MTPL Limited Privacy and Customer Data Retention PolicyMTPL Training Partnerships Limited (MTPL) and its principal associated trading brands Educational Academy and Academy Zone, are committed to protecting your privacy and data security. Users of web sites are concerned about the information that is gathered about your visit to our Web Site and how that information may be used. We invite you to visit our Site without revealing who you are. However, if you choose to give MTPL personal information voluntarily, for example by using our "Enquire Online" page we will only use the personal data you give us in accordance with this Privacy Statement and are committed to safeguarding the personal information collected. GDPR 2016 regulations require that any data retained by MTPL is the result of an affirmative act by the client or potential client and as modified by the Data Protection Act 2018. MTPL may be required to share your communication information, related data and content. This will only occur when consent exists, to comply with legal process, or to protect MTPL and our users. When we have your consent or if we believe that disclosure is reasonably necessary to comply with a law, regulation or legal request; to protect the safety, rights, or property of the public, any person, or MTPL; or to detect, prevent, or otherwise address fraud, security or technical issues. If we receive a law enforcement or other third-party request for information we will provide prior notice to the subject of the request where we are legally permitted so to do.
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Educational Academy Malpractice Policy and ProcedureEducational Academy treats all cases of suspected malpractice* very seriously and will investigate all suspected and reported incidents of possible malpractice. The purpose of this Policy [and Procedure] is to set out how allegations of malpractice in relation to all CIPS qualifications are dealt with. The scope of the policy is to provide: • a definition of malpractice • examples of student and centre malpractice and maladministration; • possible sanctions that may be imposed in cases of malpractice. *The term ‘malpractice’ in this policy is used for both malpractice and maladministration. Introduction 1.1. For the purpose of this document ‘malpractice’ is defined as: Any act, or failure to act, that threatens or compromises the integrity of the assessment process or the validity of CIPS qualifications and their certification. This includes: maladministration and the failure to maintain appropriate records or systems; the deliberate falsification of records or documents for any reason connected to the award of [CIPS] qualifications; acts of plagiarism or other academic misconduct; and/or actions that compromise the reputation or authority of Educational Academy, or of CIPS, its centres, officers and employees. 1.2. Educational Academy will report all relevant cases of suspected malpractice to CIPS, accepting that in certain circumstances CIPS may take action of its own, including imposing sanctions. Malpractice by students 2.1 Some examples of student malpractice are described below. These examples are not exhaustive and all incidents of suspected malpractice, whether or not described below, will be fully investigated, where there are sufficient grounds to do so. 2.1.1 Obtaining examination or assessment material without authorization. 2.1.2 Arranging for an individual other than the student to sit an assessment or to submit an assignment not undertaken by the student. 2.1.3 Impersonating another student to sit an assessment or to submit an assignment on their behalf. 2.1.4 Collaborating with another student or individual, by any means, to complete a coursework assignment or assessment, unless it has been clearly stated that such collaboration is permitted. 2.1.5 Damaging another student’s work. 2.1.6 Inclusion of inappropriate or offensive material in coursework assignments or assessment scripts. 2.1.7 Failure to comply with published CIPS examination regulations. 2.1.8 Disruptive behaviour or unacceptable conduct, including the use of offensive language, at centre or assessment venue (including aggressive or offensive language or behaviour). 2.1.9 Producing, using or allowing the use of forged or falsified documentation, including but not limited to: a) personal identification; b) supporting evidence provided for reasonable adjustment or special consideration applications; and c) CIPS results documentation, including certificates. 2.1.10 Falsely obtaining, by any means, a CIPS certificate. 2.1.11 Misrepresentation or plagiarism 2.1.12 Fraudulent claims for special consideration while studying. (If the study centre is also an examination centre): 2.1.13 Possession of any materials not permitted in the assessment room, regardless of whether or not they are relevant to the assessment, or whether or not the student refers to them during the assessment process, for example notes, blank paper, electronic devices including mobile phones, personal organisers, books, dictionaries / calculators (when prohibited). 