the business decision to change from paper based learner evaluation forms to electronic forms. Consequently, we reverted back to using paper based evaluation forms in May 2014. Although the rate was not as high as in the years between 2009-2012 the response in 2014 covered only an eight month period, based on the launch of paper based forms in May, as opposed to 12 month covered in previous years.

Chart A7.1 Responses received via the learner evaluation form Chart A7.2 Response rate of certificated learners

Chart A7.3 Value of 1st4sport qualifications as identified by learners

19,540 19,904 19,19017,000

5,100

10,616

0

5,000

10,000

15,000

20,000

25,000

2009 2010 2011 2012 2013 2014

Year

Trends in the number of learner responses received (2009-2014)

30%32% 31%

27%

8%

16%

0%

5%

10%

15%

20%

25%

30%

35%

40%

2009 2010 2011 2012 2013 2014

Year

Trends in learner response rate (2009-2014)

Very Good77%

Good20%

Average2%

Poor1%

Overall value of 1st4sport qualifications as identified by learners (2013)

Very Good

Good

Average

Poor

SAR 2014 Page 121 of 153

In order to identify the levels of customer/end user loyalty to our services and the value of our products a statistical analysis was undertaken to establish the number of learners (60,239) that obtained more than one of our qualifications in 2014. The largest number of 1st4sport Qualifications obtained by a learner is 13.

Chart A7.4 Learners with multiple 1st4sport qualifications (2014)

Chart A7.5 Learners with multiple 1st4sport qualifications (2013) Chart A7.6 Learners with multiple 1st4sport qualifications (2012)

60,239

12,2203,110 1,084 314 149 93 18 6 2 2 1

010,00020,00030,00040,00050,00060,00070,000

2 3 4 5 6 7 8 9 10 11 12 13

Nu

mb

er

of

learn

ers

Number of qualifications obtained by learners

Number of learners that have obtained multiple 1st4sport qualifications (2014)

53,601

10,662

2,507 885 248 81 68 7 5 2 10

10,000

20,000

30,000

40,000

50,000

60,000

2 3 4 5 6 7 8 9 10 11 12

Nu

mb

er

of

learn

ers



44,898

8,807

1,954 578 151 37 13 2 1 10

10,000

20,000

30,000

40,000

50,000

2 3 4 5 6 7 8 9 10 12

Nu

mb

er

of

learn

ers



SAR 2014 Page 122 of 153

Appendix 8 1st4sport Employee Satisfaction Levels

In table A8.1 responses provided by the 1st4sport employees and the Executive Management Team (EMT) are shown separately, in order to present the different perceptions and levels of satisfaction. Charts A8.1 – A8.4 show the results from both respondent types grouped together.

Employee satisfaction levels (2014)

Statements Respondent To the full extent To a large extent To some extent Not at all

Line management is effective, increases employees’ motivation and helps them fulfil their role

Employees 17% 28% 44% 6%

EMT 29% 43% 0% 0%

There are sufficient opportunities for employees’ further learning, development and career growth

Employees 6% 6% 61% 22%

EMT 14% 43% 14% 0%

Employees are involved in the relevant areas and empowered to implement improvements/take initiatives

Employees 6% 17% 72% 0%

EMT 14% 57% 0% 0%

Employees are provided with sufficient training to undertake their role effectively

Employees 6% 56% 28% 6%

EMT 29% 43% 0% 0%

Employees receive recognition and genuine appreciation for their contributions

Employees 0% 22% 61% 11%

EMT 14% 57% 0% 0%

Employees are respected, valued and treated equally Employees 22% 28% 44% 0%

EMT 57% 14% 0% 0%

There are appropriate and sufficient resources to help employees undertake their daily activities

Employees 6% 50% 22% 17%

EMT 29% 43% 0% 0%

The current building/facilities are of high-quality Employees 6% 17% 61% 11%

EMT 29% 43% 0% 0%

The organisational culture and working environment conditions are very fulfilling

Employees 0% 33% 56% 6%

EMT 43% 29% 0% 0%

Communication is effective and employees are aware of overall objectives and/or changes made

Employees 0% 28% 61% 6%

EMT 14% 57% 0% 0%

Ethics, code of conduct and processes are appropriate Employees 6% 61% 28% 0%

EMT 57% 14% 0% 0%

Overall employees are very satisfied/fulfilled with their job Employees 6% 33% 44% 11%

EMT 29% 43% 0% 0%

Table A8.1 Employee satisfaction levels

SAR 2014 Page 123 of 153

The number of areas where employees appear to be dissatisfied have increased since 2013. The greatest dissatisfaction expressed by employees is in relation to:

the opportunities for further learning, development and career growth (83% dissatisfaction rate)

the employees’ involvement in relevant areas and empowerment to implement improvements/take initiatives (72% dissatisfaction rate)

the company’s recognition and genuine appreciation for the employees’ contributions (72% dissatisfaction rate)

the quality of the current building/facilities (72% dissatisfaction rate)

the organisational culture and working environment conditions (62% dissatisfaction rate)

the communication and employees awareness of overall objectives and/or changes made (67% dissatisfaction rate).

Chart A8.1 Employees and EMT responses on satisfaction with line management, personal development and involvement/empowerment

23%

9% 9%

36%

18%

32%36%

55% 59%

5%

18%

0%0%

10%

20%

30%

40%

50%

60%

70%

Line management is effective, increases employees’ motivation and helps them fulfil

their role

There are sufficient opportunities for employees’ further learning, development

and career growth

Employees are involved in the relevant areas and empowered to implement

improvements/take initiatives

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1st4sport employee satisfaction levels (part one)

To the full extent

To a large extent

To some extent

Not at all

SAR 2014 Page 124 of 153

Chart A8.2 Employees and EMT responses on satisfaction with training, recognition and respect, and available resources

Chart A8.3 Employees and EMT responses on satisfaction with facilities, organisational culture, communication and ethics/code of conduct

14%

5%

36%

14%

59%

36%

27%

55%

23%

50%

36%

18%

5%9%

0%

14%

0%

10%

20%

30%

40%

50%

60%

70%

Employees are provided with sufficient training to undertake

their role effectively

Employees receive recognition and genuine appreciation for their

contributions

Employees are respected, valued and treated equally

There are appropriate and sufficient resources to help

employees undertake their daily activities

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1st4sport employee satisfaction levels (part two)

To the full extent

To a large extent

To some extent

Not at all

14% 14%

5%

23%27%

36%41%

55%50%45%

50%

23%

9%5% 5%

0%0%

10%

20%

30%

40%

50%

60%

The current building/facilities are of high-quality

The organisational culture and working environment conditions

are very fulfilling

Communication is effective and employees are aware of overall objectives and/or changes made

Ethics, code of conduct and processes are appropriate

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1st4sport employee satisfaction levels (part three)

To the full extent

To a large extent

To some extent

Not at all

SAR 2014 Page 125 of 153

Chart A8.4 Employees and EMT responses on overall satisfaction/fulfilment working for 1st4sport Overall employee satisfaction levels showed a change in comparison to past years. Based on the employees responses the overall satisfaction levels appear to have decreased.

Chart A8.5 Trends in the levels of employee satisfaction across years (employee responses only – EMT responses not included)

To the full extent14%

To a large extent41%

To some extent36%

Not at all9%

1st4sport employee and EMT perceptions as to overall, whether employees are very satisfied/fulfilled with their job (2014)

To the full extent

To a large extent

To some extent

Not at all

7%

23% 22%

37%

22%

6%

79%

68% 66%

53% 56%

33%

14%

0%6% 5%

22%

44%

0%5% 6% 5%

0%

11%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2009 2010 2011 2012 2013 2014

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1st4sport employee responses to: 'Overall I am very satisfied/fulfilled with my job' (2009-2014)

To the full extent

To a large extent

To some extent

Not at all

SAR 2014 Page 126 of 153

Outcomes from the analysis of the qualitative feedback resultant of the employee satisfaction survey are presented in the following table.

