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YOUR GUIDE TO BEING

A CACHE CENTRE

Children & Young People

Education Support

Health and Social Care

Health

Playwork

Quality of Assessment


Your Guide to Being a CACHE Centre

Contents

01 Welcome 01

02 Becoming a CACHE Centre

Online services 02

Personalised support 03

Subject Specialist support 03

Training days, information days and

bespoke activities 03

Qualifications development 03

Improving our services 03

From Approval to Centre Quality Audit 03

Registering learners 03

Assessors, internal moderators and

quality assurers 03

Requesting extra support and reasonable

adjustments for learners 03

Retaining copies of learners’ work 04

Administering external assessment 04

Learners' results 04

Queries 05

Certificates and Direct Certificate

Claims Status 05

Maintaining the quality and integrity of

your qualifications 05

Records for Centre Quality Audit 06-07

Identifying risk and extra support 08

Identified Malpractice and

Maladministration 08

04 Types of assessment

Multiple choice questions 10

Practical Assessments 10

Assignments 10

Portfolio of Evidence 10

External Assessment 10

UCAS Points 10

05 Preparation, Implementation of

Assessment, Moderation and

Quality Assurance

Planning for internally assessed assignments 11

Marking internally assessed assignments 11

Moderating internally assessed assignments 11

Flow Chart for NQF Internal Moderation 12-13

Assessing Portfolio Evidence 14

Flow Chart for Holistic Assessment

of QCF Portfolio Evidence 14-15

Internally Quality Assuring Portfolio Evidence 16

Flow Chart for Holistic Internally Quality

Assuring QCF Portfolio Evidence 16-17

06 Terms you will encounter

Credit transfer 18

Personal Learning Record (PLR) 18

Rules of Combination (RoC) 18

Recognition of Prior Learning (RPL) 18

Value statements 19

03 About the qualifications

Qualification Frameworks 09

National Qualifications Framework 09

Qualifications and Credit Framework 09


Your Guide to Being a CACHE Centre

01: Welcome

Welcome to the Council for Awards in Care, Health and Education (CACHE) – the

UK's only specialist awarding organisation for the children and adult health and

care sectors, with a portfolio of qualifications ranging from Entry to Level 5.

Our qualifications are used by over 1,500 colleges and training providers in the UK

and abroad, and last year, over 150,000 learners registered with us through our

Centres.

We have developed this information document to enable you to become a

recognised and approved CACHE centre with easy access to all our support.

This document includes:

• an introduction to our services and the different types of support we offer

• the information that you need to develop your portfolio of qualifications

• a general overview of the qualification frameworks

• guidance on delivery, assessment and moderation/quality assurance in both the

National Qualifications Framework (NQF) and the Qualifications and Credit

Framework(QCF)

• guidance on administering those qualifications

• Value Statements for the qualification specifications for Children and Young

People, Health and Social Care, Playwork, Education Support and Health.

It couldn’t be easier!


Our qualifications

are used by over

1,500 colleges

and training

providers in the

UK and abroad


01


Your Guide to Being a CACHE Centre

02: Becoming a CACHE Centre

To apply to become a CACHE-recognised

and approved centre, all you need to do is

complete the Recognition Form on the

CACHE website www.cache.org.uk and

return it to the email address on the form.

When this has been processed and you

have completed your credit check you will

receive a Centre number and a Centre

Agreement contract that will have to be

signed and returned in order to gain

approval, at which point you will be

allocated one of our Regional Development

Executives (RDE) who will review your

staffing profile, policies and procedures

and discuss how you can achieve

Qualification Approval.

If you’ve already been approved by another

recognised UK awarding organisation you may

not need an approval visit.

When you have been approved to deliver

qualifications we will send you a Welcome Pack

and a Certificate to show that you are a CACHErecognised

and approved Centre. You will also be

allocated a Customer Quality Advisor CQA), who

will then support and guide you through the

delivery of your chosen qualifications.

For full details of our approval criteria visit

www.cache.org.uk

Online services

The public CACHE website www.cache.org.uk

includes up to date information that is available

to everybody, such as news updates and case

studies, information on qualifications and service,

and links to other useful websites.

Our online registration and certification service

has been developed to make the task of

administration easy, fast and more efficient.

Our secure web area provides access to a

personal Resource Centre with qualification

support materials, documents and reports for

qualifications including registrations and

learner results.