2.1.14 Communicating in any form, for example verbally or electronically, with other students in the assessment room when it is prohibited. 2.1.15 Copying the work of another student or knowingly allowing another student to copy from their own work. 2.1.16 Failure to comply with instructions given by the assessment invigilator, ie, working beyond the allocated time; refusing to hand in assessment script / paper when requested; not adhering to warnings relating to conduct during the assessment. Malpractice by centre employees and stakeholders 3.1. Examples of malpractice by, teachers, tutors and other officers, (including, where the centre is also an examination centre, invigilators and examination administrators) are listed below. These examples are not exhaustive and all incidents of suspected malpractice, whether or not described below, will be fully investigated, where there are sufficient grounds to do so. 3.1.1. Failure to adhere to the relevant CIPS regulations and procedures, including those relating to centre approval, security undertaking and monitoring requirements as set out by CIPS. 3.1.2. Knowingly allowing an individual to impersonate a student. 3.1.3. Allowing a student to copy another student’s assignment work, or allowing a student to let their own work be copied. 3.1.4. Allowing students to work collaboratively during an assignment assessment, unless specified in the assignment brief. 3.1.5. Completing an assessed assignment for a student or providing them with assistance beyond that ‘normally’ expected. 3.1.6. Damaging a student’s work. 3.1.7. Disruptive behaviour or unacceptable conduct, including the use of offensive language (including aggressive or offensive language or behaviour). 3.1.8. Allowing disruptive behaviour or unacceptable conduct at the centre to go unchallenged, for example, aggressive or offensive language or behaviour. 3.1.9. Divulging any information relating to student performance and / or results to anyone other than the student. 3.1.10. Producing, using or allowing the use of forged or falsified documentation, including but not limited to: a) personal identification; b) supporting evidence provided for reasonable adjustment or special consideration applications; and c) CIPS results documentation, including certificates 3.1.11. Falsely obtaining by any means a CIPS certificate. 3.1.12. Failing to report a suspected case of student malpractice, including plagiarism, to CIPS. (If the study centre is also an examination centre): 3.1.13. Moving the time or date of a fixed examination. 3.1.14. Failure to keep examination question papers, examination scripts or other assessment materials secure, before during or after an examination. 3.1.15. Allowing a student to possess and / or use material or electronic devices that are not permitted in the examination room. 3.1.16. Allowing students to communicate by any means during an examination in breach of regulations. 3.1.17. Allowing a student to work beyond the allotted examination time. 3.1.18. Leaving students unsupervised during an examination. 3.1.19. Assisting or prompting candidates with the production of answers.
Possible malpractice sanctions3.2. Following an investigation, if a case of malpractice is upheld, Educational Academy may impose sanctions or other penalties on the individual(s) concerned. Where relevant we will report the matter to CIPS, and CIPS may impose one or more sanctions upon the individual(s) concerned. Any sanctions imposed will reflect the seriousness of the malpractice that has occurred. 3.3. Listed below are examples of sanctions that may be applied to a student, or to a teacher, tutor, invigilator or other officer who has had a case of malpractice upheld against them. Please note that i) this list is not exhaustive and other sanctions may be applied on a case-by-case basis. ii) where the malpractice affects examination performance, CIPS may impose sanctions of its own. Possible study centre sanctions that may be applied to students a) A written warning about future conduct. b) Notification to an employer, regulator or the police. c) Removal from the course. Possible sanctions that may be applied to teachers, tutors invigilators, and other officers a) A written warning about future conduct. b) Imposition of special conditions for the future involvement of the individual(s) in the conduct, teaching, supervision or administration of students and/or examinations. c) Informing any other organisation known to employ the individual in relation to CIPS courses or examinations of the outcome of the case. d) Educational Academy may carry out unannounced monitoring of the working practices of the individual(s) concerned. e) Dismissal.
