APPRENTICE HANDBOOK

MARCH 2021 VERSION 4.0SKILLS4STEM LIMITED

Company Number 8931034

Welcome

This handbook has been put together to provide you with the information and guidance you may need as you progress through your learning programme. You may not need all the information right now, but it will be useful for you to refer to during your programme.

Should you find that your query still is not answered after reading this guide then please contact us the Skills4Stem Client Services team at: clientservices@skills4Stem.co.uk or call 0333 939 8445.

Skills4Stem ESFA UKPRN number: 10062041 Company number: 8931034 VAT number: 188 5868 33

About Skills4Stem LtdSkills4Stem Ltd is an adult education provider working with a selection of partner and industry employers with a head office in the South East region of England, Skills4Stem deliver programmes to individuals throughout the UK and Ireland. Skills4Stem delivers apprenticeship programmes in the niche areas of Construction, Engineering and Project Management with progression routes into professional Chartership. Skills4Stem is open throughout the year January to December providing both daytime, evening, and weekend programmes face-2-face and online.

As a provider of specialist apprenticeship standards and qualifications Skills4Stem are partners with several external organisations, enabling us to access and deliver a variety of bespoke options to our apprentices and employers. A small example of these organisations is detailed below:

CITB approved training organisation (ATO) Association of Project Management (APM) approved centre Institute of Leadership & Management (ILM) approved centre Pearson Education approved centre. Chartered Institute for IT (BCS) approved centre. City & Guilds approved centre. NCFE approved centre. CEDIA Collaboration Partner & approved centre.

Our Mission & Values

Skills4Stem transforms STEM education by delivering personalised adaptive learning programmes which dovetail into current employment and unleash the untapped potential in all our apprentices.

Skills4Stem begins the journey of a lifetime of learning by resetting institutional education and become life enhancing through:

Matching the trainer to the candidate to optimise more effective one to one learning pathways.

Allowing apprentices to explore new thinking as courses progress to build on personal strengths. 

Adapting courses to candidate’s availability and willingness to learn. Managing the pace of learning to ensure every candidate is actively always engaged. Delivering unforgettable learning experiences that enhance the skill of individuals for

ever. Blending best in class teaching methodologies to add the right level of emphasis to

content for improved skills transfer. Merging on the job self –directed learning with inspiring theory and practical application

to make upskilling more rewarding. Eradicating unnecessary teaching by staying focused on individuals progress in learning. Teaching, training, nurturing, and skill transfer to raise the bar of STEM competency. Working closely with employers to ensure learning context is of the most benefit to

them. Applying industry leading intelligence to improve outcomes. Personalising training to reflect the background and competency of every candidate. Creating the right-fit employee for STEM employers.

The Programmes of LearningProgramme Structure

Your apprenticeship programme is made up of several fundamental elements that link together to support you to complete and achieve a positive result.

English funded programmes consist of an apprenticeship standard, off the job training and the requirement to achieve Maths and English at GCSE level. There may also be an embedded qualification included in your apprenticeship programme. The detail below provides a bit more information about each of the programme elements.

Apprenticeship Standard The apprenticeship standard outlines the knowledge, skills, and behaviours (KSBs) that you need to achieve to pass the programme.

An independent End Point Assessor will assess your abilities against the criteria of the apprenticeship at the end of your programme. They will award a completion grade of Pass, Merit or Distinction. Where there are instances of receiving a fail grade, a retake can usually be arranged.

QualificationsSome programmes include a mandatory or optional qualification. Where there is a required qualification, your Assessor/Trainer will work with you to evidence your knowledge and skills to a competent level.

Off the Job TrainingOff-the-job training is defined as learning which is undertaken outside of the normal day-to-day working environment and leads towards the achievement of the programme. As part of your apprenticeship, you will be given paid time to complete training outside of your normal working environment. These will be allocated as study time/workshop days or shadowing. This will help you develop the knowledge, skills and behaviours needed to complete your programme.

Mathematics and EnglishMathematics and English form a mandatory element of the apprenticeship programme. Everyone that completes an apprenticeship, is required to evidence achievement of a GCSE or equivalent in Mathematics and English prior to completion. If you have not achieved the required level of Maths or English prior to the start of your apprenticeship, you will be required to complete Functional Skills.

Delivery & AssessmentSkills4Stem Ltd programmes are delivered through a blended learning approach using a variety of methods that include face to face teaching, e-learning and virtual delivery.

During your programme, your Assessor/Trainer will visit you in your workplace. They will provide you with the necessary support and guidance with teaching, learning and assessment activities towards your end point assessment as well as supporting the completion of any necessary apprenticeship or functional Skills.