General Deductive Analysis - Qualitative Data (Employee satisfaction survey 2014)

Category Deductive Themes Frequency of raw statistics

Strengths Good benefits package. 1

Areas for development

Revise and improve the organisational and team structure to support business needs, innovation and productivity, based on realigned roles.

3

Revise the strategic direction and ensure it is communicated to all employees who will be working towards the achievement of the targets as a collective.

2

Rationalise processes and systems to improve efficiency, compliance and service levels. 2

Improve the organisational culture and integrate the three teams to ensure they work towards the same clear direction, which is defined and communicated by the top and middle management.

2

Ensure the top management listen to what the employees have to say and have faith in them. 2

Recruit more staff to resolve the critical issue currently faced with insufficiency of resources and heavy workload, to ensure the organisation remains sustainable.

3

Improve communication across levels of management and teams. 2

Ensure employees are empowered, valued, rewarded and supported more. 6

Increase the opportunities for career, personal development/training and growth. 4

Create initiatives for employees to work harder based on a reward scheme and provide the opportunity to get involved in additional areas in order to use their full potential.

3

Ensure salaries are at the appropriate industry level and pay structure/rises are proportionate to the workload and hard work of the employees.

3

Work with employees to target problematic areas and establish solutions. 2

Revise and improve the appraisal process. 1

Review and improve the external verification approach to ensure it is still relevant and remains in line with the strategic direction.

3

Table A8.2 Analysis of the qualitative data resulted from the employee satisfaction survey

SAR 2014 Page 127 of 153

Appendix 9 External Verifier Satisfaction Levels on Training Provision

Feedback from external verifiers (inc. Coordinating EVs) and 1st4sport staff is collated via the Event Evaluation/Forum Feedback Form upon completion of training events. The following table and charts reflect the EV satisfaction levels on 1st4sport’s provision of training compared to the perceptions of 1st4sport staff that have delivered and/or attended the event.

Evaluation of 1st4sport training and standardisation events

Evaluation areas Respondent type Very Good Good Fair Poor N/A

The pre-event planning (agenda, documents, directions, structure, timetable and content)

External verifiers 61% 33% 3% 2% 2%

1st4sport staff 57% 29% 14% 0% 0%

The overall organisation and management of the event/forum External verifiers 74% 21% 0% 2% 3%

1st4sport staff 43% 43% 14% 0% 0%

The use of materials-equipment provided for the needs of the event


1st4sport staff 43% 57% 0% 0% 0%

The time allocated to cover the agenda issues or any additional subjects


1st4sport staff 57% 29% 14% 0% 0%

The presentations by 1st4sport External verifiers 75% 18% 3% 0% 3%

1st4sport staff 57% 43% 0% 0% 0%

The extent to which the event met EV’s requirements/personal objectives


1st4sport staff 71% 29% 0% 0% 0%

The opportunities to get involved in the event, raise concerns and provide feedback


1st4sport staff 43% 57% 0% 0% 0%

The opportunities (for EVs) to interact with 1st4sport staff External verifiers 79% 18% 2% 2% 0%

1st4sport staff 71% 0% 0% 0% 29%

Relevance of information provided and related implementation to the EV’s area of work


1st4sport staff 71% 0% 0% 0% 29%

Table A10.1 Quantitative feedback on 1st4sport training events provided to EVs

SAR 2014 Page 128 of 153

Chart A10.1 Evaluation outcomes of 1st4sport training events provided to EVs

Very good72%

Good28%

EV evaluation outcomes on training events (2014)

Very good

Good

Very good66%

Good34%

1st4sport staff evaluation outcomes on training events (2014)

Very good

Good

SAR 2014 Page 129 of 153

Appendix 10 Qualification Specific Performance Statistics

The following statistics indicate the demand for our qualifications (registrations, certifications, enquiries, recognition and qualification approval applications) and qualification specific information (actions imposed on centres, access arrangements and incidents). Qualifications with the largest registration and certification variance are highlighted in tables 11.1 and 11.2. Data must be treated with caution as in some cases figures refer to NQF version of qualifications which were due their expiration date.

1st4sport trends in learner registrations per qualification (2013 - 2014)

Qualification

Number of registered learners

Change (2013-2014)

2013 2014 Count %

L1AC5Q - Level 1 Award in Coaching Fives (QCF) 7 7 0 0%

L1ACAQ - Level 1 Award In Coaching Angling (QCF) 316 195 -121 -38%

L1ACARCQ - Level 1 Award In Coaching Archery (QCF) 488 586 98 20%

L1ACBADQ - Level 1 Award in Coaching Badminton (QCF) 785 762 -23 -3%

L1ACBBQ - Level 1 Award in Coaching Basketball (QCF) 727 507 -220 -30%

L1ACBOCQ - Level 1 Award in Coaching Boccia (QCF) - 18 18 N/A

L1ACBOWLSQ - Level 1 Award In Coaching Bowls (QCF) 43 230 187 435%

L1ACCQ - Level 1 Award in Coaching Cycling (QCF) 111 110 -1 -1%

L1ACCRQ - Level 1 Award in Coaching Cricket (QCF) 1766 42 -1724 -98%

L1ACFQ - Level 1 Award in Coaching Football (QCF) 27346 24862 -2484 -9%

L1ACGQ - Level 1 Award in Coaching Gymnastics (QCF) (all disciplines) 2143 2213 70 3%

L1ACHQ - Level 1 Award in Coaching Hockey (QCF) 1259 856 -403 -32%

L1ACJQ - Level 1 Award in Coaching Judo (QCF) 1 - -1 -100%

L1ACLAXQ - Level 1 Award In Coaching Lacrosse (QCF) 222 154 -68 -31%

L1ACNBQ - Level 1 Award in Coaching Netball (QCF) 1160 914 -246 -21%

L1ACOQ - Level 1 Award in Coaching Orienteering (QCF) 79 14 -65 -82%

L1ACPKQ - Level 1 Award in Coaching Parkour/ Freerunning (QCF) 94 74 -20 -21%

L1ACRLQ - Level 1 Award in Coaching Rugby League (QCF) 463 396 -67 -14%

L1ACRONQ - Level 1 Award in Coaching Rounders (QCF) 160 161 1 1%

L1ACRUQ - Level 1 Award in Coaching Rugby Union (QCF) 2600 2720 120 5%

L1ACSCQ - Level 1 Award In Coaching Strength and Conditioning for Sport (QCF) 361 269 -92 -25%

L1ACSQQ - Level 1 Award in Coaching Squash (QCF) 75 26 -49 -65%

SAR 2014 Page 130 of 153

Qualification


Change (2013-2014)

2013 2014 Count %

L1ACTENQ - Level 1 Award in Coaching Tennis (QCF) 2275 2239 -36 -2%

L1ACTRIQ - Level 1 Award in Coaching Triathlon (QCF) 350 450 100 29%

L1ACTTQ - Level 1 Award in Coaching Table Tennis (QCF) 278 154 -124 -45%

L1ACVBQ - Level 1 Award in Coaching Volleyball (QCF) 362 263 -99 -27%

L1ACWLQ - Level 1 Award in Coaching Weight Lifting (QCF) - 169 169 N/A

L1ACWQ - Level 1 Award in Coaching Wrestling (QCF) 22 30 8 36%

L1AIHQ - Level 1 Award in an Introduction to the Horseracing Industry (QCF) - 18 18 N/A

L1ASAL - Level 1 NVQ Award in Sport and Active Leisure (QCF) 81 38 -43 -53%

L1ASTCQ - Level 1 Award In Using Sport to Tackle Youth Crime (QCF) 232 102 -130 -56%

L1CPEVQ - Level 1 Certificate in Preparation for Event Volunteering (QCF) 107 43 -64 -60%

L1ENG - Functional Skills Qualification in English at Level 1 53 69 16 30%

L1MATH - Functional Skills Qualification in Mathematics at Level 1 52 69 17 33%

L1POCS - Level 1 Award in the Principles of Coaching Sport (QCF) 805 264 -541 -67%

L2AEAOQ - Level 2 Award in Employment Awareness in the Outdoors (QCF) 123 65 -58 -47%

