HIRAM PROSPECTUS APPENDICES 12-13 no picsFINAL · Learner Prospectus August 2012 36# • We provide...

Learner Prospectus August 2012

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12. Appendices

Appendix 1: RMT’s Strategic Plan

A full set of the strategic plan is available on the learning platform as a downloadable PDF www.crossfieldsinstitute.com/hiram-erd/

RMT’s Charitable Objects

• To advance the education of young people with learning difficulties and/or behavioural problems or special educational needs through training in the areas of the arts, crafts, agriculture and environmental sciences, with particular reference to being given to the indications and insights of Rudolf Steiner in these areas.

• To promote research into the practice and development of those areas of education provided that all research findings will be widely disseminated.

• To promote Rudolf Steiner Educational Establishments

RMT’s Vision

This is how we want our world to be:

• Each individual experiences meaningful relationships with universe, earth and people and has the potential to shape their own future.

RMT’s Values

These are the values that guide our behaviour and decision-making:

• We value inclusive learning and living activities that integrate practical activity, thinking and our emotions.

• We value respecting and striving to understand all peoples’ differences and uniqueness.

• We believe all people have the potential for positive change and development.

• We value relating with openness, goodwill, tolerance and treating individuals with dignity and respect.

RMT’s Purpose

This is what we do:


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• We provide learners with a holistic learning experience through arts, crafts, commerce, agriculture, nutrition, living skills and the environment.

We also:

• Operate social enterprise and commercial activities that involve learners, staff and the community.

• Provide education, training and research opportunities for staff and the wider community.

• Provide cultural events and festivals for learners, staff and the community.

This is why we do it:

• So that learners learn to look after themselves to the best of their ability and make a positive contribution to society.

• So that funders can offer a meaningful education to a wide range of learners.

• So that parents and supporters are reassured and confident that their young peoples’ needs are being met.

• So that staff feel fulfilled.

RMT’s Method

This is how we achieve our purpose:

Inspired by Aonghus Gordon using the insights of Rudolf Steiner, John Ruskin and William Morris, RMT works with hand, head, heart and place to provide learners with the tools to transform material and in doing so transform themselves. In this way learners come to recognise themselves and others, they develop self and social awareness and are empowered to achieve and make positive contributions to society at large, giving back in a self-directed, productive and enjoyable way.


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Appendix 2: A brief guide to the Harvard System The Hiram ERD requires that learners give credit to the authors of the evidence they use to support the arguments within their essays and other assignments. Many places of learning use the Harvard system of referencing (citation). This is a guide to that system giving some useful examples to which you can refer when referencing yourself.

Function

• A bibliographical reference should contain sufficient information for you or someone else to trace the information sources you have used.

• It indicates that you have considered the appropriate authorities and evidence in connection with your work.

• It acknowledges and gives credit to the work of others contributing to your work.

Components of the Harvard System

The Harvard system has two main components. Firstly, there is the in-text reference. For each item of evidence that you use from an external source (a book, a journal article etc.) there is an entry that includes the author’s family name and the year of publication of the source that the information comes from. Note that for a quotation, there will also be the number of the page that the quotation came from (see the section on quoting below).

The in-text reference (author, year) works in conjunction with the second element of the Harvard system, which is known as a Reference List (sometimes inaccurately referred to as a Bibliography). This is an alphabetical list (by the author’s last name and then the year of publication) that includes the full bibliographical details of the book that would enable the reader to find that source if they so wished. The in-text reference to the author’s last name and the year of publication can be looked up in this list and the full details found. As you can see then, the system requires both the elements of an in-text reference and a reference list to work.

The Harvard style is the most commonly-used style of referencing worldwide. The following guidelines recommend a version taken from the British Standard.

You can either include:

• a reference list - an alphabetical list of citations that have appeared in the body of your work.

or


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• a full bibliography - listing all the sources of information you have consulted in your research, and this list should also be arranged alphabetically.

Below is a checklist of the details you need to include for the common types of material cited. The layout and formatting should be exactly as it is shown, though if you do vary it, you should remain consistent throughout your bibliography:

Books (one or more authors) Take the information from the title page and the reverse of the title page: FAMILY NAME, INITIAL(S). Year. Title. City of publication: Publisher

ADAMS, A. D. 1906. Electric transmission of water power. New York: McGraw

Books (edited) Write (ed) or (eds) after the editor's name(s): FAMILY NAME, INITIAL(S). (ed). Year. Title. City of publication: Publisher CRANDELL, K.A. (ed). 1999. The Evolution of HIV. Baltimore: Johns Hopkins Press

Books (electronic) FAMILY NAME, INITIAL(S). Year. Title. City of publication: Publisher. [Date accessed]. Available from World Wide Web: <URL>

McROBBIE, A. 1998. British fashion design: rag trade or image industry? London: Routledge. [Accessed 31 May 2006]. Available from World Wide Web: <http://leeds.etailer.dpsl.net/Home/html/moreinfo.asp?isbn=0203168011>

Journal article Use the title page of the journal volume or issue and the article: FAMILY NAME, INITIAL(S). Year. Title of article. Journal title. Volume (issue number), page number of your quotation

WALKER, J R. 1998. Citing serials: online serial publications and citation systems. Serials-Librarian, 33 (3/4), pp.343-356.