Diversity and Equality PolicyThe commitment to equal opportunities for all, underpins and impacts on every area of the organisation as well as stakeholders both internal and external. As such the Educational Academy will abide buy the following policy We will at all times • Treat and respect everyone equally. • No one will receive less favourable treatment on the grounds of any distinction they may have • Be intolerant of any form of discrimination, harassment or victimisation of staff, learners and any of our stakeholders. • Seek to address inequalities and inappropriate behaviour, establishing where they exist and implementing appropriate actions. • Remove barriers to learning wherever possible. We operate under English Law and will have regard to all appropriate legislation, including: • Sex Discrimination Act 1975 • Race Relations Act 1976 (Statutory Duties) Order 2001 • Disabilities Discrimination Act 1995 • Race Relations (Amendment) Act 2000 • Special Education Needs and Disability Act 2001 • Human Rights Act • Data Protection Act 2018 • Freedom of Information Act 2000 • Equalities Act 2010 We will review policy in light of new or changed legislation. Learning materials: • Ensure that access to learning opportunities and fair assessment is open to all who can benefit without compromising the integrity of the qualifications and delivery. • Ensure content and language of all written information including assessment support materials and programmes are non-discriminatory and free from social and racial bias or stereotypical wording. • Ensure access, where needed, to additional learning support after assessment of individual needs. • Work towards the provision of access to learning opportunities in diverse geographical locations. The Educational Academy will actively encourages equality and diversity and is free from unlawful discrimination, harassment or victimisation of any kind by: • Making sure all staff, learners and other stakeholders are aware of behaviours which amount to discrimination, harassment or victimisation. • This is achieved by publicising the policy through our handbook and website. As part of this policy we ensure : • staff have access to information to assist them in planning, putting into practice and monitoring their responsibilities under this policy. • that all learners and staff know how to offer feedback and register complaints. • that no employee or job applicant is treated less favourably because of conditions or requirements that cannot be justified. • revision of any policy or practice that puts staff or stakeholders from a minority group at a disadvantage. • provision of support or relevant training to enable development of transferable skills for use in other organisations. • staff and assessors are trained and kept up-to-date on equality and diversity issues. The Educational Academy maintains a record of all staff and assessors who have received this training. In some instances, learners may require adjustments to the assessment process to give them an equal opportunity. The Reasonable Adjustments Policy gives guidance on the provision of adjusted assessment processes, and how to apply for them. This policy aims to ensure that: All reasonable provision is made to cater for those for whom assessment adjustments are appropriate. Assessment is valid and reliable to ensure that all learners receive fair and equitable treatment. Responsibility for Diversity and Equal Opportunities Key responsibilities under this policy are set out below: • All managers are responsible for ensuring proactive dialogue about equal opportunities issues and practices with partner organisations i.e. suppliers, study centres, tutors and learners. They are responsible for ensuring that learners and staff are not disadvantaged in any way and that complaints of discrimination or offensive behaviour are dealt with promptly. • Tutors are responsible for promoting equality of opportunity amongst learners, and ensuring that all instances of contravention of the policy are reported promptly to their line manager. They should also report examples of good practice that can be disseminated throughout the company and its study centre support network. • This policy will be reviewed regularly to ensure continued compliance with legislation. CIPS Use of Personal Information As an Awarding Body regulated by Ofqual, the regulator for England and Northern Ireland access to qualifications is monitored by gender, ethnicity and age. Information is recorded on the individual’s records and is reported in a non-attributable format by CIPS. In compliance with this requirement, at initial registration, candidates will be asked for information on gender, date of birth and ethnicity. In addition to the regulatory requirements the Awarding Body will also use this information in the following ways: Date of birth: The learner handbook ‘Your Guide to CIPS Qualifications’ includes a clear diagram detailing the entry requirements for each Award. The entry criteria take into consideration an individual’s prior academic achievements and experience in the purchasing and supply profession The date of birth is recorded on an individual’s record for use as a data validity check and will be requested prior to release of certain information. This complies with the Data Protection Act requirement. Ethnicity: Candidates may choose not to disclose ethnicity when completing the registration process. Monitoring The regulators require the effectiveness of this policy to be monitored and this is achieved through the Assessment Quality Board, through the analysis of assessment results and reported to the Awarding Body Steering Group.
ComplianceCompliance with the Act is the responsibility of all staff. Educational Academy will regard any unlawful breach of any provision of the Act by any member of the staff as a serious matter which will result in disciplinary action. Any employee who breaches this policy will be dealt with under the disciplinary procedure which may result in dismissal for misconduct. Any questions or concerns about the interpretation or operation of this policy statement should in the first instance be referred to the Director of Studies.