L2AFASQ - Level 2 Award in First Aid for Sport (QCF) 130 28 -102 -78%

L2AIWOQ - Level 2 Award In Introductory Work in the Outdoors (QCF) 29 29 0 0%

L2ALTF - Level 2 Award in Leadership through Football (QCF) 890 618 -272 -31%

L2ALTRU - Level 2 Award in Leadership through Rugby Union (QCF) 214 48 -166 -78%

L2AMDSQ - Level 2 Award In Multi-Skills Development in Sport (QCF) 708 955 247 35%

L2ASTCQ - Level 2 Award In Using Sport to Tackle Youth Crime (QCF) 21 - -21 -100%

L2AUALLS - Level 2 Award in Understanding the Active Leisure and Learning Sector (QCF) 52 9 -43 -83%

L2AUSSE - Level 2 Award in Understanding Stewarding at Spectator Events (QCF) 345 82 -263 -76%

L2CC5Q - Level 2 Certificate in Coaching Fives (QCF) 20 4 -16 -80%

L2CCAQ - Level 2 Certificate In Coaching Angling (QCF) (all disciplines) 105 80 -25 -24%

L2CCBADQ - Level 2 Certificate in Coaching Badminton (QCF) 183 174 -9 -5%

L2CCBBQ - Level 2 Certificate in Coaching Basketball (QCF) 98 95 -3 -3%

L2CCBOWLS - Level 2 Certificate in Coaching Bowls (QCF) 52 24 -28 -54%

L2CCCCRQ - Level 2 Certificate In Coaching Children’s Cricket (QCF) 237 1006 769 324%

L2CCCQ - Level 2 Certificate in Coaching Cycling (QCF) 518 631 113 22%

SAR 2014 Page 131 of 153

Qualification


Change (2013-2014)

2013 2014 Count %

L2CCCRQ - Level 2 Certificate in Coaching Cricket (QCF) 1619 55 -1564 -97%

L2CCCWBQ - Level 2 Certificate In Coaching Cable Wakeboarding (QCF) - 18 18 N/A

L2CCFQ - Level 2 Certificate in Coaching Football (QCF) 6197 5719 -478 -8%

L2CCGQ - Level 2 Certificate in Coaching Gymnastics (QCF) (all disciplines) 875 905 30 3%

L2CCHBQ - Level 2 Certificate in Coaching Handball (QCF) 28 42 14 50%

L2CCHQ - Level 2 Certificate in Coaching Hockey (QCF) 450 370 -80 -18%

L2CCJQ - Level 2 Certificate in Coaching Judo (QCF) 103 99 -4 -4%

L2CCLAXQ - Level 2 Certificate in Coaching Lacrosse (QCF) 54 76 22 41%

L2CCMSQ - Level 2 Certificate In Coaching Motor Sport (QCF) 18 N/A N/A N/A

L2CCNBQ - Level 2 Certificate in Coaching Netball (QCF) 464 717 253 55%

L2CCOQ - Level 2 Certificate In Coaching Orienteering (QCF) 28 14 -14 -50%

L2CCPEMSQ - Level 2 Certificate In Coaching Performance Motor Sport (QCF) 10 - -10 -100%

L2CCPKQ - Level 2 Certificate in Coaching Parkour/Freerunning (QCF) 21 19 -2 -10%

L2CCRLQ - Level 2 Certificate in Coaching Rugby League (QCF) 338 475 137 41%

L2CCRONQ - Level 2 Certificate in Coaching Rounders (QCF) - 20 20 N/A

L2CCROWQ - Level 2 Certificate In Coaching Rowing (QCF) (Sliding) 431 265 -166 -39%

L2CCRUQ - Level 2 Certificate in Coaching Rugby Union (QCF) 1951 2699 748 38%

L2CCSCQ - Level 2 Certificate In Coaching Strength and Conditioning for Sport (QCF) 147 245 98 67%

L2CCSQRBQ - Level 2 Certificate in Coaching Squash and Racketball (QCF) - 129 129 N/A

L2CCTENQ - Level 2 Certificate in Coaching Tennis (QCF) 948 825 -123 -13%

L2CCTRIQ - Level 2 Certificate in Coaching Triathlon (QCF) 248 331 83 33%

L2CCTTQ - Level 2 Certificate In Coaching Table Tennis (QCF) 100 80 -20 -20%

L2CCVBQ - Level 2 Certificate In Coaching Volleyball (QCF) 26 18 -8 -31%

L2CCWLQ - Level 2 Certificate in Coaching Weight Lifting (QCF) - 12 12 N/A

L2CCWQ - Level 2 Certificate In Coaching Wrestling (QCF) 27 24 -3 -11%

L2CCWS - Level 2 Certificate in Coaching Water Skiing/Wakeboarding (QCF) 129 88 -41 -32%

L2CIWOQ - Level 2 Certificate In Introductory Work in the Outdoors (QCF) 4 14 10 250%

L2CLOQ - Level 2 Certificate In Leisure Operations (QCF) 11 2 -9 -82%

SAR 2014 Page 132 of 153

Qualification


Change (2013-2014)

2013 2014 Count %

L2CLOQ2 - Level 2 Certificate in Leisure Operations (QCF) 52 184 132 254%

L2CPHQ - Level 2 Certificate In the Principles of Horse Care (QCF) - 18 18 N/A

L2CSLPESSQ - Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF) 619 519 -100 -16%

L2DCTENQ - Level 2 Diploma in Coaching Tennis (QCF) 29 - -29 -100%

L2EAALL - Level 2 Award in Employment Awareness in Active Leisure and Learning (QCF) 1177 643 -534 -45%

L2ENG - Functional Skills Qualification in English at Level 2 - 5 5 N/A

L2MATH - Functional Skills Qualification in Maths at Level 2 - 6 6 N/A

L2NCSSQ - Level 2 NVQ Certificate in Spectator Safety (QCF) 1618 282 -1336 -83%

L2NVQALQ - Level 2 NVQ Certificate in Activity Leadership (QCF) 1163 951 -212 -18%

L2OPS - Level 2 NVQ Certificate in Active Leisure, Learning and Well-being Operational Services (QCF) 32 43 11 34%


L2PPCS - Level 2 Certificate in the Principles and Preparations for Coaching Sport (QCF) 769 629 -140 -18%

L2TMIQ - Level 2 Award in the Treatment and Management of Injury in Sport (QCF) 149 98 -51 -34%

L2YPACRQ - Level 2 Certificate In Coaching Young People and Adults Cricket (QCF) 110 1083 973 885%

L3AACWEQ - Level 3 Award In Assessing Competence in the Work Environment (QCF) 17 72 55 324%

L3AAVRAQ - Level 3 Award In Assessing Vocationally Related Achievement (QCF) 82 66 -16 -20%

L3ADLQ/L3ADLQ2 - Level 3 Award In Delivering Learning (QCF) 109 180 71 65%

L3AE&TQ - Level 3 Award in Education and Training (QCF) 30 140 110 367%

L3AEXHB - Level 3 NVQ in Achieving Excellence in Sports Performance (Handball) 1 1 0 0%

L3AWMQ - Level 3 Award in Workforce Mentoring (QCF) 40 19 -21 -53%

L3CAVAQ/L3CAVAQA - Level 3 Certificate In Assessing Vocational Achievement (QCF) 84 44 -40 -48%

L3CAXBBQ - Level 3 Certificate in Achieving Excellence in Sports Performance (Basketball) (QCF) 31 148 117 377%

L3CAXHBQ - Level 3 Certificate in Achieving Excellence in Sports Performance (Handball) (QCF) 29 52 23 79%

L3CAXQ - Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) 56 216 160 286%

L3CAXROWQ - Level 3 Certificate in Achieving Excellence in Sports Performance (Rowing) (QCF) 16 17 1 6%

L3CCBADQ - Level 3 Certificate In Coaching Badminton (QCF) 54 13 -41 -76%

L3CCBBQ - Level 3 Certificate In Coaching Basketball (QCF) - 34 34 N/A

L3CCCRQ - Level 3 Certificate in Coaching Cricket (QCF) 55 87 32 58%

SAR 2014 Page 133 of 153

Qualification


Change (2013-2014)