Your Support NetworkAssessor/TrainerYour Assessor/Trainer is your sector expert, they have extensive experience in the subject areas included in your apprenticeship. They will visit you while you are at work and provide you with the teaching, learning and assessment support you need to complete each part of your apprenticeship.

Internal Quality AssurerThe IQA is responsible for monitoring the quality of the teaching, learning and assessment that takes place during your apprenticeship. Their role is to make sure you receive a high-quality learning experience that is effective and compliant with regulatory arrangements.

Your ManagerYour manager is not only your manager, but your mentor. With a wealth of on-the-job occupational experience, they will be able to support you to develop your skills and guide you in the completion of any learning set as part of your programme.

Additional SupportAs part of the Skills4stem Ltd enrolment process, you will be asked to complete initial assessments in English and Mathematics as well as an occupational skill scan.

These assessments are used to help you and your Assessor/Trainer build your individual learning plan including any additional support that will help you to achieve your apprenticeship. If we identify that any additional support is required, we will provide you with access to a Skills Tutor/Coach who will be able to provide additional teaching in this area.

Useful contactsSafeguarding Lead: Tracy Butler (Deputy CEO)Email: tracy@skills4stem.co.uk https://skills4stem.com/policies/ – for further details on Skills4Stem policies and procedures

External GovernanceExternal governance is an important aspect of your apprenticeship delivery. It relates to the quality of the apprenticeship experience you receive and the knowledge, skills, and behaviours you learn while completing your programme.

Skills4Stem Ltd are an Apprenticeship Provider approved by the Register of Apprenticeship Training Providers (RoATP) to deliver apprenticeships. As an education provider, we are governed by HMI Ofsted and audited by the Education Skills and Funding Agency (ESFA).The role of each external governance partner is explained below.Ofsted’s role is to make sure that organisations providing education, training and care services in England do so to a high standard for children and apprentices.

The Education and Skills Funding Agency (ESFA) is an executive agency of the government of the United Kingdom, sponsored by the Department for Education. It is accountable for funding education and training for children, young people and adults.

Important Processes

Please familiarise yourself with the following information. Further details can be found on our website: www. Skills4Stem.com

Complaints Procedure If you have any complaints regarding the delivery or administration of your programme, in the first instance please email support@skills4stem.co.uk or contact your Assessor/Trainer. You are also encouraged to discuss any issues with your tutor or assessor as soon as possible with a view to resolving any problems quickly.

Disciplinary and Code of Conduct

The candidate disciplinary procedure refers to the conduct of apprentices while completing their programme with Skills4Stem Ltd is not part of the terms and conditions related to your employment.

PlagiarismThis is the presentation of work as your own when this has been copied from any other source without acknowledgement of the source. Any evidence of plagiarism will be investigated fully, for example using plagiarism and citation software and if validated would result in the awarding organisation policy procedure and the awarding bodies malpractice policy being followed.

Appeals ProcessIt is your right as a candidate to appeal against any assessment decisions that are made. Wherever possible we try and support you and your Assessor/Trainer to work together and agree on your progress and action plans, but there may be times where this is not achievable. During any stage of the programme, you may not agree with the decisions made by your Assessor/Trainer in terms of standard of evidence. In these circumstances you can appeal against the assessment decision.

Recognised Prior LearningRecognition of prior learning (RPL), prior learning assessment (PLA), or prior learning assessment and recognition (PLAR) describes a process to evaluate skills and knowledge acquired outside the classroom for the purpose of recognizing competence against a given set of standards, competencies, or learning outcomes.

When starting a programme with Skills4Stem Ltd, we evaluate any prior learning or assessment as part of the candidate enrolment process.

Assessment

Purpose and Principles of Assessment It is the Skills4Stem’s aim to ensure all apprentices are regularly assessed to determine their level of achievement against the prescribed standards for their programme. In so doing programme teams must:

ensure that the assessment methodology is valid, reliable, and authentic and does not advantage or disadvantage any group of apprentices.

ensure that the assessment procedure is open, fair, and free from bias to ensure that there are accurate and detailed records of assessment decisions.

To do this Skills4Stem Ltd will:

ensure that staff are appropriately trained, and clear about their responsibilities, for assessing apprentices work.

ensure that the learner is registered for the correct award within the timeframes laid down by awarding bodies.

ensure that the apprentices are provided with assessments that are fit for purpose and allow them to provide the necessary evidence, taking account of prior learning or achievements where appropriate.

provide assessment schedules and explain them to the learner, clearly highlighting the apprentices’ responsibility for timely submission.

where assessments are submitted late, or apprentices do not follow the relevant Code of Conduct for assessment, ensure that appropriate sanctions are applied.

