Initial Assessment Planning and Review of Learning Policy

Policy statement

 

Newcastle City Learning will initially assess, plan and review all learning to support individual learner progress and success.  The planning and review of learning will be learner centred and conducted on a regular and on-going basis.  The process will be informed by information gathered through initial assessment of skills, knowledge and experience, PLR record, reflection with the learner, and analysis of learner progress.  Planning with the learner will result in the agreement of constructive, realistic and achievable individual targets.  These will support the success of both the learner’s primary learning goal and the recognition and achievement of personal learning and thinking skills.  Reviews and planning will be recorded within the Individual Learner Journey.

 

Quality standards

 

All learners will undertake an initial assessment – the nature and format will be determined by each subject sector area.  This may take the form of:

 

• Pre-course discussion with the tutor or relevant member of staff
• Formal diagnostic assessment
• Skills assessment

 

Learners will be informed about the purpose and format of initial assessment.  Areas discussed may include:

 

• Prior skills, knowledge, experience and qualifications
• Attitudes and behaviours
• Health assessment
• Preferred learning styles
• Support needs

 

The results of initial assessment will be shared with the course tutor, learner and, where necessary, the Funding Agency and relevant curriculum manager. This information will be stored securely and used to inform the planning and delivery of learning.

 

Information from all initial assessment activities will be used to identify a learner’s starting point, learning and support needs, and to agree objectives that meet the needs of the individual learner and the learning programme. 

 

All learners will have an Individual Learner Journey document appropriate to the course.

 

All Learner Journey documents will contain the following minimum information:

 

• Learning Goals/Long Term Aim
• Relevant Prior Learning, Experience and Outcome of Initial Assessment (where appropriate)
• What the learner wants to achieve from the course
• Further support needs raised by learner
• Start and end dates
• A record of any changes to previously identified Learning Goals and Support Needs
• Individual SMARTI targets
• Target Review
• Tutor Feedback
• Evidence of progression
• Skills for employment

 

The tutor will agree realistic individual goals and SMARTI targets with all learners.  Progress will be reviewed and recorded – targets will be amended as necessary as part of the learner review process throughout the duration of the course.

 

The learner and tutor will discuss and document the learner’s expectations of the course including the course outcomes and learner’s personal objectives.

 

Reviews can be one to one or conducted as a group, but there must be the opportunity for learners to have a confidential discussion about their progress against goals and an opportunity to plan their own individual future learning.

 

Reviews should encompass ongoing evaluation of any support being offered to learners.

 

At the end of the course ‘My Learning Journeys’ will be retained for audit purposes.