The Resource Centre will be your Centre’s

management area (a document upload area

where you can share documents between your

Centre and CACHE).

If you prefer to use hard copies of our materials

from the Resource Centre, we have printing

services that can provide your requirements:

we aim to deliver all orders within 2–5

working days.

You will be supported in accessing the online

services, and if you have any questions you

can contact our Customer Support Team.

You will be able to add to your portfolio of

qualifications at any time by applying through our

secure online system.

For any further information contact our friendly

Customer Support Team – they will be happy

to help.

Our friendly Customer Support Team provides

support from Monday to Friday, 8.45am to

5.15pm (excluding public holidays and the

Christmas closure).

Tel: 08457 347 2123

Fax: 01727 818618

Email: info@cache.org.uk


You will be able

to add to your

portfolio of

qualifications at

any time by

applying through

our secure

online system.


02


Your Guide to Being a CACHE Centre

Personalised support

You will be allocated a Regional Development Executive

who will help you to identify a unique, tailored package of

support to maximise your business potential. This can

include qualification updates, portfolio development, and

support related to recruitment and progression or

attending graduation/open days.

You will also be allocated a Customer Quality Advisor who

will assist you with qualification delivery during on-site or

remote quality auditing visits. They can undertake further

qualification approval should you wish to add a

qualification to your portfolio. You can also request

support by email and telephone.

Subject specialist support

Besides personal support in the regions, we have a team

of in-house subject specialists who will provide up-todate

qualification expertise, should you require it.

Training days, information days and

bespoke activities

We offer a wide range of training days that are listed on

our website, specifically designed to help in the delivery

of our qualifications. New events are introduced regularly

to support new qualifications and, where there is a

demand, events are held on a regional basis. We also hold

themed events to introduce new qualifications and get

customer feedback on our qualifications and services.

Qualifications development

Our Qualifications Development Team provide you with all

the information you need to plan and deliver your CACHE

qualifications and create specifications for tutors and

assessors to inform and support

your qualification delivery, assessment and

quality assurance.

Improving our services

From Approval to Centre Quality Audit

Registering learners

We recommend that you register your learners with us

through our online service as soon as they start their

qualification, so that you can begin to access our support.

Following a registration of your learners you will receive

Personal Identification Number (PIN) that is unique to

each learner and can be quoted in correspondence with

us. The learner’s registration remains active for as long

as the qualification is accredited.

Assessors, internal moderators and

quality assurers

Your staffing profile will need to demonstrate that your

assessors and internal moderators or quality assurers

are occupationally competent and knowledgeable to

assess, moderate or quality assure the units or

qualifications.

It is important to remember that the Internal Moderator

or Internal Quality Assurer is responsible for the integrity

of the qualification.

Requesting extra support and reasonable

adjustments for learners

If you need to offer special consideration or adjustments

for learners, please refer to the CACHE Good Practice

Guide: The Application of Reasonable Adjustments and

Special Consideration in Vocational Qualifications,

available to download on the CACHE website.

We are always keen to improve our qualifications and

service to you and welcome your feedback. If you have

any comments on our qualifications or services please

email us at info@cache.org.uk

We have a Virtual Panel of volunteers from our Centres

who help to review our material. If this would interest

you, please contact us on 0845 347 2123 or email us on

development@cache.org.uk for further information.

Or write to us at:

Customer Support

CACHE, Apex House, 81 Camp Road,

St Albans, Herts AL1 5GB

03


Your Guide to Being a CACHE Centre

Retaining copies of learners’ work

We strongly recommend that your learners keep copies

of the evidence they submit to you for assessment and

that you issue receipts for it.

If a learner’s work is lost or stolen before they submit it,

they must make every attempt to retrieve it but if that is

not possible they and your Centre should agree a

timescale for the submission of new evidence. If it is lost

or stolen after it is submitted, you must be able to supply

sufficient evidence of satisfactory completion of the work

from your Centre records to ensure that the learner is

not disadvantaged.

Administering external assessment

You can find more information about what types of tests

are available and how to enter learners online in your

personal Resource Centre.

Learners' results

Learners’ results are published online in your personal

Resource Centre so that you can inform learners of their

individual results.

Learners who are referred or have achieved a pass grade

or above can try for a higher grade; Centres can make all

necessary arrangements and re-enter learners for any

future test dates as outlined on the Assessment

Timetable. The highest grade achieved, following upgrade

attempts, is the grade recorded on the certificate.