Retention of DataNo documents will be stored for longer than is necessary. For guidelines on retention periods see the Data Retention Schedule. All documents containing personal data will be disposed of securely in accordance with the Data Protection principles.
Making a complaintIf your problems or concerns have not been resolved to your satisfaction by a member of staff, then you can make an official complaint by completing the Complaint Procedure Form and sending it to the Programme Leader. The Programme Leader of Educational Academy will analyse your complaint and will get back to you shortly after the decision is made. If a person is dissatisfied with the outcome of the complaint, he is entitled to have this complaint reviewed by the Head of Centre. All the contact details of the member of staff could be obtained from the reception.
ConfidentialityIn general, the parties concerned have the right to know what is being claimed and who is making a complaint. There are exceptions to this rule, for instance in the initial stages of the harassment procedures. If in the context of another type of complaint you are concerned to protect your anonymity, please contact the Head of Centre. If your complaint is made in writing, a copy will normally be supplied to the person who is the subject of the complaint. It is the School’s expectation that all parties will respect the confidentiality of the documentation generated by a complaint.
Appeals PolicyEducational Academy has a duty to maintain and enhance the quality of assessment procedures for students and to provide an effective and reliable system for handling appeals and complaints. Any student who believes that his/her piece of work has been assessed unfairly, inconsistently or not in accordance with the standards and level required by the awarding body, has the right to appeal against the assessment mark or final outcome. Educational Academy upholds the principle that students should have an opportunity to raise appeals against academic decisions without fear of disadvantage and in the knowledge that confidentiality is respected. Although Educational Academy operates a robust marking system to guarantee fair assessment that complies with awarding body requirements, it is recognised that there could be exceptional circumstances when students dissatisfied with the assessment of an assignment or an examination result may wish to appeal against decisions relating to the assessment. The following appeals procedure outlines the action that may be taken in such circumstances. While students are encouraged to follow the School’s internal policy, Educational Academy recognizes the students’ rights to appeal directly to the awarding body at any time.
Scope of Policy and ProcedureIt is the responsibility of students to inform the School if they are not satisfied with the marking of any piece of work. In the first instance any concerns should be discussed with the member of the teaching team. While the School admits that in most circumstances student queries relating to assessment can and will be resolved informally, the formal appeals procedure should be available to support students in their appeal. The School’s Academic Appeals Policy enables students to make a formal appeal against a decision relating to: a) The mark for an individual piece of coursework (assignment and/or exam) b) Entitlement to an award c) The class or grade of an award
Grounds for AppealIt is for the student to establish their case and only claims of one of the following circumstances will be considered as grounds for appeal: a) Relevant assessment criteria have been met but not acknowledged; b) Parts of the assessment procedure were not applied and this irregularity was significant enough to have materially affected the decision made, rendering it inconsistent. c) The marker took a decision which no reasonable person would find comprehensible and robust. However, simple disagreement with the decision does not make it presumably unreasonable. For that reason, to apply this ground a student must provide sufficient evidence as to why no reasonable person could have arrived at the decision that was made. d) The assessments were not conducted in accordance with the awarding body’s regulations; e) Assessment procedures, including examinations, were not conducted fairly or the prejudice or bias on the part of one or more of the markers took place and can be proven (evidence must accompany the submission). f) There were medical or other extenuating circumstances of which the relevant member of School staff/ marker was unaware when assessment decisions were being made. g) The student was unjustifiably excluded from an examination or an assessment opportunity and this could be proven (evidence must be submitted). For appeals related to externally assessed work or examinations, the student must appeal directly to the awarding body. The students must be advised that it is their responsibility to notify the course tutor in writing of any extenuating circumstances, which may be adversely affecting the student’s performance. Normally, this should be done before the assessment process takes place. Academic Appeals Procedure Stage Student Action To Whom School Action 1. Informal Appeal referred to and resolved by the marker Student to discuss the issue with the marker within 3 working days of receipt of the assessment Tutor Marker to discuss the issue and seek to resolve it in 2 working days 2. Formal Appeal referred to and resolved by the Centre Contact Student appeals to the Centre Contact within 5 working days. To invoke stage 2 the student must complete the appropriate form (appendix 2). Centre Contact Centre Contact to investigate the assessment decision and to review with the internal marker. He/she will check whether the assessment fully meets the awarding body requirements 3. Formal Appeal referred to the Head of Centre Student appeals in writing to the Director of Studies if they feel the decision is unfair at Stage 2 and there is likelihood of a major impact on the student’s future Head of Centre Assessment decision investigated by the Awarding Body and brief report is written. The final decision will be made in 5 working days. 1. If the student feels that he/she cannot approach the marker in the scope of informal procedure he/she may choose to discuss the matter with a personal tutor or another member of staff. 2. The time limits are given as guidance. It may be necessary to seek advice of the awarding body and a response to resolve the appeal may take longer. 3. Copies of all documents can be obtained by contacting the Head of Centre.