Apprentices will be informed in advance of the sanctions which will apply in assessment situations, and these will be informed by the recommended practice of the awarding body.

ensure that apprentices are assessed against the current, published assessment and grading criteria, using a variety of assessment techniques.

ensure that marked assessments are returned to apprentices, with appropriate feedback, within 30 days of the assessment submission date.

ensure that assessment decisions are impartial, valid, and reliable; to develop assessment procedures that will minimise the opportunities for malpractice; to maintain accurate and detailed records of assessment decisions and keep these records for a period of at least three years, or longer if required for particular qualifications.

maintain a robust and rigorous internal verification procedure as detailed in the internal verification policy.

monitor external body External Verifier/Moderator/Examiner reports and undertake actions detailed in such reports.

share good assessment practice between assessors within the curriculum area and beyond (where appropriate).

provide resources to ensure that assessment can be performed accurately and appropriately.

Equity and Clarity in Assessment Equity and clarity are key principles governing the Skills4Stem’s assessment procedures (see Skills4Stem’s Assessment Policy).

Mechanisms to ensure their fulfilment, as well as the accuracy of individual marks, include:

the systematic use of published assessment criteria and marking standards. marking schemes.

Faculties are responsible for ensuring that no individual apprentices or group of apprentices is disadvantaged by the nature of an assessment task or the marking system used.

Objectivity and Independence in Assessment Mechanisms to ensure their achievement include:

double marking in certain circumstances. a uniform system of internal and external verification/moderation.

Language of Assessment The language of assessment for all pathways taught at Skills4Stem is English unless otherwise approved by the CEO. Examples of such exemptions include:

appropriate assessment methods in modern foreign languages appropriate stages of dual awards Apprentices transferring certificated prior learning in certain circumstances.

Grading All non-accredited programmes will be assessed as pass/fail. For accredited programmes, the Skills4Stem will follow Awarding Bodies grading criteria.

Submission of work for assessment for accredited programmes The submission of work for assessment is the responsibility of you alone. Apprentices are required to ensure that:

All written assignments (including reports associated with practice or workplace assessments) are uploaded to Moodle by the published deadline (on or before the due date)

The assignment cover sheet is signed to declare that all work submitted for assessment is solely their own. If the sheet is not signed it will not be accepted for assessment.

You retain a copy of all written work submitted for assessment or re-assessment. You retain all marked written assignments, together with cover sheets and tutor

comments, until the unit has been considered by the Skills4Stem Assessment Board and the period of appeal has expired (see Section 6 of these Academic Regulations)

You resubmit marked work if required by Skills4Stem for moderation by an External Verifier/Moderator/Examiner or for any other reason considered valid by the Skills4Stem.

Apprentices are also required to ensure that all non-written work for assessment (e.g., an artefact, preparation of electronic data) is presented in the required format, by the published deadline and at the prescribed location.

Apprentices should ensure that, where practicable, they retain a copy of the non-written work submitted.

Apprentices should also ensure that such work is retained with trainer comments for moderation by an External Examiner or for any other reason considered valid by the Skills4Stem. Late assignments are not accepted, and a mark of fail is awarded unless an extension to the deadline has been approved for an individual candidate in advance of the deadline (see the Regulations governing short- and long-term extensions for details).

Submission of work for assessment for non-accredited programmes The submission of work for assessment is the responsibility of the apprentices alone. Apprentices are required to ensure that:

all written assignments are handed to the relevant trainer/uploaded to the software or they retain a copy of all written work submitted for assessment or re-assessment or they retain all marked written assignments, together with cover sheets and tutor comments, until the unit has been considered by the Skills4Stem Assessment Board and the period of appeal has expired (see Section 6 of these Academic Regulations)

they resubmit marked work if required by Skills4Stem for moderation by an External Verifier/Moderator/Examiner or for any other reason considered valid by the Skills4Stem.

Extensions

Short Term Extensions for accredited programmes. A candidate may request an extension to a submission deadline when circumstances outside the candidate’s control have arisen which prevents submission or are likely to result in significant underperformance if the original deadline is enforced. Apprentices must submit their request to a Quality Manager before the submission deadline. The Quality Manager has delegated authority to approve extensions of up to five, and exceptionally up to ten, working days. The following are acceptable reasons for such a request:

short-term illness a short-term illness of any person for whom the apprentices have a responsibility for

care. authorised absence from the Skills4Stem during teaching weeks an enforced change in employment circumstances for which only short-term notice was

given. other reasons considered acceptable by the Quality Manager.

The following are not acceptable reasons for such a request:

academic workload misreading the instructions on submission deadlines in the assignment brief computer, disc, printer or any other technical failure for which the apprentices is

responsible (apprentices should ensure that they keep a back-up copy of their work) unauthorised absence from Skills4Stem (e.g., holiday taken during teaching weeks).