2013 2014 Count %

L3CCGQ - Level 3 Certificate in Coaching Gymnastics (QCF) (all disciplines) - 18 18 N/A

L3CCHQ - Level 3 Certificate In Coaching Hockey (QCF) 50 37 -13 -26%

L3CCJQ - Level 3 Certificate in Coaching Judo (QCF) 21 10 -11 -52%

L3CCMTBQ - Level 3 Certificate In Coaching Mountain Biking (QCF) 4 14 10 250%


L3CCRLQ - Level 3 Certificate in Coaching Rugby League (QCF) 30 5 -25 -83%

L3CCROWQ - Level 3 Certificate in Coaching Rowing (QCF) - 27 27 N/A

L3CCRTTQ - Level 3 Certificate In Coaching Road and Time Trial Cycling (QCF) 27 30 3 11%

L3CCRUQ - Level 3 Certificate In Coaching Rugby Union (QCF) 158 89 -69 -44%


L3CCSQQ - Level 3 Certificate In Coaching Squash (QCF) 14 16 2 14%

L3CCTCQ - Level 3 Certificate In Coaching Track Cycling (QCF) 23 9 -14 -61%


L3CCTRIQ - Level 3 Certificate In Coaching Triathlon (QCF) 16 39 23 144%

L3CCTTQ - Level 3 Certificate In Coaching Table Tennis (QCF) 14 - -14 -100%

L3CCWBQ - Level 3 Certificate In Coaching Wakeboarding (QCF) 8 4 -4 -50%

L3CCWSQ - Level 3 Certificate In Coaching Water Skiing (QCF) 6 1 -5 -83%

L3CEAOQ - Level 3 Certificate in Employment Awareness in the Outdoors (QCF) 16 2 -14 -88%

L3CLMQ - Level 3 Certificate In Leisure Management (QCF) 12 18 6 50%

L3CMSVQ - Level 3 Certificate In Managing Sports Volunteers (QCF) 44 110 66 150%

L3CPESS - Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport (QCF) 14 812 798 5700%

L3CTALSQ - Level 3 Certificate in Talented Athlete Lifestyle Support (QCF) 31 38 7 23%

L3CUSPBBQ - Level 3 Certificate in Understanding Sports Performance (Basketball) (QCF) 31 148 117 377%

L3CUSPHBQ - Level 3 Certificate in Understanding Sports Performance (Handball) (QCF) 30 52 22 73%

L3CUSPQ - Level 3 Certificate in Understanding Sports Performance (QCF) 56 216 160 286%

L3CUSPROWQ - Level 3 Certificate in Understanding Sports Performance (Rowing) (QCF) 16 17 1 6%

L3DAXBBQ - Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (Basketball) (QCF) 3 - -3 -100%

L3DAXQ - Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (QCF) - 7 7 N/A

L3DCTENQ14 - Level 3 Diploma in Coaching Tennis (QCF) - 20 20 N/A

SAR 2014 Page 134 of 153

Qualification


Change (2013-2014)

2013 2014 Count %

L3DLMQ - Level 3 NVQ Diploma in Leisure Management (QCF) 10 16 6 60%

L3DOP - Level 3 NVQ Diploma in Outdoor Programmes (QCF) (all pathways) 49 19 -30 -61%

L3DSD - Level 3 NVQ Diploma in Sports Development (QCF) 95 105 10 11%

L3DWRCSQ - Level 3 Diploma in Work Based Racehorse Care and Management (QCF) Specialist Racehorse Care - 2 2 N/A


L3NCSS - Level 3 NVQ Certificate in Spectator Safety (QCF) 115 10 -105 -91%

L3NVQPESS - Level 3 NVQ Diploma in Supporting the Delivery of Physical Education and School Sport (QCF) - 352 352 N/A


L3TMIQ - Level 3 Certificate in the Treatment and Management of Injury in Sport (QCF) 33 3 -30 -91%

L4AIQAQ - Level 4 Award In the Internal Quality Assurance of Assessment Processes and Practice (QCF) 19 19 0 0%

L4NDSS - Level 4 NVQ Diploma in Spectator Safety Management (QCF) 4 3 -1 -25%

SVQ3LM - SVQ 3 in Leisure Management at SCQF Level 7 78 65 -13 -17%

Total 72467 65785 -6682 -9%

Table A11.1 1st4sport trends in learner registrations per qualification (2013 - 2014)

SAR 2014 Page 135 of 153

1st4sport trends in learner certifications per qualification (2013 - 2014)

Qualification

Number of certificated learners

Change (2013-2014)

2013 2014 Count %

L1AC5Q - Level 1 Award in Coaching Fives (QCF) 7 - -7 -100%

L1ACAQ - Level 1 Award In Coaching Angling (QCF) 269 176 -93 -35%

L1ACARCQ - Level 1 Award In Coaching Archery (QCF) 357 468 111 31%

L1ACBADQ - Level 1 Award in Coaching Badminton (QCF) 758 621 -137 -18%

L1ACBBQ - Level 1 Award in Coaching Basketball (QCF) 597 490 -107 -18%

L1ACBOCQ - Level 1 Award in Coaching Boccia (QCF) - 9 9 N/A

L1ACBOWLSQ - Level 1 Award In Coaching Bowls (QCF) - 234 234 N/A

L1ACCQ - Level 1 Award in Coaching Cycling (QCF) 83 82 -1 -1%

L1ACCRQ - Level 1 Award in Coaching Cricket (QCF) 1634 156 -1478 -90%

L1ACCRQO - Level 1 Award in Coaching Cricket 65 - -65 -100%

L1ACFQ - Level 1 Award in Coaching Football (QCF) 24783 23828 -955 -4%

L1ACGQ - Level 1 Award in Coaching Gymnastics (QCF) (all disciplines) 1702 1846 144 8%

L1ACHQ - Level 1 Award in Coaching Hockey (QCF) 1279 850 -429 -34%

L1ACJQ - Level 1 Award in Coaching Judo (QCF) 11 - -11 -100%

L1ACLAXQ - Level 1 Award In Coaching Lacrosse (QCF) 198 167 -31 -16%

L1ACNBQ - Level 1 Award in Coaching Netball (QCF) 981 795 -186 -19%

L1ACOQ - Level 1 Award in Coaching Orienteering (QCF) 78 21 -57 -73%

L1ACPKQ - Level 1 Award in Coaching Parkour/ Freerunning (QCF) 32 56 24 75%

L1ACRLQ - Level 1 Award in Coaching Rugby League (QCF) 371 382 11 3%

L1ACRONQ - Level 1 Award in Coaching Rounders (QCF) 149 165 16 11%

L1ACRUQ - Level 1 Award in Coaching Rugby Union (QCF) 2176 2389 213 10%

L1ACSCQ - Level 1 Award In Coaching Strength and Conditioning for Sport (QCF) 509 153 -356 -70%

L1ACSQQ - Level 1 Award in Coaching Squash (QCF) 102 28 -74 -73%

L1ACTENQ - Level 1 Award in Coaching Tennis (QCF) 1994 2036 42 2%

L1ACTRIQ - Level 1 Award in Coaching Triathlon (QCF) 245 503 258 105%

L1ACTTQ - Level 1 Award in Coaching Table Tennis (QCF) 152 154 2 1%

L1ACVBQ - Level 1 Award in Coaching Volleyball (QCF) 345 282 -63 -18%

L1ACWLQ - Level 1 Award in Coaching Weight Lifting (QCF) - 69 69 N/A

SAR 2014 Page 136 of 153

Qualification


Change (2013-2014)

2013 2014 Count %

L1ACWQ - Level 1 Award in Coaching Wrestling (QCF) 5 7 2 40%

L1ASAL - Level 1 NVQ Award in Sport and Active Leisure (QCF) 115 17 -98 -85%

L1ASTCQ - Level 1 Award In Using Sport to Tackle Youth Crime (QCF) 128 107 -21 -16%

L1CPEVQ - Level 1 Certificate in Preparation for Event Volunteering (QCF) 28 77 49 175%