You will need to register your learners before they can

undertake any external assessments. Dates for the

assessments are on the External Assessment Timetable,

which is published on the website each year.

• Examiner marked assessments have set submission

dates. When a learner is ready to submit their

assessment to CACHE, you can enter them via

cachezone. They need to attach a signed copy of the

External Assessment Cover Sheet to their work.

If a learner wants to resubmit their work to try to

improve their grades they need to be entered as

outlined above, tick the re-submission box on the sheet

and enclose a copy of the original assignment.

• Note: To ensure that the learner has every opportunity

to upgrade, make a copy of assessments before

submitting them to CACHE, because original scripts are

not returned until the ‘Request for Re-mark’ period

has elapsed.

• Externally assessed tests must be taken on the

published date and at the specified time. You may find

the following guidance useful:

General, Vocational and Diploma Qualifications:

Instructions for conducting examinations (on the Joint

Council for Qualifications website: www.jcq.org.uk)

The Application of Reasonable Adjustments and Special

Consideration in Vocational Qualifications (on the CACHE

website www.cache.org.uk).

Note: Test papers are available in Welsh upon request.

• Paper-based tests (multiple choice and short answer)

are available on set dates or within test windows. You

enter learners via cachezone and provide CACHE with

delivery instructions and/or test venue details so that

test papers can be packaged correctly.

• Online tests (multiple choices) are available both on

demand and on set dates.

04


Your Guide to Being a CACHE Centre

Queries

Although we aim to ensure a fair and consistent result for

every learner, you may feel that a grade does not reflect

predicted performance; in these instances you can

contact us using the Results Enquiries form on the

CACHE website.

Certificates and Direct Certificate Claims Status

If you are a new centre you will need to achieve a ‘No

Risk’ Quality Audit to gain Direct Certificate Claims Status,

which means that once a learner has completed their

learning, you can claim a unit or qualification certificate

through our online services. Your Customer Quality

Advisor will explain this to you when they make their first

support/centre quality audit visit.

If a learner has registered for a full qualification but is no

longer able to complete the full qualification you can

request certificates for the units that have been achieved.

You should not withdraw the learner from the

qualification until you have received the unit certificates.

Maintaining the quality and integrity of your

qualifications

Centre quality audits are sometimes carried out remotely

away from your Centre. In this case you will be able to

upload documentation online on your personal Resource

Centre or provide remote access to your Centre’s intranet.

Key Centre staff will be contacted by telephone as part of

this process along with, where appropriate, learners,

employers and/or other stakeholders.

Whether the audit takes place during a visit or via a

remote activity, you will always receive a written request

and a formal written report of the findings on a Quality

Audit (QA) form, which may include actions for

improvement (see Sanctions Tariff and Sanctions Policy

on our website).

If actions are required you will receive a SMART (specific,

measurable, attainable, relevant, timely) action plan on

the QA form and support will be provided until the actions

are completed.

You will receive an annual quality audit to check that your

policies and procedures are kept up to date and that your

approach to internal quality assurance ensures the

integrity of the qualification. You will need up-to-date

versions of the following documentation:

• Staffing profile that meets the requirements

• Internal quality assurance plan that covers

all qualifications

• Internal quality assurance process and approach that

includes standardisation

• Learner evidence that meets the learning criteria

• Your policies and procedures (if any changes have

been made)

05


Your Guide to Being a CACHE Centre

Records required for Centre Quality Audit

You will be required to keep the following records for evidence of a clear audit trail of the assessment

process and to demonstrate the effectiveness of the internal quality assurance process.

CACHE

Requirements

Examples of Possible Evidence

Health and Safety

Policy

Complaints

Procedure

Withdrawal

Process

Malpractice and

Plagiarism process

Learner Induction

Equality and

Diversity

• Providing a safe learning environment for learners, which may

include checking placement safety

• Providing opportunities for learners who may have a complaint

that could be escalated to CACHE

• Complaints Process showing how a learner can raise any

concerns about their learning experience at the Centre.

• How you withdraw a qualification and / or withdraw a learner

from CACHE qualifications

• Process to safeguard the integrity of the qualification

• How learners are introduced to the requirements of the

qualification and the routes available to complain or appeal.

• Learner Appeals Procedure showing how learners can appeal

against an assessment decision made by the Centre and how this

can subsequently be escalated to CACHE.