If approved, a copy of the form approving any extension must be attached by the apprentices to the submitted assignment.

Long Term Extensions Long term extensions of up to one year are considered and approved if, in the view of the Head of Quality & Compliance (or nominee), the apprentices are experiencing personal or professional difficulties and use of other measures would:

result in significant disadvantage to the candidate's academic performance and/or ability to complete his/her studies.

exacerbate an existing health problem or result in additional stress related problems. fail to address the underlying problem or issue which is unpredictable in nature.

A long-term extension may also be considered and approved where there are practice related issues which can be resolved only through additional time for completion. Long term extensions are viewed as exceptional solutions and are used only in circumstances where officers are confident that the individual case merits such action. All long-term extensions are considered on a confidential basis.

Details of each assessment requirements, word counts, and specification will be detailed in the induvial assessment plan and standards. These will be reviewed with each candidate prior to the setting the assignment through the individual learning plan.

Any extension appeals or special; consideration will be managed in accordance with the Skills4Stem assessment, appeals and quality assurance processes. These polices can be found at www.skills4stem.com/policies.

Key InformationReporting Sickness and Annual leaveIf you are off sick and you are supposed to be attending a study session with Skills4Stem, you must follow your normal working procedures and contact your manager to let them know you are off sick. In addition, you need to contact either your Assessor/Trainer or the Skills4Stem Ltd Head Office via email or telephone in order to inform them too.

It is important that you do this as all records must be accurate. If you fail to turn up to a session and you have not attended work either we have a duty of care to report this with a view to a possible concern regarding your wellbeing and welfare

Please provide your Assessor/Trainer with any annual leave dates that you have. Again, this is for accuracy of records and to help us plan your course achievement. If you have missed a significant number of sessions due to sickness and/or annual leave, your assessor tutor will work with you to plan your support and ensure that you are supported to complete your programme.

Mandatory TrainingMandatory training is defined as training that is deemed essential for the safe and efficient functioning of the organisation and/or the safety and well-being of individuals at your organisation. Please ensure that this is kept up to date to maintain the safety of yourself and that of your colleagues and the Skills4Stem Ltd team.

Reasonable AdjustmentsWhile you are completing your apprenticeship, you may require extra support to allow you the best opportunity to achieve. It may be that you have a disability, learning difficulty or English is your second language. All cases for a reasonable adjustment are considered on an individual basis. If you feel you require a reasonable adjustment to support you in the completion of your programme, please refer to the policy and process at the back of this handbook. Examples of support available include:• Changing assessment arrangements• Modifying teaching, learning and assessment• Adapting assessment materials

Your Health and SafetyAs a candidate completing a programme with Skils4Stem Ltd you will have health & safety learning materials integrated within your learning programme. Your Assessor/Trainer will take you through these materials during your enrolment and will refer to them at appropriate points within your programme.

Accident ReportingIf you do have an accident at work, it must be reported to Skills4Stems Ltd. All accidents must also be reported to your Assessor/Trainer. Your Manager is aware of this process and will manage the accident and then report the details to the Assessor/Trainer, who will review the situation and look at any future mitigation.As your learning provider, we have a responsibility for your health and safety, but you also have a responsibility for your own health and safety and that of those around you.

Please make sure you stay up to date with your employer policies and procedures and refer to the Skills4Stem policies and procedures featured on our website at regular points within your programme. Your Assessor/Trainer will also go through these with you as part of your progress review.

Safety On-lineLots of people use social media in the workplace, so we want to provide practical advice to help make sure its use is safe. Using PCs, smart phones and tablets have become an everyday part of work and life. It is important that you follow the guidance below to ensure your on-line safety, including the avoidance of cyber bullying or harassment, and to ensure that the Data Protection Act is not breached.

Do not post any personal information online - like your address, email address or mobile number.

Think carefully before posting pictures or videos of yourself. Once you have put a picture of yourself online, most people can see it and may be able to download it, it’s not just yours anymore. Keep your privacy settings as high as possible and never give out your passwords.

Do not befriend people you do not know or open emails with attachments from people or companies that you don’t know.

Remember that not everyone online is who they say they are! If you see something online that makes you feel uncomfortable, unsafe, or worried: leave the website, turn off your computer and inform your Manager and Assessor/Trainer.

SafeguardingSafeguarding Safeguarding is a high-level government strategy in place to support and protect the welfare of everyone. As a provider, we have a duty of care to work with your employer to ensure your safety from all types of harm, abuse, and neglect. Our policy is to ensure all apprentices respect each other and strive to help each other in a professional and caring manner.