L1ENG - Functional Skills Qualification in English at Level 1 32 43 11 34%

L1MATH - Functional Skills Qualification in Mathematics at Level 1 27 30 3 11%


L2AEAOQ - Level 2 Award in Employment Awareness in the Outdoors (QCF) 140 49 -91 -65%

L2AFASQ - Level 2 Award in First Aid for Sport (QCF) 129 46 -83 -64%

L2AIWOQ - Level 2 Award In Introductory Work in the Outdoors (QCF) 29 11 -18 -62%

L2ALTF - Level 2 Award in Leadership through Football (QCF) 687 540 -147 -21%

L2ALTRU - Level 2 Award in Leadership through Rugby Union (QCF) 185 38 -147 -79%

L2AMDSQ - Level 2 Award In Multi-Skills Development in Sport (QCF) 516 912 396 77%

L2ASTCQ - Level 2 Award In Using Sport to Tackle Youth Crime (QCF) 20 - -20 -100%

L2AUALLS - Level 2 Award in Understanding the Active Leisure and Learning Sector (QCF) 37 6 -31 -84%

L2AUSSE - Level 2 Award in Understanding Stewarding at Spectator Events (QCF) 40 221 181 453%

L2CC5Q - Level 2 Certificate in Coaching Fives (QCF) 6 6 0 0%

L2CCAQ - Level 2 Certificate In Coaching Angling (QCF) (all disciplines) 73 110 37 51%

L2CCBADQ - Level 2 Certificate in Coaching Badminton (QCF) 152 152 0 0%

L2CCBBQ - Level 2 Certificate in Coaching Basketball (QCF) 73 79 6 8%

L2CCBOWLS - Level 2 Certificate in Coaching Bowls (QCF) 30 18 -12 -40%

L2CCCCRQ - Level 2 Certificate In Coaching Children’s Cricket (QCF) - 591 591 N/A

L2CCCQ - Level 2 Certificate in Coaching Cycling (QCF) 269 445 176 65%

L2CCCRQ - Level 2 Certificate in Coaching Cricket (QCF) 1423 208 -1215 -85%

L2CCCRQO - Level 2 Certificate in Coaching Cricket 22 5 -17 -77%

L2CCFQ - Level 2 Certificate in Coaching Football (QCF) 4409 4306 -103 -2%

L2CCGQ - Level 2 Certificate in Coaching Gymnastics (QCF) (all disciplines) 700 790 90 13%

L2CCHBQ - Level 2 Certificate in Coaching Handball (QCF) 9 39 30 333%

L2CCHQ - Level 2 Certificate in Coaching Hockey (QCF) 223 220 -3 -1%

L2CCJQ - Level 2 Certificate in Coaching Judo (QCF) 73 76 3 4%

SAR 2014 Page 137 of 153

Qualification


Change (2013-2014)

2013 2014 Count %

L2CCLAXQ - Level 2 Certificate in Coaching Lacrosse (QCF) 85 56 -29 -34%

L2CCMSQ - Level 2 Certificate In Coaching Motor Sport (QCF) 18 - -18 -100%


L2CCOQ - Level 2 Certificate In Coaching Orienteering (QCF) 13 9 -4 -31%

L2CCPEMSQ - Level 2 Certificate In Coaching Performance Motor Sport (QCF) - 10 10 N/A

L2CCPKQ - Level 2 Certificate in Coaching Parkour/Freerunning (QCF) 14 13 -1 -7%


L2CCRONQ - Level 2 Certificate in Coaching Rounders (QCF) - 20 20 N/A

L2CCROWQ - Level 2 Certificate In Coaching Rowing (QCF) 281 275 -6 -2%

L2CCRUQ - Level 2 Certificate in Coaching Rugby Union (QCF) 1362 2231 869 64%


L2CCSQQ - Level 2 Certificate in Coaching Squash (QCF) 91 11 -80 -88%

L2CCSQRBQ - Level 2 Certificate in Coaching Squash and Racketball (QCF) - 88 88 N/A

L2CCTENQ - Level 2 Certificate in Coaching Tennis (QCF) 753 840 87 12%

L2CCTRIQ - Level 2 Certificate in Coaching Triathlon (QCF) 263 242 -21 -8%

L2CCTTQ - Level 2 Certificate In Coaching Table Tennis (QCF) 71 47 -24 -34%

L2CCVBQ - Level 2 Certificate In Coaching Volleyball (QCF) 17 15 -2 -12%

L2CCWQ - Level 2 Certificate In Coaching Wrestling (QCF) 19 20 1 5%

L2CCWS - Level 2 Certificate in Coaching Water Skiing/Wakeboarding (QCF) 104 112 8 8%

L2CIWOQ - Level 2 Certificate In Introductory Work in the Outdoors (QCF) 4 7 3 75%

L2CLOQ/L2CLOQ2 - Level 2 Certificate In Leisure Operations (QCF) 37 137 100 270%

L2CSLPESSQ - Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF) 432 302 -130 -30%

L2DCTENQ - Level 2 Diploma in Coaching Tennis (QCF) 27 18 -9 -33%

L2DLTS - Level 2 Diploma In Coaching Learn to Swim (QCF) 41 34 -7 -17%

L2DLTS2 - Level 2 Diploma In Coaching Learn to Swim (QCF) - 24 24 N/A


L2NCSSQ - Level 2 NVQ Certificate in Spectator Safety (QCF) 1167 481 -686 -59%

L2NVQALQ - Level 2 NVQ Certificate in Activity Leadership (QCF) 953 719 -234 -25%

L2OPS - Level 2 NVQ Certificate in Active Leisure, Learning and Well-being Operational Services (QCF) 35 21 -14 -40%

SAR 2014 Page 138 of 153

Qualification


Change (2013-2014)

2013 2014 Count %


L2PPCS - Level 2 Certificate in the Principles and Preparations for Coaching Sport (QCF) 716 634 -82 -11%

L2TMIQ - Level 2 Award in the Treatment and Management of Injury in Sport (QCF) 114 65 -49 -43%

L2YPACRQ - Level 2 Certificate In Coaching Young People and Adults Cricket (QCF) - 513 513 N/A

L3AACWEQ - Level 3 Award In Assessing Competence in the Work Environment (QCF) 20 30 10 50%

L3AAVRAQ - Level 3 Award In Assessing Vocationally Related Achievement (QCF) 30 50 20 67%

L3ADLQ/L3ADLQ2 - Level 3 Award In Delivering Learning (QCF) 30 148 118 393%

L3AE&TQ - Level 3 Award in Education and Training (QCF) - 69 69 N/A

L3AEXHB - Level 3 NVQ in Achieving Excellence in Sports Performance (Handball) 3 3 0 0%

L3AEXROW - Level 3 NVQ in Achieving Excellence in Sports Performance (Rowing) 8 - -8 -100%

L3APTLLSQ - Level 3 Award In Preparing to Teach in the Lifelong Learning Sector (QCF) 143 40 -103 -72%

L3AWMQ - Level 3 Award in Workforce Mentoring (QCF) 7 4 -3 -43%

L3CAVAQ/L3CAVAQA - Level 3 Certificate In Assessing Vocational Achievement (QCF) 31 22 -9 -29%

L3CAXBBQ - Level 3 Certificate in Achieving Excellence in Sports Performance (Basketball) (QCF) 73 101 28 38%

L3CAXHBQ - Level 3 Certificate in Achieving Excellence in Sports Performance (Handball) (QCF) 6 11 5 83%

L3CAXQ - Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) 48 19 -29 -60%

L3CAXROWQ - Level 3 Certificate in Achieving Excellence in Sports Performance (Rowing) (QCF) 9 21 12 133%

L3CCBADQ - Level 3 Certificate In Coaching Badminton (QCF) 20 14 -6 -30%

L3CCBBQ - Level 3 Certificate In Coaching Basketball (QCF) - 5 5 N/A

L3CCCRQ - Level 3 Certificate in Coaching Cricket (QCF) 48 61 13 27%

L3CCF06 - Level 3 Certificate in Coaching Football 66 4 -62 -94%

L3CCGQ - Level 3 Certificate in Coaching Gymnastics (QCF) (all disciplines) - 16 16 N/A