• Diversity or Equal Opportunities Procedure which includes a

Centre inclusion statement detailing how learners with specific

needs will be initially assessed and supported to achieve.

Prior Achievement

• Recognition of Prior Learning (RPL) Process showing how the

Centre supports applications for RPL from learners.

• Credit Transfer and Accumulation Process to evidence how the

Centre supports the accumulation and transfer of credits for its

learners, including the recording of exemptions.

Quality Assurance

• Internal quality assurance strategy/policy/procedure giving an

overview of the organisational approach.

• Documented internal QA approach including clear guidelines and

relevant documentation.

• Internal quality assurance plans which include information about

planning for internal quality assurance.

• Sampling methodology with a clear rationale for the approach

used which covers all assessors, all assessment methods, and all

levels of units for each qualification over the study time of

a cohort.

• Internal quality assurance reports with clear feedback and

actions as required for each assessor and evidence that any

actions set or feedback given to assessor is implemented and

re-checked.

• Standardisation minutes showing that effective standardisation

activities have been carried out and that all assessors and all

internal quality assurers have attended.

06


Your Guide to Being a CACHE Centre

CACHE

Requirements

Examples of Possible Evidence

Learner Tracking

Systems

Staff Records

and Resource

Partnership

Activities

Supporting

Authorisation for

Certificates Claimed

Learner

Assessment

Evidence Records

• Learner data - securely stored auditable evidence to include:

name, date of birth, CACHE PIN, Unique Learner Number (ULN),

contact address, workplace address with contact details.

• Learner records – securely stored auditable evidence to support

the potential loss of learner work to include: assessor name,

internal quality assurer name, registration date, contact sheet,

assessment plans, learner feedback records and achievements.

• ULN Acquisition Process - arrangements to obtain ULNs and

access personal learner records.

• Learner tracking - administrative systems in place to track the

progress of learners, electronic or paper based, and hold and

transmit details of assessment outcomes to CACHE securely.

• Staff CVs showing the competence of assessors to assess, the

competence of internal quality assurers to internally quality

assure and the vocational competence of assessors, in line with

the requirements of the assessment strategies for the units that

they assess.

• Continuing Professional Development (CPD) records for

assessors and quality assurers relevant to the units they assess

or quality assure.

• Partnership Roles and Responsibilities Summary – evidence of

the respective roles and responsibilities of each partner where a

Centre operates in partnership with another organisation for the

delivery of CACHE qualifications

• Authorised evidence of learner achievement to support

electronic claims for certification, including evidence of who

authorised the claim, dates certificates were claimed, who

administered the electronic certification claim.

• Learner assessment evidence for sampling.

• Recognition of Prior Learning (RPL) evidence to support all

claims for RPL on behalf of learners.

07


Your Guide to Being a CACHE Centre

Identifying significant risk

If a significant breakdown in the quality assurance systems at your Centre is identified you will receive extra support

to get you back on track.

If this fails, a member of our Subject Specialist Team will investigate, normally at short notice. Under these

circumstances, learner registration and/or certification rights would be suspended until any remedial actions have

been addressed. These visits are usually free unless extra on-going monitoring is required.

Identified malpractice and maladministration

Malpractice covers any deliberate activity, neglect, default or other practice that compromises the integrity of the

assessment process and/or the validity of certificates and which contravenes regulations.

CACHE is required to investigate all cases of malpractice whenever it finds evidence that results or certificates may be

invalid. This could lead to awards not being made, certificates not being issued and future entries and registrations not

being accepted.

The CACHE

Centre must:

CACHE Subject Specialist Team will:

Notify CACHE in all cases

• Investigate allegations of suspected malpractice

and maladministration

Take advice from CACHE

on the required action

• Prepare a written report of the findings and set actions

for resolution of the matter

Cooperate with the

CACHE investigation

• Send copies of the report to the Centre

Cooperate with the

CACHE investigation

• Monitor the implementation of the agreed actions

08


Your Guide to Being a CACHE Centre

03: About the Qualifications

Qualification Frameworks

Qualification levels are contained in two qualification 'frameworks' that CACHE award:

• National Qualifications Framework

• Qualifications and Credit Framework (the framework for vocational, or work-related qualifications)

The frameworks group together qualifications that place similar demands on your learners. However,

within any one level, qualifications can cover a wide mix of subjects, and take different amounts of

time to complete.

The frameworks can also help you see how one type of qualification can lead on to other, higher levels

of qualifications.