All apprentices should be able to work in a safe environment that is protected from risk of harm. The law regarding safeguarding refers to specific high-risk groups that need additional protection, specifically children - defined as those under 18 years old and those up to 25 years old with learning difficulties or disabilities; as well as vulnerable adults – defined as those over 18 that, for various reasons, may not be able to care for themselves or protect themselves from being harmed or exploited.

What are safeguarding concerns? A safeguarding concern may occur when there is information that a child, young person, or an adult at risk has been harmed, or is at risk of being harmed, by their own or someone else’s behaviour.Examples of concerns may include:

Abuse – physical, sexual, psychological, financial; by neglect or omission Discrimination Radicalisation Hate and mate crimes. Grooming and inappropriate treatment

Reporting Safeguarding ConcernsIf a concern has been raised to you or you feel there is a risk of harm to your or another individual you should:

Listen carefully and take what is being said seriously.  Tell the individual you have a duty to report any concerns.  Tell the individual you cannot promise confidentiality.  Write down what the individual says in their own words.  You will be asked to follow this up with a written report with details of the time, date and

what happened.  We will monitor and respond as appropriate to any safeguarding concerns raised or

brought to our attention by you or your manager. Safeguarding Lead:

The finer details of our safeguarding policy and more information can be found in the policies section of our website.

PreventWhat is the Prevent Strategy?The government Counterterrorism and Security Act 2015 places a duty upon all education providers to have regard for the need to prevent colleagues from being drawn into terrorism.

This Prevent Duty forms part of the wider Governments CONTEST counter-terrorism strategy to:

• Prevent terrorism – stop people from becoming terrorists. • Pursue terrorism – disrupt and stop terror attacks. • Protect against terrorism – strengthen UK protection. • Prepare to deal with terrorism – mitigate the impact of attacks that cannot be stopped.

As a nation we continue to prioritise according to the threat posed to our national security; the allocation of resources will be proportionate to the threats we face. The most significant of these threats are currently from terrorist organisations in Syria and Iraq, and Al Qaida associated groups. But terrorists associated with the extreme right, also pose a continued threat to our safety and security. There has been an increase in lone acts of terror as opposed to mass organised terror activities. The Government strategy now includes ways in which to identify the risk of these instances. The aim of the Prevent strategy is to reduce the threat to the UK and Ireland from terrorism by stopping people from becoming terrorists or supporting terrorism.

The Prevent strategy has three specific strategic objectives:

• Respond to the ideological challenge of terrorism and the threat we face from those who promote it.

• Prevent people from being drawn into terrorism and ensure that they are given appropriate advice and support.

• Work with sectors and institutions where there are risks of radicalisation that we need to address.

Definitions• Radicalisation - is a process by which an individual or group comes to adopt

increasingly extreme political, social, or religious ideals and aspirations that reject or undermine the status quo.

• Terrorism – an act of terror/ violence based on a political objective, whether that means the politics of nationalism, ethnicity, religion, ideology, or social class.

• Extremism - an ideology that is far outside the mainstream attitudes of society, including vocal or active opposition to fundamental British Values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. This also includes calls for the death of members of the British Armed Forces.

Skills4Stem Ltd value the health and wellbeing of its colleagues and apprentices and therefore request that if you have any concerns about yourself or a colleague being at risk of radicalisation, you should refer this to your Assessor/Trainer or the Designated Safeguarding Officer.When the DSO receives this information, they will decide if the issue needs to be escalated to the local Police Prevent Officer.

It should be noted that an individual displaying one or a few of the vulnerabilities and indicators does not mean the person will necessarily be at risk of radicalisation but could be the case. In all instances you should always report your concern.Wellbeing

Skills4Stem has a duty of care to look after the health and safety of its colleagues and apprentices, including their health and wellbeing. Promoting and protecting colleague’s wellbeing in the workplace is important for every business.

There are many factors that influence the health and wellbeing of colleagues, so to try to understand and overcome these issues could result in a range of benefits for both individuals and the wider business.Mental wellbeing is relevant for all employees, which means everyone at Skills4Stem can play a part in improving wellbeing as part of our core values. We can do this by addressing issues or concerns that can then lead to improving the general wellbeing of everyone, reducing absenteeism and presenteeism, lowering colleague’s turnover, increasing productivity, and help promote the employment of those who have experienced health, wellbeing, or mental health problem.Similarly, promoting physical activity and encouraging healthy eating, can help manage stress and weight loss, while also improving concentration and alertness. Those that exercise regularly and eat a balanced diet also report less illness and are more likely to recover more quickly from any illness they do get.

The detail below outlines the support information and guidance available to apprentices.

Mental Wellbeing Information and raising awareness of mental health issues. Promotions that that support mental wellbeing in the workplace. Equipping apprentices with the skills to support their own mental health Physical wellbeing.