L3CCHQ - Level 3 Certificate In Coaching Hockey (QCF) 18 10 -8 -44%

L3CCJQ - Level 3 Certificate in Coaching Judo (QCF) 8 11 3 38%

L3CCMTBQ - Level 3 Certificate In Coaching Mountain Biking (QCF) 2 8 6 300%



L3CCRTTQ - Level 3 Certificate In Coaching Road and Time Trial Cycling (QCF) 10 14 4 40%

L3CCRUQ - Level 3 Certificate In Coaching Rugby Union (QCF) 91 87 -4 -4%


SAR 2014 Page 139 of 153

Qualification


Change (2013-2014)

2013 2014 Count %

L3CCSQQ - Level 3 Certificate In Coaching Squash (QCF) 10 16 6 60%

L3CCTCQ - Level 3 Certificate In Coaching Track Cycling (QCF) 11 8 -3 -27%


L3CCTRIQ - Level 3 Certificate In Coaching Triathlon (QCF) 16 23 7 44%

L3CCTTQ - Level 3 Certificate In Coaching Table Tennis (QCF) - 10 10 N/A

L3CEAOQ - Level 3 Certificate in Employment Awareness in the Outdoors (QCF) 3 9 6 200%

L3CLMQ - Level 3 Certificate In Leisure Management (QCF) 16 7 -9 -56%

L3CMSVQ - Level 3 Certificate In Managing Sports Volunteers (QCF) 2 87 85 4250%

L3CPESS - Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport (QCF) - 33 33 N/A

L3CTALSQ - Level 3 Certificate in Talented Athlete Lifestyle Support (QCF) 5 - -5 -100%

L3CUSPBBQ - Level 3 Certificate in Understanding Sports Performance (Basketball) (QCF) 73 101 28 38%

L3CUSPHBQ - Level 3 Certificate in Understanding Sports Performance (Handball) (QCF) 6 11 5 83%

L3CUSPQ - Level 3 Certificate in Understanding Sports Performance (QCF) 48 19 -29 -60%

L3CUSPROWQ - Level 3 Certificate in Understanding Sports Performance (Rowing) (QCF) 9 21 12 133%

L3DAXBBQ - Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (Basketball) (QCF) 28 19 -9 -32%

L3DAXQ - Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (QCF) - 4 4 N/A

L3DAXROWQ - Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (Rowing) (QCF) 1 - -1 -100%

L3DLMQ - Level 3 NVQ Diploma in Leisure Management (QCF) 7 4 -3 -43%

L3DOP - Level 3 NVQ Diploma in Outdoor Programmes (QCF) (all pathways) 24 20 -4 -17%

L3DSD - Level 3 NVQ Diploma in Sports Development (QCF) 56 74 18 32%

L3EAALL - Level 3 Award in Employment Awareness in Active Leisure and Learning (QCF) 303 302 -1 0%

L3IAPS - Level 3 Certificate in Introduction to Assessment Practice in Sport 13 4 -9 -69%

L3NCSS - Level 3 NVQ Certificate in Spectator Safety (QCF) 98 39 -59 -60%

L3NVQPESS - Level 3 NVQ Diploma in Supporting the Delivery of Physical Education & School Sport (QCF) - 30 30 N/A

L3POCS - Level 3 Award in the Principles of Coaching Sport (QCF) 255 256 1 0%

L3TMIQ - Level 3 Certificate in the Treatment and Management of Injury in Sport (QCF) 23 3 -20 -87%

L4AIQAQ - Level 4 Award In the Internal Quality Assurance of Assessment Processes and Practice (QCF) 15 6 -9 -60%

SVQ3LM - SVQ 3 in Leisure Management at SCQF Level 7 - 68 68 N/A

Total 61236 57186 -4050 -7%

Table A11.2 1st4sport trends in learner certifications per qualification (2013 - 2014)

SAR 2014 Page 140 of 153

Results from the enquiries analysis show an indication of how people hear about 1stsport, our qualifications and the effectiveness of our marketing tools to increase our brand awareness in the industry.

Chart A11.1 Analysis of effectiveness of marketing tools contributing towards 1st4sport’s brand awareness.

Chart A11.2 Analysis of effectiveness of tools for the marketing of 1st4sport qualifications.

Website28%

Word of mouth20%

Colleague19%

Governing body of sport

14%

Other7%

County Sports Partnership

4%

External Verifier3%

1st4sport Qualifications Mailing/Flyer

2%

Search engine (e.g. Google)

2%

1st4sport Qualifications Email1%

Responses of enquirers as to how they heard about 1st4sport (2014)

Website

Word of mouth

Colleague


Other


External Verifier



1st4sport Qualifications Email

Website41%

Word of mouth12%

Colleague10%

External Verifier10%

Governing body of sport 8%

Other 6%

1st4sport Qualifications Email6%


5%

County Sports Partnership1%

Search engine (e.g. Google)1%

Conference 0.1%

Responses of enquirers as to how they heard about about specific 1st4sport qualifications (2014)

Website

Word of mouth

Colleague

External Verifier


Other

1st4sport Qualifications Email




Conference

SAR 2014 Page 141 of 153

Following with the qualification demand statistics, an analysis of the qualifications that organisations applied for as part of centre recognition and existing recognised centres that applied as part of the qualification approval is provided in tables A11.4 and A11.5 respectively. An overview of the volume of applications received and outcomes is provided in table A11.3.

Overview of centre recognition and qualification approval applications received and related outcomes (2014)

Centre Recognition Applications Number Qualification Approval Applications Number

Successful applications 74 Successful applications 314

Pending applications 43 Pending applications 67

Declined applications 2 Declined applications 5

Total applications received 119 Total applications received 386

Total recognised* 92 Total approved* 469

Table A11.3 Overview of centre recognition and qualification approval applications received and related outcomes (2014)

*This includes the new recognised centres and qualification approval statuses granted to the old BHEST centres as a result of the transfer to 1st4sport, following the launch of the new suite of horseracing and farriery qualifications.

The rationale for declined applications was the centre’s/new organisation’s decision not to progress with their application and in some cases their inability to meet workforce criteria. The centre recognition applications were related to 37 qualifications and the qualification approval applications were related to 67 qualifications. However, these figures do not include the centre recognition and qualification approval status granted to the old BHEST centres as a result of the transfer to 1st4sport, as no applications were submitted.

Number of approval applications received per qualification as part of centre recognition applications (2014)

Qualification Number

Level 1 Award in Coaching Football (QCF) 19

Level 1 Award in the Principles for Coaching Sport (QCF) 9

Level 1 Award in Coaching Strength and Conditioning for Sport (QCF) 8

Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF) 7

Level 2 NVQ Certificate in Activity Leadership (QCF) 7

Level 3 Certificate in Supporting the Delivery of Physical Education and School Sport (QCF) 7

Level 3 NVQ Diploma in Supporting the Delivery of Physical Education and School Sport (QCF) 7


Level 2 Award in Leadership through Football (QCF) 5

SAR 2014 Page 142 of 153


Level 2 Certificate in Coaching Strength and Conditioning for Sport (QCF) 5

Level 3 NVQ Certificate in Spectator Safety (QCF) 4

Level 2 Certificate in the Principles and Preparations for Coaching Sport (QCF) 3

Level 3 Award in Education and Training (QCF) 3

Level 1 Award in Coaching Weight Lifting (QCF) 2

Level 2 Award in First Aid for Sport (QCF) 2

Level 2 Award in Multi-Skills Development in Sport (QCF) 2

Level 2 Award in Understanding Stewarding at Spectator Events (QCF) 2


Level 1 Award in Coaching Badminton (QCF) 1

Level 1 Award in Coaching Rugby League (QCF) 1

Level 1 Award in Coaching Tennis (QCF) 1

Level 1 Award in Coaching Volleyball (QCF) 1

Level 1 Certificate in Preparation for Event Volunteering (QCF) 1

Level 1 NVQ Award in Sports and Active Leisure (QCF) 1

Level 2 Award in the Treatment and Management of Injury in Sport (QCF) 1

Level 2 Certificate in Coaching Basketball (QCF) 1

Level 2 Certificate in Coaching Football (QCF) 1

Level 2 Certificate in Coaching Motor Sport (QCF) 1

Level 2 Certificate in Leisure Operations (QCF) (2013) 1

Level 2 NVQ Certificate in Active Leisure, Learning and Well-being Operational Services (QCF) 1