National Qualifications Framework

The National Qualifications Framework (NQF) sets out the level at which a qualification can

be recognised in England, Northern Ireland and Wales.

Only qualifications that have been accredited by the three regulators for England, Wales and Northern

Ireland can be included in the NQF. This ensures that all qualifications within the framework are of

high quality, and meet the needs of learners and employers.

Qualifications and Credit Framework

The Qualifications and Credit Framework (QCF) contains vocational (or work-related) qualifications,

available in England, Wales and Northern Ireland.

These qualifications are made up of units that are worth credits. You can study units at your own pace

and build these up to full qualifications of different sizes over time.

Units and qualifications also range in difficulty, from entry Level to Level 5 (similar to the levels in

the NQF).


All qualifications

within the

framework are

of high quality,

and meet the

needs of

learners and

employers


09


Your Guide to Being a CACHE Centre

04: Types of assessment

Multiple choice questions

Where a multiple choice question (MCQ) test is

required, CACHE offers both:

• Computer-based tests – available both on set

test dates and as on-demand tests (depending

on the qualification)

• Paper-based tests – available both on set test

dates and as on-demand tests.

Practical assessments

For a few qualifications, learners will need to

complete practical assessments including a:

• Professional Development Profile (PDP)

• Practice Evidence Record (PER)

• Practice Evidence Record Diary (PERD)

• Portfolio.

See the qualifications specifications for more

detailed information.

Assignments

External assessment

You will be asked to enter your learners for

external assessment in order to apply

standardised and consistent assessment to a

qualification across all Centres and for all

learners. The assessment is carried out

independently of anyone who might have an

interest in, or benefit from, the outcome of the

assessment decision.

Your learners’ work is either sent to a designated

external examiner appointed by CACHE who has

received training and standardisation guidelines

for marking that particular assessment or it is

marked electronically.

UCAS Points

Our unique Extended Diploma holds the

following UCAS points.

Grade

Tariff points

The assignments for each qualification are

published in the qualification specification. For

information about the language used in

assignments and what is required to meet the

grading criteria see

• Finding the Level

• Assignment Guidance.

They can be downloaded from the

CACHE website.

Portfolio of evidence assessment

(Knowledge and competency)

You will be supported in implementing a range of

recommended assessment methods that will

enable learners to provide the evidence to meet

the assessment criteria of each learning

outcome and unit. You will find these assessment

methods in the ‘How to guide” on the CACHE

website. You will be supported in developing

holistic assessment for your learners (See

holistic assessment flowchart below)

A*

A

B

C

D

E

420

340

290

240

140

80


You will be

supported in

implementing a

range of

recommended

assessment

methods


10


Your Guide to Being a CACHE Centre

05: Preparation and Implementation

of assessment, moderation and

quality assurance

You will be supported by your Customer Quality

Advisor or one of our Subject Specialist to plan

and implement the following:

Planning for internally assessed assignments

Submission dates are set for mandatory internally

assessed assignments. You will be responsible for

publishing the submission date for each internal

assignment and ensuring that it is communicated

to and understood by the learners. We also

recommended that you have systems in place to

cover circumstances where learners do not meet

the submission date.

Marking internally assessed assignments

Internally assessed assignments are marked and

internally moderated or quality assured within your

Centre. Some are accompanied by grading criteria

to assist learners and tutors in the interpretation of

the assignment and the levels required. Where a

grading sheet is supplied it must be used to ensure

that there is a standard approach to the collection

of evidence.

Each assignment should be marked in accordance

with the CACHE grading criteria and will be

awarded a grade on the scale of A*–E,

Pass/Merit/Distinction, or Pass only, according to

the qualification. Where appropriate, the overall

number of points achieved for each unit

determines the grade category for the whole

qualification. The learner's copy of the overall

grading structure is in the Qualification

Specification. Grading sheets can be found in the

Qualification Specification on the back of the Unit

Submission Form.

Concise and meaningful comments written in ink

should be provided for the learner. They may be

written on the learner's paper if this is in

accordance with the marking policy of your Centre.

You should retain a copy of the comments made to

the learner. These may be required

if a learner's work is lost or for external quality

assurance purposes.

