Centre Guide - Cache

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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 

16

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. 

17


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. 

“ 

18


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 




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 




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 

19

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