Level 3 Certificate in Assessing Vocational Achievement (QCF) 1

Level 3 Certificate in Coaching Cricket (QCF) 1

Level 3 Certificate in Coaching Rugby Union (QCF) 1

Level 3 Certificate in Understanding Sports Performance (QCF) 1

Level 3 NVQ Diploma in Outdoor Programmes (QCF) (via the Outdoor Recreation Pathway) 1

Level 3 NVQ Diploma in Sports Development (QCF) 1

Level 4 NVQ Diploma in Spectator Safety Management (QCF) 1

Total 119

Table A11.4 Applications for qualification approval submitted by organisations that wish to obtain centre recognition

SAR 2014 Page 143 of 153

Number of approval applications received per qualification (2014)






Level 2 Award in Employment Awareness in Active Leisure and Learning (QCF) 16






Level 3 Certificate in Managing Sports Volunteers (QCF) 12











Level 3 Award in Delivering Learning (QCF) 2013 5

Functional Skills Qualification in English at Level 1 4

Functional Skills Qualification in Mathematics at Level 1 4



Level 2 Award in Introductory Work in the Outdoors (QCF) 3


Level 2 Certificate in Coaching Tennis (QCF) 3

Level 3 Award in Workforce Mentoring (QCF) 3


Level 3 Certificate in Leisure Management (QCF) 3

Level 3 NVQ Diploma in Leisure Management (QCF) 3

Level 4 Award In the Internal Quality Assurance of Assessment Processes and Practice (QCF) 3

SAR 2014 Page 144 of 153


Functional Skills Qualification in Maths at Level 2 2


Level 1 Award in Coaching Basketball (QCF) 2

Level 1 Award in Coaching Weight Lifting (QCF) 2

Level 1 Award in Fire Safety Awareness (QCF) 2

Level 1 Certificate in Preparation for Event Volunteering (QCF) 2


Level 2 Award in Emergency First Aid at Work (QCF) 2



Level 2 Certificate in Coaching Volleyball (QCF) 2

Level 2 Certificate in Coaching Weight Lifting (QCF) 2


Level 3 Award in Assessing Competence in the Work Environment (QCF) 2

Level 1 Award in Coaching Rugby League (QCF) 1

Level 1 Award in Using Sport to Tackle Youth Crime (QCF) 1

Level 2 Award in Employment Awareness in the Outdoors (QCF) 1

Level 2 Award in Refereeing Rugby League 1

Level 2 Award in Using Sport to Tackle Youth Crime (QCF) 1

Level 2 Certificate In Coaching Angling (QCF) (Coarse) 1

Level 2 Certificate in Coaching Cable Wakeboarding 1

Level 2 Certificate in Coaching Handball (QCF) 1

Level 2 Certificate in Coaching Netball (QCF) 1

Level 2 Certificate in Coaching Rugby League (QCF) 1

Level 2 Certificate in Introductory Work in the Outdoors (QCF) 1

Level 3 Award in Assessing Vocationally Related Achievement (QCF) 1

Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) 1




Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (QCF) 1

Level 3 NVQ in Achieving Excellence in Sports Performance 1

Level 4 NVQ Diploma in Spectator Safety Management (QCF) 1

Total 386

Table A11.5 Applications submitted by 1st4sport recognised centres for qualification approval

SAR 2014 Page 145 of 153

The following analysis represents the spread and type of incidents across qualifications. In total, 76 incidents were identified and successfully managed, in relation to 107 qualifications.

1st4sport trends in learner certifications per qualification (2013 - 2014)

Qualification Count Percentage

Level 2 Certificate in Coaching Football (QCF) 22 20%

Level 1 Award in Coaching Football (QCF) 9 8%

Level 2 Award in Employment Awareness in Active Leisure and Learning (QCF) 6 5%

Level 1 Award in Coaching Netball (QCF) 5 4%

Level 1 Award in Coaching Basketball (QCF) 4 3%

Level 3 NVQ Diploma in Sports Development (QCF) 4 3%

Level 2 Certificate in Coaching Basketball (QCF) 3 3%

Level 2 Certificate in Coaching Lacrosse (QCF) 3 3%

Level 2 Certificate in Coaching Strength and Conditioning for Sport (QCF) 3 3%

Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF) 3 3%

Level 2 NVQ Certificate in Spectator Safety (QCF) 3 3%

Level 1 Award in Coaching Archery (QCF) 2 2%

Level 1 Award in Coaching Lacrosse (QCF) 2 2%

Level 1 Award in Coaching Volleyball (QCF) 2 2%

Level 1 Award in the Principles for Coaching Sport (QCF) 2 2%

Level 2 Certificate in the Principles and Preparations for Coaching Sport (QCF) 2 2%

Level 2 NVQ Certificate in Activity Leadership (QCF) 2 2%

Level 3 Award in Employment Awareness in Active Leisure and Learning (QCF) 2 2%

Level 3 Certificate in Coaching Football 2 2%

Level 3 Certificate in Coaching Tennis (QCF) 2 2%

Functional Skills Qualification in English at Level 1 1 1%

Level 1 Award in Coaching Badminton (QCF) 1 1%

Level 1 Award in Coaching Rugby League (QCF) 1 1%

Level 1 Award in Coaching Rugby Union (QCF) 1 1%

Level 1 Award in Using Sport to Tackle Youth Crime (QCF) 1 1%

Level 2 Award in Leadership through Football (QCF) 1 1%

Level 2 Award in the Principles for Coaching Sport (QCF) 1 1%

Level 2 Award in the Treatment and Management of Injury in Sport (QCF) 1 1%

Level 2 Certificate in Coaching Badminton (QCF) 1 1%

Level 2 Certificate in Coaching Children’s Cricket (QCF) 1 1%

SAR 2014 Page 146 of 153

Qualification Count Percentage

Level 2 Certificate in Coaching Gymnastics (QCF) 1 1%

Level 2 Certificate in Coaching Netball (QCF) 1 1%

Level 2 Certificate in Coaching Rugby League (QCF) 1 1%

Level 2 Certificate in Coaching Rugby Union (QCF) 1 1%

Level 3 Award in Assessing Competence in the Work Environment (QCF) 1 1%

Level 3 Award in Assessing Vocationally Related Achievement (QCF) 1 1%

Level 3 Award in Delivering Learning (QCF) 2013 1 1%

Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) 1 1%

Level 3 Certificate in Assessing Vocational Achievement (QCF) 1 1%

Level 3 Certificate in Coaching Hockey (QCF) 1 1%

Level 3 Certificate in Coaching Strength and Conditioning (QCF) 1 1%

Level 3 Certificate in Managing Sports Volunteers (QCF) 1 1%

Level 3 NVQ Diploma in Outdoor Programmes (QCF) 1 1%

Level 3 NVQ Diploma in Supporting the Delivery of Physical Education and School Sport (QCF) 1 1%

Total 107 100%

Table A11.6 Analysis of incidents per qualification

An analysis on the type of incidents types that were successfully managed in 2014 is shown in chart A11.3. The nature of the majority of incidents which fall into the ‘other’ category (10%) was primarily related to recognised centre ceasing to trade and their inability to pay outstanding debt to 1st4sport.