Health and Safety PolicyEducational Academy aims to achieve the highest standard of occupational health and safety for its staff and students in order to provide an excellent environment for learning and working. Educational Academy has moral obligation and statutory duty to ensure the health, safety and welfare at work of all of its staff, students and other persons who may be affected by its undertakings.
The DutiesThe main duties should include: ● Providing adequate control of the health and safety risks arising from our work activities. ● Providing adequate resources to ensure the highest possible standards of health and safety are achieved within the college. ● Ensuring every staff member and student knows his/her legal responsibilities in taking care of the safety and wellbeing of themselves and other people who may be affected by their actions. ● The provision and maintenance of a safe working and learning environment for members of staff and students, with adequate facilities and arrangements for their welfare. ● Prevention of accidents and cases of work-related ill health. ● To maintain safe and healthy working conditions for all employees, students and the third parties.
Students’ ResponsibilitiesIt is a condition of enrolment that students agree to abide by the School Health and Safety policies and procedures especially in relation to emergency preparedness and general safe behaviour. All students are responsible for: ● Each student is required to observe all instructions issued by Educational Academy, concerning Health & Safety. In particular, each student is required to follow the Fire Evacuation procedures including evacuating the premises promptly on hearing the fire alarm, and obeying instructions given by Fire Wardens or other members of staff. ● Students must familiarise themselves with any notices detailing Health & Safety procedures. ● It should be noted that by Section 8 of the Health and Safety at Work Act 1974 it is an offence for anyone to “intentionally or recklessly interfere with or misuse anything provided in the interests of health, safety or welfare”. ● Educational Academy has overall responsibility to ensure that work carried out within the School conforms to the relevant legislation, and that risk assessments are carried out where appropriate. All students must co-operate, where necessary, in the compilation of such assessments and must strictly adhere to instructions given in relation to all Health & Safety. ● Their own health and safety and that of others who may be affected by their actions or omissions ● Behaving in a correct and safe manner ● Complying with all relevant statutory regulations, codes of practice and the School safety rules and standards ● Donning personal protective equipment whenever provided and required ● Reporting, without delay, to the person responsible for the area/ activity any and all recognised hazards, defective equipment and unsafe conditions ● Reporting without delay (within 24 hours of occurrence) to the person responsible for the area/activity, or Health and Safety Department, all accidents, ill heath and/or incidents. ● Co-operating with all members of School staff in maintaining the requirements of the School’s health, safety and fire policies and all other safety regulations affecting the School ● Familiarising themselves with the Health and Safety Policy as well as support procedures. ● Not to intentionally or recklessly interfere with or misuse any equipment provided in the interest of safety. All students should be aware that failure to comply with the Health and Safety procedures may lead both to disciplinary action by the School and prosecution by the Health & Safety Executive. Incident Reporting All incidents must be reported to ensure that the School complies with its legal requirement to notify serious incidents and to help identify preventative measures so that similar incidents do not happen in future.
Personal SafetyEnsuring the safety of our staff and students is of paramount importance at the School. However, it is also a matter of personal responsibility as well. Most crime can be prevented by taking common-sense precautions and staying vigilant. As well as being aware of your own safety, you should also report anything that looks suspicious to a member of staff.
Manual HandlingYou have a responsibility to take care of your back and should not lift or move any item if you are not comfortable and competent to do so. If a heavy item requires moving, assistance should be sought or lifting equipment used if available.