Moderating internally assessed assignments

You will be supported to:

• Produce an internal moderation procedure for

moderating internally marked work

• Appoint an Internal Moderator to ensure that the

Centre's internal moderation procedure is met

and appropriate standards are upheld. Internal

moderators have a responsibility to ensure that

markers mark according to the assessment

criteria outlined in the CACHE guidance (See

Internal Moderation flow chart below)


Internally

assessed

assignments

are marked

and internally

moderated

within your

Centre.


11


Your Guide to Being a CACHE Centre

Internal Moderation Flow Chart for NQF qualifications

Identify Tutor, Marker, Internal Moderator as required

Stage 1

Qualification planned and unit assignment hand-in dates documented

Stage 2

Marker and Internal Moderator meet to agree what is expected for

the candidate to achieve the unit assignment

Stage 3

The learner completes the work for marking on the agree date

Stage 4

The marker marks the work within the agree timescale

Stage 5

After the first marking in accordance with the quality specification,

the marker should provide the Internal Moderator with

• A learning assessment

• Completed grading criteria for the unit

• Learners’ submission form with constructive feedback

• Copy of the set work for the unit

Stage 6

Internal Moderator will select 10% or 5 scripts, whichever is greater,

and moderate the work, remembering to sample across grades

and markers

12


Your Guide to Being a CACHE Centre

Stage 7

The Internal Moderator will feed back to the marker, who will return

the work to the learner for referrals or upgrade

Stage 8

Details of the moderation process and feedback must be recorded (a

copy of the CACHE Internal Moderator Report Form can be

downloaded from the CACHE website www.cache.org.uk)

Stage 9

When all the scripts are marked for final upgrades they should be

input on the online system at CACHE

Stage 10

When the required number of units and grades have been uploaded

(including grades for the units externally assessed by CACHE) a

certificate will be created. A list of units and grades achieved by the

learner will be displayed on the back of the certificate

Stage 11

The Internal Moderators Report (IMR) has to be retained for the

Centre Quality Audit, NB NOT to be sent to CACHE

Stage 12

During the Centre Quality Audit, the Customer Quality Advisor will

request the Internal Moderator's Report and any development

comments shared between the marker and the moderator

13


Your Guide to Being a CACHE Centre

Assessing portfolio of evidence

Each unit is divided into learning outcomes. These are defined as:

• Competence and skills based

• Knowledge and understanding based.

Competence/skills-based learning outcomes generally begin with ‘Be able to’ and the associated assessment criteria

will predominantly reflect that the evidence must be observable.

For most CACHE qualifications this is normally within the learner’s work role in a real work environment, but Centres

should always check the specific unit guidance.

Knowledge/understanding-based learning outcomes generally begin with ‘Know’, ‘Understand’ or ‘Know

how to’.

Centres should always check the specific unit guidance for the unit they are assessing.

Combining both competence and knowledge by using oral questions and answers and or professional discussion

maybe used alongside assessing competence in order to assess that the learner has the knowledge as well as the

competence to perform the task.

Flowchart for Holistic Assessment of Portfolio Evidence

Stage 1

Identifying assessors who are occupational and knowledgeable for

assessing the appropriate unit

Stage 2

Planning holistic assessment when undertaking more than one unit

Stage 3

Providing learners with appropriate assessors as soon as the

delivery of the qualification starts

Stage 4

Planning Individualised learning that includes knowledge and skills

competencies. Assessment cycle ~ planning, evidence production,

feedback & review

14


Your Guide to Being a CACHE Centre

Stage 5

Tracking individual learner progress with tracking system that clearly

demonstrates the induction, planning, assessment and completion

of learners

Stage 6

Directing the learner in producing evidence that can easily be

followed and encourage to cross reference work

Stage 7

Identifying relevant assessment methods linked to learning

outcomes. Use diverse evidence methods that you can find in the

‘How to guide’ on the CACHE Website www.cache.org.uk

Stage 8

Internal Quality Assurer to provide constructive feedback to

assessors through the Internal Quality Assurance process

Stage 9

Applying for Special Considerations if learners require it (See

CACHE Website www.cache.org.uk )

Stage 10

Completing the Unit Assessment Records in ink and signed by

the Assessors

You will find it helpful to familiarise yourself with the Assessment Strategies from the following Sector

Skills Councils:

• Skills for Care and Development: www.skillsforcare.org.uk

• Skills for Justice: ww.skillsforjustice.com/websitefiles/SfJ_Assessment_Strategy_October_2010.pdf

• Training and Development Agency: tda.gov.uk

• LLUK now the LSIS (Learning and Skills Improvement Service): lluk.advice@lsis.org.uk