Physical Health Promotion of physical activity Supporting a healthy, balanced diet in the workplace Encouraging colleagues and apprentices to drink 6-8 glasses of water a day.

Management and leadership Supporting workplace managers and the Assessor/Trainer team with the skills to:

Identify and assist those with mental ill health. Raising awareness of mental and physical wellbeing across the sector

Offering support to apprentices Creating a culture that supports the wellbeing of all apprentices. Offering help, support, and guidance to those with a mental health issue Assisting those returning to study after a period of mental ill health

Encourage the Employment and Enrolment of Apprentices Across the Sector Who Have Experienced Mental Ill Health

Show a positive attitude to apprentices with mental health issues, including having positive statements in recruitment literature.

Ensure that all colleagues involved in the recruitment process are aware of mental health issues and the

Disability Discrimination Act Do not assume that those with a mental health issue will be more susceptible to

workplace stress or will necessarily take more time off than other applicants. Ensure that all line managers have received mental health first aid training or have the

skills to manage mental health in the workplace.

Healthy EatingRaise Awareness of The Importance of Healthy Eating for Both Physical and Mental Wellbeing

Provide information and resources on how healthy eating can contribute to mental health, for example, increasing levels of concentration and the ability to cope with everyday stresses.

Appoint a healthy-eating champion to support apprentices with a healthy eating programme.

Provide courses and talks on the benefits of healthy eating.

Equality and DiversityRespectful behaviour towards others is paramount to the trust. Unwanted behaviour and discrimination by one person or several people to another will not be tolerated. We do not condone or tolerate personal harassment and will always treat it seriously in our commitment to creating an appropriate and safe working environment for all. Personal harassment can take many forms and we understand that some people may not always realise that their behaviour could be classed as harassment.

Some examples include: Insensitive jokes, comments, or pranks Offensive or abusive comments about appearance Deliberate exclusion from conversations Displaying abusive or offensive writing or material Unwelcome invasions into personal space, including touching. Abusive, threatening, or insulting words or behaviour.

Career Advice – Information, Advice and Guidance (IAG)The Information, Advice and Guidance service is here to help you to move forward and find a career path that is right for you.

Our IAG service can also support you with: identifying and/or applying for a course developing a career action plan writing a CV or job application preparing for an interview and much more!

Your feedbackCandidate VoiceThe ‘Candidate’ is at the heart of the teaching and learning we deliver at Skills4Stem Ltd and therefore the quality and success of your programme is very important to us. As such

we provide a variety of activities that encourage you to be involved in your learning programme and have a chance to have your say about how it is delivered and its success.

Apprenticeship Questionnaires We will send out questionnaires on specific themes or topics to help identify specific areas for improvement and to gain your input on planned developments.

Focus Groups As a candidate, you are at the centre of the learning experience. As part of our apprentice focus groups, we will ask you to review teaching and learning materials to give your opinion on whether you think these are suitable and would be beneficial to your programme.

Recognising Achievement At Skills4stem Ltd we like to celebrate and congratulate the achievements of our apprentices, we do this through case studies, where with your permission we will share the story of your learning experience.

Additional Benefits

Additional Benefits

NUS Candidate Extra Card In 2006, The National Union of Apprentices Services launched Candidate Extra, the candidate’s lifestyle and discount card. Applying for the Candidate Extra Card is simple, just log onto the web address below and complete the on-line application form and start receiving all kinds of discounted benefits such as money off

shopping in your favourite high street stores, cinema offers, discounted food and drinks in your favourite restaurants, and much, much more! Just ask your Assessor/Trainer for further information and start saving now. *Please note – the card requires a small yearly fee.

http://cards.nus.org.uk/affiliate/candidate

Skills4Stem Intervention Support ProcessSkills4Stem is at the centre of providing an outstanding teaching, learning and assessment journey to our apprentices.

The Apprenticeship intervention support process is in place to sign post and provide guidance to Apprentices, Employers, Managers and Assessors.

This process will only be used where an intervention is needed to support the development and progression of your programme.

Teaching, learning, and assessment are defined as – attendance at teaching sessions and workshops, reviews, progress, timely achievement of formative assessment or occupational practice, but may also reference behaviour and conduct while on programme,

Skills4Stem Teaching, Learning and Assessment Process

Where an appropriate support plan is not fulfilled or behaviour or conduct is not acceptable without reasonable cause, Skills4Stem reserves the right to withdraw any apprentice from the programme. At which point, if required the apprentice or employer may choose to access the complaints or appeals process.Apprentice/Candidate Code of Conduct

Skills4Stem provides an inclusive approach to learning. We believe that apprentices should be treated with respect by their trainers, Assessor/Trainers and all Skills4Stem colleagues. In return, we also expect and anticipate that apprentices will behave respectfully towards both other people and their training programme.The Skills4Stem apprentice/candidate Code of Conduct is to set out expectations for candidate behaviour and the procedures that Skills4Stem uses to resolve matters when apprentices’ behaviour is unacceptable. Introduction

Our code of conduct applies to:

● both tutor-led/face-to-face courses and assessments, and any online programmes.● the apprentices enrolled on the programme and their employers.