Chart A11.3 Analysis of incident types

EV reported sanctions against a centre

50%

Reports of suspected non-compliance by a centre

24%

Other10%

Learner complaints against their centre

8%

Learner appeals against their centre

4%

Reports of suspected learner misconduct

3%

Reports of suspected non-compliance by 1st4sport

1%

Types of incidents (2014)

EV reported sanctions against a centre

Reports of suspected non-compliance by a centre

Other

Learner complaints against their centre

Learner appeals against their centre

Reports of suspected learner misconduct

Reports of suspected non-compliance by 1st4sport

SAR 2014 Page 147 of 153

Actions and Recognised Centre Risk Profile

The table below show an analysis of the actions imposed on centres related to the delivery of specific qualifications. This is as a result of the identification of areas of non-compliance through the different types of our monitoring activity in line with our risk management process.

Number of actions across qualifications (2014)

Qualification Count













Level 2 Certificate in Coaching Young People and Adults Cricket (QCF) 16



Level 1 Award in Coaching Volleyball (QCF) 10



Level 3 Award in Delivering Learning (QCF) 2013 10



Level 1 Award in Coaching Archery (QCF) 9

Level 2 Certificate in Coaching Children's Cricket (QCF) 9




SAR 2014 Page 148 of 153

Qualification Count

Level 3 NVQ Diploma in Outdoor Programmes (QCF) 8

Level 1 Award in Coaching Rugby Union (QCF) 7



SVQ 3 in Leisure Management at SCQF Level 7 7

Level 1 Award in Coaching Angling (QCF) 6


Level 1 Award in Coaching Tennis (QCF) 6

Level 2 Award in Leadership through Rugby Union (QCF) 6


Level 1 Award in Coaching Gymnastics (QCF) 5

Level 1 Award in Coaching Lacrosse (QCF) 5


Level 2 Certificate in Coaching Lacrosse (QCF) 5


Level 3 Certificate in Managing Sports Volunteers (QCF) 5

Level 4 Award In the Internal Quality Assurance of Assessment Processes and Practice (QCF) 5



Level 2 Award in the Treatment and Management of Injury in Sport (QCF) 4


Level 2 Certificate in Coaching Gymnastics (QCF) 4

Level 3 Award in Assessing Vocationally Related Achievement (QCF) 4

Level 3 NVQ Diploma in Leisure Management (QCF) 4

Level 1 Award in Coaching Bowls (QCF) 3

Level 2 Certificate In Coaching Angling (QCF) 3

Level 2 Certificate in Coaching Badminton (QCF) 3

Level 2 Certificate in Coaching Volleyball (QCF) 3

Level 3 Award in Assessing Competence in the Work Environment (QCF) 3


Level 1 Award in Coaching Basketball (QCF) 2

SAR 2014 Page 149 of 153

Qualification Count

Level 1 Award in Coaching Hockey (QCF) 2

Level 1 Award in Coaching Netball (QCF) 2

Level 1 Award in Coaching Triathlon (QCF) 2

Level 2 Certificate in Coaching Cycling (QCF) 2

Level 2 Certificate in Coaching Handball (QCF) 2

Level 2 Certificate in Coaching Rowing (QCF) 2


Level 2 Certificate in Coaching Squash and Racketball (QCF) 2


Level 3 Award in Workforce Mentoring (QCF) 2

Functional Skills Qualification in Mathematics at Level 1 1

Level 2 Award in Emergency First Aid at Work (QCF) 1

Level 2 Award in Introductory Work in the Outdoors (QCF) 1

Level 2 Certificate in Coaching Hockey (QCF) 1

Level 2 Certificate in Coaching Netball (QCF) 1

Level 2 Certificate in Coaching Parkour/ Freerunning (QCF) 1

Level 2 Certificate in Coaching Rugby League (QCF) 1

Level 2 Certificate In Coaching Table Tennis (QCF) 1

Level 2 Certificate in Coaching Wrestling (QCF) 1

Level 3 Certificate in Achieving Excellence in Sports Performance (Basketball) (QCF) 1

Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) 1



Level 3 Certificate in Coaching Cycling 1

Level 3 Certificate in Coaching Hockey (QCF) 1


Level 3 Certificate in Coaching Wakeboarding (QCF) 1

Level 3 Certificate in Leisure Management (QCF) 1


Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (QCF) 1

Total 855

Table A11.7 Number of actions imposed on centres per qualification

SAR 2014 Page 150 of 153

The total number of actions imposed on centres in 2014 is 895 (683 actions in 2013, 479 actions in 2012 and 331 actions in 2011) related to 87 qualifications. The reason for the increase is partly due to a process change to enable a more robust monitoring and proactive approach to prevent any serious non-compliance and/or potential adverse effects. Minor discrepancies in the data, possible duplication of actions created in Athena and timescales of data collection may have had a slight impact on the validity of the data related to actions.

Chart A11.4 Analysis of actions imposed on centres in line with our risk management process on centre activity

Visit to verify a course

36%

Visit to verify 1st course (summative–DCS review)

19%

Visit to verify 1st course (formative–pre DCS)

8%

Recognition and approval visit 8%

Qualification approval application 8%

Desk review of a course5%

Desk review of 1st course 5%

Desk review of a cohort of learners

2%

Recognition and approval application

2%

Visit to verify DCS after sanctions

2%

Visit to provide training/advice

1%

Visit to verify a cohort of learners 1%

Desk review of DCS after sanctions

1%

Incident management1%

Desk review/visit of centre systems

1%

Actions imposed on centres based upon the type of monitoring (2014)

SAR 2014 Page 151 of 153

Chart A11.5 Analysis of level of actions imposed on centres

Chart A11.6 Analysis of action’s implementation status by centres Despite the increase in the number of actions imposed on centres over the past years timescales in the implementation of these actions by centres has shown an improvement (incomplete actions in 2011 was 82%, 71% in 2012, and 35% in 2013). This is primarily due to improved process efficiency, the systematic monitoring by EVs and Coordinating EVs, as well as centres’ effort to report the completion of an action via the creation of the Action Response Form on Athena.

Level 1: Low risk75%

Level 2: Medium risk20%

Level 3: High risk4%

Level 4: Very high risk1%

Level of actions imposed on centres (2014)

Level 1: Low risk

Level 2: Medium risk

Level 3: High risk

Level 4: Very high risk

Complete actions63%

Incomplete actions37%

Implementation status of actions imposed on centres (2014)

Complete actions

Incomplete actions

SAR 2014 Page 152 of 153

Chart A11.7 Analysis of requests for reasonable adjustments across qualifications The reasonable adjustment requests were related to 28 qualifications. Of the 95 requests evaluated in 2014 only 9 have been declined; this was mainly due to learners’ inability and/or lack of evidence to meet the eligibility criteria, and also due to learners’ decision to withdraw from the course.

Chart A11.8 Analysis of requests for reasonable adjustments granted based on learner’s needs

18%

15%

13%

8% 8%7%

3% 3% 3%2% 2% 2%

1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

Perc

en

tag

eReasonable adjustment requests across qualifications (2014)

Sensory and physical 55%

Cognition and learning 39%

Behavioural, emotional and social 5%

Communication and interaction

1%

Reasonable adjustments granted based on learner's needs (2014)

Sensory and physical

Cognition and learning

Behavioural, emotional and social

Communication and interaction

SAR 2014 Page 153 of 153

Chart A11.9 Analysis of requests for special considerations across qualifications The special consideration requests were related to 30 qualifications. 17% of special consideration requests were not granted (26 requests not granted out of 153). This was based on the invalid rationale provided and/or lack of associated evidence to support learner’s eligibility for special consideration.

Chart A11.10 Analysis of requests for special considerations across qualifications

29%

15%

7% 7% 7%4% 3% 3% 3% 2% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1%

0%

5%

10%

15%

20%

25%

30%

35%

Perc

en

tag

eSpecial consideration requests across qualifications (2014)

Part of an assessment has been missed due to circumstances beyond the learner's control

54%

Inappropriate or inadequate alternative assessment

arrangements, agreed in advance of the assessment

20%

Performance in an assessment is affected by circumstances

beyond the learner's control 13%

Other13%

Special considerations granted based on learner's circumstances (2014)

Part of an assessment has been missed due to circumstances beyond the learner's control

Inappropriate or inadequate alternative assessment arrangements, agreed in advance of the assessment

Performance in an assessment is affected by circumstances beyond the learner's control

Other