Display Screen Equipment (DSE)Students using a Display Screen (or Computer) should be aware of the dangers involved in their use. Breaks from activity should be taken away from screens on a regular basis and each user should adjust chairs and screens before use to ensure maximum comfort. Any issues should be reported to Staff in order to be addressed. Students using display screen equipment should undertake a DSE assessment at their workstation.
Disability Discrimination Act (DDA) IssuesThe School has a responsibility, where reasonably practicable, to ensure that any disabled person is not discriminated against or unfairly hindered in any way, by their disability. If you feel that you have cause for concern in relation to this, please report your concern to a school member of staff in order to be addressed.
Out of Hours AccessThe building is generally accessible from 8 am to 7pm Monday to Friday inclusive. Any attendance occurring outside these times must be in the presence of a member of school staff. Under no circumstances should a student be alone on the premises. Any activities that occur within normal hours, but involve high or medium risks, should also be organised to be in the presence of a full-time member of staff.
Electrical SafetyEducational Academy makes regular inspections of electrical equipment to ensure that it is safe and fit to use. If you bring in any electrical equipment to the college, you must inform the Receptionist and receive permission to ensure safe usage. Students are required to make sure that before using any electrical equipment that it is in good condition. Electricity can be very dangerous and even fatal if not used correctly. If you are using electricity as part of your studies then you should follow any guidance/instructions given to you by the member of School staff or course lecturer. MOST IMPORTANTLY IF YOU NOTICE ANY DEFECTS IN ANY EQUIPMENT DO NOT USE IT AND INFORM A MEMBER OF STAFF IMMEDIATELY!
Spotting Hazards● Hazards are something that can cause harm to people, equipment or the working environment. ● Hazard spotting is essential to minimising accidents. We encourage everyone around the School to be vigilant and report all hazards to a member of staff.
Smoking RegulationsSmoking is prohibited in the School building. Staff and students wishing to smoke must do so in external areas. We would ask that smoking takes place away from building entrances in order to prevent smoke from drifting back into the building. Drugs and Illegal Substances All suspicious handling or use of controlled or illegal drugs or substances should be reported to the Programme Manager in the first instance, so that an appropriate investigation can take place. Educational Academy has a zero tolerance policy to the use or abuse of drugs and/or alcohol. Students failing to observe the terms of these policies will be considered to be in breach of School Rules and may be subject to action taken the School Disciplinary Procedures.
Environmental Policy StatementEducational Academy (EA) acknowledges the role it has to play in protecting the environment. As a Microsoft Partner recognising the significant role cloud computing and systems integration can contribute to energy efficient computing and management of data resources. The Environmental Policy reflects the aims and objectives of both the regional and organisational strategies of EA, and the Government’s Business and Environmental Action Plan for England, which will help to achieve its mission. In pursuing its objectives, the EA accepts its responsibility to reduce, wherever possible its negative impacts on the environment. Therefore, the EA has identified the following key areas, which need to be controlled if its environmental aims are to be achieved through the following goals: • Adopt environmental management systems and procedures to ensure high and practical environmental standards. • Aim to minimise EA’s significant environmental impacts that result from waste production, energy and water use and promote recycling where ever it is possible. • To raise awareness amongst contractors, staff, suppliers and other users by providing information and instruction to enable all to implement our continual improvement programme. • Adhere to a programme of continuous improvement through a series of realistic objectives and targets with appropriate performance indicators. • Meet the requirements of all relevant environmental legislation, in particular in during the replacement or disposal of electronic equipment under the WEEE Directive • Use resources efficiently through promoting the policy of using sustainable resources, by discouraging wasteful practices and by setting targets through monitoring environmental programmes. • Aim to reduce and where practicable prevent pollution. • Aim to reduce the impact of transport on the local environment arising from equipment used and purchased and those which are used for EA’s activities. • Work with and assist suppliers, contractors, customers and clients to develop a concerned approach in protecting the environment. • Consider future environmental factors in respect of the EA growing and seeking where practical to minimise environmental impacts, and to integrate new developments, where practical into the EA’s local environment. • Carry out regular audits, reviews and monitoring to ensure that the environmental management system is being fulfilled. • Aim to apply the principles of sustainable development in both present and future decisions.
Last updated September 2019