A candidate is any individual enrolled on any Skills4Stem programme. This includes:

● tutor-led course and/or assessment.

● delegates enrolled, from point of registration, that are undertaking a programme that includes a series of tutor-led courses/assessments and any online programmes.

All apprentices are expected to adhere to the code of conduct.

● A breach of the code of conduct may lead to a candidate being excluded from the programme(s) of learning they are undertaking.

● Apprentices always have the right to see material that is kept on file and to request its removal if it is found to be incorrect.

● Apprentices are individuals enrolled/booked on a training or assessment programme or registered with Skills4Stem. Apprentices are representing their own or employer’s business whilst attending a course, employers will be considered responsible for their employees’ behaviour and may be liable for any damage because of misconduct.

We ask that you:

● Respect others, regardless of culture, ability, race, gender, age, or sexual orientation. ● Are courteous and respectful of host venues and our facilitates. ● Show a positive commitment to your own development and learning. ● Show respect for another apprentices’ development. ● That you attend and arrive punctually to training/assessment events that you have

been scheduled to take. ● That you cooperate with other apprentices, trainers, host venue staff and Skills4Stem

team. ● Understand that apprentices progress at different paces.● Understand that there is a certain amount of necessary paperwork which must be

completed by each candidate. ● Take care of equipment, facilities and buildings and show respect for another person's

property. ● Abide by our Plagiarism and Malpractice Policy. ● Take due notice and care of your own health and safety and respect for others well-

being.

MisconductThe following are examples of behaviour which are considered as misconduct and may result in an apprentice’s suspension or exclusion from a programme of study and Skills4Stem will follow the Apprenticeship Intervention Support Process (available via www.skills4stem.com/policies).

● Failure to follow Health & Safety Regulations. ● Conduct which prevents, obstructs, or disrupts teaching, learning or administration of

either tutor-led training/assessment or online Programmes.● A breach of our Plagiarism and Malpractice Policy● Disruption to a training course or assessment, either directly or by lack of cooperation,

that affects other apprentices on the programme. ● Failure to follow the reasonable instructions and requests of the trainer or a

representative of Skills4Stem or host venue. ● Disorderly behaviour or the use of bad or abusive language. ● Causing damage to the premises, equipment or property of another candidate, the

trainer, host venue or Skills4Stem. ● Interference with software belonging to or used by Skills4Stem.

● Behaviour or language which is racially or sexually offensive, or which is offensive to those with disabilities.

● A lack of commitment and appliance of the candidate to their own learning and development by attendance at the training course.

● Misuse of facilitates and materials both on and offline. ● Misuse or unauthorised distribution of intellectual property belonging to Skills4Stem or

their external partners which includes programme content, printed and digital support material and any online courses.

The following are considered examples of gross misconduct.

● Violence or a threat of violence. ● Drunkenness or illegal use of drugs whilst on the premises of a host venue or

attendance at a training course/assessment. ● Activity that is classified as illegal whilst attending a training or assessment event. ● Failure to follow health and safety instructions that may cause or have caused serious

injury.

Disciplinary Procedure

Except in circumstances which are considered acts of gross misconduct, in the first instance, the trainer or other Skills4Stem representative will respectfully bring the issue to the attention of the candidate and discuss, where necessary, to prevent further issues. If an apprentice’s behaviour continues to be unacceptable or causes disruption to the learning of others, they may be asked to leave the training room pending further discussion or consultation with their employer. If their behaviour is considered disrespectful to other apprentices, the trainer or host venue, or is otherwise considered to be gross misconduct, the apprentice will be asked to leave the site immediately.

In the event of hostile behaviour towards the trainer, other apprentices, host venue staff or members of the public, or involvement in suspected illegal activity, Skills4Stem will support a decision to contact the police. In all instances, Skills4Stem will respect the decision of the trainer, Assessor/Trainer, or representative on site and follow the Skills4Stem Apprenticeship Intervention Support Process (available via www.skills4stem.com/policies).

Following an event where it has been necessary to remove a candidate from a programme, an investigation will take place, taking note of statements provided by the candidate, trainer, and other eyewitness accounts.