15


Your Guide to Being a CACHE Centre

Internally quality assuring portfolio of evidence

You will be supported to provide the following for

consistent internal quality assurance:

• an internal quality assurance strategy and approach

that includes an internal quality assurance plan with a

clear rationale for the sampling approach taken,

sample assessment plans, decisions and feedback to

learners for each assessor over a stated period of time

• recorded feedback to assessors with the findings, the

need for any action with time goals and feedback on

the completed action where necessary

• clear, auditable records completed and stored safely

• standardisation activities involving all assessors and

all internal quality assurers over a stated period of

time to arrive at a benchmark for practice within the

Centre and maintenance of that level of practice

• evidence for all units claimed through Recognition of

Prior Learning (RPL), exemptions and equivalences

• securely stored auditable evidence including, name,

registration date, contact sheet, assessment plans,

feedback records and achievements

• CVs and certificates that demonstrate vocational

competence and competence to assess in line with the

assessment requirements

• evidence of current, relevant continuing professional

development (CPD)

• holistic internal approach to uphold the integrity of the

qualification (See Holistic Internal Quality Assurance

Flowchart below)

Flowchart for Holistic Internal Quality Assurance QCF of Portfolio Evidence

Stage 1

Planning Internal Quality Assurance Strategy approach (Link this to

relevant Risk assessment of Assessors)

What, why, and how in line with each qualification

Stage 2

Identifying through your own method of staffing grid,

Assessors/Trainers/Internal Quality Assurers for all qualifications

Also linked to Assessment strategy of Sector skills for relevant units

Stage 3

Providing an internal quality assurance sampling grid/plan for

each qualification

Identify all predicted sample of assessors, evidence methods, unit

levels and assessment cycle. (NOT all learners or units)

Stage 4

Sampling of assessment practice. Good practice is to sample

throughout the lifetime of the qualification

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Stage 5

Feeding back to assessors following sampling using positive and

constructive comments

All actions to be timed monitored and signed off with relevant support

given to achieve completion

Stage 6

Standardising activities

• Informed by results of Internal Quality Assurers sampling and

issues arising.

• Assessment methods/process

• Documentation

• Sufficiency of evidence.

• Level (ref Finding the Level document)

Stage 7

Reviewing and evaluating the internal quality assurance and

assessment process and procedures

Stage 8

Recording completion of unit: the Centre administrator records the

out-come online

Any issues contact Cache Customer support

Stage 9

Certificating: When the required number of units have been uploaded

(including grades for externally assessed units by Cache) the

certificate will be created. A list of units achieved by the learner will

be displayed on the back of the certificate

Quality assuring procedures are externally quality assured during

your Centre Quality Audit process

Internal moderation and Quality assuring

procedures are externally quality assured

during your Centre Quality Audit process.

Externally quality assuring

You will be requested to provide a sample of learners’

work during your Centre Quality Audit, covering all levels

of attainment and specific assessment methods. Where

issues are identified further work will be sampled

relevant to the issue identified. The amount of learner

assessment evidence sampled will depend on the

individual circumstances of your Centre.

Evidence supporting the assessment judgements made

for Recognition of Prior Learning (RPL) claims will be

monitored. Evidence retained for claims made to CACHE

on behalf of learners for exemptions and equivalences

will be sampled.

You will receive a completed report with feedback on the

sampling of learners’ assessment evidence, identifying

whether the minimum requirements for internal quality

assurance and assessment judgements are being met.

This may include minor actions for improvement.

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Your Guide to Being a CACHE Centre

06: Terms you will encounter

Your Customer Quality Advisor or Subject

Specialist will discuss and support you with

the following:

Credit transfer

Credit transfer is the process of using credits

awarded in the context of one qualification or

awarded by a different awarding organisation

towards the achievement requirements of

another qualification.

Every awarding organisation in the QCF must

support credit transfer by recognising credits of

all other QCF organisations.

Credit transfers should be submitted to CACHE

Customer Services with a copy of the certificate

issued, if it was not issued by CACHE. We will

authenticate the credit value within the Rules of

Combination for the qualification against which

credit is being claimed. The final decision

regarding credit value that can be transferred

rests with CACHE if we are awarding the

qualification for which credit is being claimed.

Personal Learning Record (PLR)

Recognition of Prior Learning (RPL)

RPL enables individuals with existing learning

and achievements to achieve QCF qualifications

without having to repeat learning. It is an

alternative route to recognition, not a short cut.

Learners will be awarded credit using RPL when

they have successfully demonstrated that they

meet all the learning outcomes and assessment

criteria of a QCF unit. CACHE cannot award credit

for the partial completion of a unit.

You can use RPL flexibly along with other

assessment methods, as long as there is a full

audit trail.

Learners over the age of 16 can use their ULN to

access their online Personal Learning Record

(PLR) which will show all their credit and

qualification achievements in the QCF. With each

learner’s permission, you will also be able to

access their Personal Learning Record to view

their previous achievements which will help you

to ensure that opportunities for credit transfer

are maximised for each learner.

Learners will need to be issued with a Privacy

Notice in relation to the use of their personal data

on the PLR. Further information on this is

available on www.learningrecordsservice.org.uk.

Rules of Combination (RoC)

QCF Rules of Combination (RoC) specify the

number of credits that need to be achieved

through the completion of specific combinations

of units to achieve a QCF qualification. For

detailed information see the Qualification

Specifications on the CACHE website or through

cachezone. Information on RoC is also available

on the Register of Regulated Qualifications (RRQ)

http://register.ofqual.gov.uk


Internally

assessed

assignments

are marked

and internally

moderated

within your

Centre.


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Your Guide to Being a CACHE Centre

Value statements

Values in Childcare for Children and Young People

For values to be meaningful, they must be owned at a

personal level and then integrated into our work.

This statement of values should underpin the content and

delivery of all CACHE Children and Young People’s

qualifications and every aspect of the assessment.

The CACHE learner will put the child or young person

first by:

• ensuring their welfare and safety

• showing compassion and sensitivity

• respecting them as individuals

• upholding their rights and dignity

• enabling them to achieve their full learning potential

• never using abusive language or physical violence

• respecting the parent, or those in a parenting role,

as the primary carer and educator of the child or

young person

• respecting the contribution and expertise of staff in the

child care and education field and other professionals

with whom they may be involved

• respecting the wishes, needs and with customs, values

and spiritual beliefs of the child and their family

• upholding CACHE's Equality and Diversity statement

• honouring the confidentiality of information relating to

the child or young person and their family, unless its

disclosure is required by law or is in the best interest

of the child or young person.

Values in Health and Social Care

For values to be meaningful, they must be owned at a

personal level and then integrated into our work.

This statement of values should underpin the content and

delivery of all CACHE Health and Social Care

qualifications and every aspect of the assessment.

The CACHE learner will put the individual first by:

• providing individualised care

• ensuring the individual's welfare and safety

• showing compassion and sensitivity

• upholding the individual's rights and dignity

• never using abusive language or physical violence

• respecting the wishes, needs and preferences of

the individual and their family

• honouring the confidentiality of information relating to

the individual and their family

• the contribution and expertise of staff in the care and

education field and other professionals with whom

they may be involved

• upholding CACHE's Equality and Diversity statement.

Values in Playwork

For values to be meaningful, they must be owned at a

personal level and then integrated into our work.

This statement of values should underpin the content and

delivery of all CACHE Playwork qualifications and every

aspect of the assessment.

• All children and young people need to play. The

impulse to play is innate. Play is a biological,

psychological and social necessity, and is fundamental

to the healthy development and well-being of

individuals and communities.

• Play is a process that is freely chosen, personally

directed and intrinsically motivated. That is, children

and young people determine and control the content

and intent of their play, by following their own instincts,

ideas and interests, in their own way for their

own reasons.

• The prime focus and essence of playwork is to support

and facilitate the play process and this should inform

the development of play policy, strategy, training

and education.

• For playworkers, the play process takes precedence

and playworkers act as advocates for play when

engaging with adult led agendas.

• The role of the playworker is to support all children

and young people in the creation of a space in which

they can play.

• The playworker's response to children and young

people playing is based on sound up to date knowledge

of the play process, and reflective practice.

• Playworker's recognise their own impact on the play

space and also the impact of children and young

people’s play on the playworker.

• Playworker's choose an intervention style that enables

children and young people to extend their play. All

playworker intervention must balance risk with the

developmental benefit and well-being of children.

Council for Awards in Care, Health and Education

Apex House, 81 Camp Road, St Albans, AL1 5GB

T: 0845 347 2123 F: 01727 818618

www.cache.org.uk

Patron: Her Majesty the Queen

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