Where it is found that a candidate was removed from a course with due cause, they will only be accepted back onto future learning programmes on the condition their behaviour improves. Their employer will be held accountable for any damage resulting from the inappropriate behaviour and may also be restricted in their access of future courses. No

refund or credit will be made for loss of places (or other bookings) where a candidate has been refused future training. If it is identified that the removal of the candidate was inappropriate, Skills4Stem will accommodate the candidate, without charge, as soon as possible.

Sources of Further Information

Organisation Contact Number Website

Victim Support 0845 30 30 900 http://www.victimsupport.org.uk Men’s Advice Line 0808 801 0327 www.mensadviceline.org.uk Samaritans 08457 90 90 90 http://www.samaritans.org Alcoholics Anonymous 0845 769 7555 http://alcoholics-anonymous.org.uk Citizen’s Advice Bureau 08444 77 20 20 http://www.citizensadvice.org.uk National Debt Line 0808 808 4000 http://www.nationaldebtline.co.uk NSPCC 0808 800 5000 http://www.nspcc.org.uk Childline 0800 1111 http://www.childline.org.uk NHS Direct 111 http://www.nhsdirect.nhs.uk Health and Safety Executive www.hse.gov.uk Disability Rights Commission www.drc-gb.org Help lines www.helplines.org.uk Talk to Frank 0800 776 600 www.talktofrank.com Bullying and Harassment www.bullyonline.org Dept. for Education and Skills www.dfes.gov.uk Carers UK http://www.carersuk.org/help-

andadviceCarers’ National Association 02920 811 370

Benefits Enquiry Line 0800 882200

Disability Living Allowance Enquiry 0845 7123456

Smokers Help Line 0800 169 0169

National Aids Help line 0800 567123

Cruse Bereavement Line 0208 332 7227

Mind Info Line 0845 4647 (24 Hours)

Bullying Help line 0845 22 55 787

Completing a programme with Skills4Stem LtdHNC In Construction – 24th Jan 2021I have been in construction for 30+ years mainly working on the tools as a carpenter as we all know that the construction industry is a dangerous place to work. l had an accident that stopped me from working for 7 months and l decided to do something about it ln 2018 l decided to do a HNC in construction with skills4stem, the course was hard work and l had to make some sacrifices in life to study. l accomplished my HNC in 12 months, but you can now take longer, move on to 2020 and with some other courses l have completed l am now no longer a carpenter l am a Project officer, the roll is surveying buildings, overseeing project work, inspecting work to standard and signing off building work. The point l am trying to make is that however hard it gets in life never give up and try to be strong and to the best you can be to your ability, never be afraid to ask for help if you are struggling in anyway there is always another way of looking at things. Thanks, skills4stem. Andrew

Amazing experience – 20th Jan 2021Throughout the whole starting up process, there has been a lot of questions I have needed to ask and a lot of uncertainties. However, Rachel from Skills4Stem has been absolutely wonderful to me and helped me through the process so much. She has answered every question I have had and provided all of the information I have needed. 10/10 experience with her.

I had a query about an assignment which… - 14th Dec 2020I had a query about an assignment which was dealt with efficiently & promptly. The team always do their best to help with any problems. Sonia & Chloe have been a pleasure to deal with. Thank you & have a fabulous Christmas & even better 2021...

I have been in contact with Skils4stem… 10th Dec 2020I have been in contact with Skils4stem Ltd a number of times over the last year and each time they have been very helpful and accommodating. Very Satisfied.

Every Time i have contacted skills4stem… - 16th July 2020Every Time i have contacted skills4stem for help they have responded promptly and always managed to sort out any queries i have had, Very efficient and effective service.

The effect of Covid-19 on my studies! – 25th June 2020Due to Covid-19 trying to manage full-time work, home schooling and studies (both the HNC and NVQ) has been extremely difficult. I have felt immense pressure to try and maintain momentum in all 3 areas, but this proved totally impossible. With the support of both my employee pathways manager and Tara the Skills4Stem Delivery Manager, I now feel my needs and concerns have been heard. Solutions have been found to accommodate all areas which have equal importance. My anxiety has reduced because of the assistance received, which means I am now able to progress with my studies.

HNC in Construction – 8th June 2020I completed my HNC in Construction and the built environment 6 months ago through Skills4stem and I believe that I was one of the first to join the course on a distance learning level.

Skills4stem had lots of teething problems at the start and the support was poor however as the course progressed the support

started to get much better. Big thanks to Dr Job for one-to-one lessons which really helped.

I would recommend Skills4stem as they have really helped push my career being able to gain the qualifications whilst still working full timeHowever I feel like if I had the same support that I received toward the end of my course for the full duration that I would have left with a distinction instead of the merit that I worked very hard for.