N.B. Use p. to reference a single page, and pp. if it is a range of pages.

Journal article (electronic) Use information from the web site and the article: FAMILY NAME, INITIAL(S). Year. Title of article. Journal title [online]. Volume (issue number) [Date accessed], page number of your quotation. Available from World Wide Web: <url of site>


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ROYALL, C.P., B.L.THIEL, and A.M. DONALD, 2001. Radiation damage of water in environmental scanning electron microscopy. Journal of Microscopy [online]. 204 (3), [Accessed 9th May 2002], p.185. Available from World Wide Web: http://www.blackwell-synergy.com/

Music (published) ORIGINATOR. Year. Title. Subsidiary originator. City of publication: Publisher.

Unpublished documents If unsure of the date, make a sensible guess and use a question mark: FAMILY NAME, INITIAL(S). Year. Title. Unpublished.

FENDELL, R. 1985? Training and management for primary healthcare. Unpublished.

Website with author Take the information from the webpage itself or the associated homepage - use the title bar and the credits at the bottom of the page, your own date of viewing the page and insert the words [online] and Available from World Wide Web: FAMILY NAME, INITIAL(S). Year. Title [online]. [Date accessed]. Available from World Wide Web : <url of site>

HAWKING, S. 2000. Professor Stephen Hawking's website [online]. [Accessed 9th May 2002]. Available from World Wide Web: <http://www.hawking.org.uk/home/hindex.html>

Website with no author Take the information from the webpage itself or the associated homepage - use the title bar and the credits at the bottom of the page, your own date of viewing the page and insert the words [online] and Available from World Wide Web: Title of website. Year as appearing on site [online]. [Date accessed]. Available from World Wide Web : <url of site> Feminist Collections A Quarterly of Women's Studies Resources. 2002. [online]. [Accessed 9th May 2002]. Available from World Wide Web: <http://www.library.wisc.edu/libraries/WomensStudies/fcmain.htm>


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Appendix 3: Mentoring Session - Commitments and Reflections

Programme title

Name of learner Name of mentor

Subjects Covered

Agreed target Action to achieve target Date achieved

1.

2.

3.

4.

Reflections

Mentor signature

Learner signature Date


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Appendix 4: Professional Discussion Professional discussion is one of the many ways to complete CPD reflections and Programme assignments ready for assessment. It works best with learners who have the confidence and skills to present their evidence and show how they meet the competence and/or knowledge requirements of the programme they are undertaking. A well-planned professional discussion will test the reliability of the learner's underpinning knowledge.

Professional discussion is a conversation between the learner and an assessor trained in Professional discussion. It is an opportunity to describe and reflect on performance and knowledge related to the course of study. It is not a question and answer session and it does not replace observation and verbal questioning during a learner's normal activity within the workplace.

To be successful both the learner and assessor need to be well prepared. The joint plan must identify the subject and evidence being discussed. The assessor will facilitate the discussion, and keep the discussion on track. The record of the discussion can be a tape/CD, video or a written transcript.

In presenting their evidence the learner will need to consider and prepare:

• What best demonstrates their knowledge, understanding and competence for this part of the programme.

• What examples will help to communicate this.

• For CPD, and depending on the level of the programme, what reflections they have and changes they will make to their current practice.

In reviewing the Professional Discussion evidence the internal and external verifier will be looking for:

• How has the assessor recorded the evidence?

• What evidence did the candidate produce?

• Does the evidence confirm competence?

• Does the evidence clearly demonstrate achieved performance criteria?

• Is this an appropriate method for the achievement evidence, is it a safe decision?

• Has the professional discussion been used together with a range of assessment methods to confirm validity, authenticity, currency and sufficiency?

• That there is confirmation and agreement at the end of the process, from both the learner and assessor.


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Resources to support professional discussion might include:

• Appropriate, accessible equipment, such as sound recording, tape, video, and videoconferencing.

• Assessment plans and reports that accurately facilitate and record holistic assessment.


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Appendix 5: Mentoring Agreement “A good conversation means ‘lend me your eyes’.” Julio Olalla Mentoring Agreement

The aim of mentoring relationships is for people to change the way they see and thus act and are in their personal or professional worlds. The desired outcomes vary from person to person, given their own personal goals and concerns.

Possible outcomes include a better understanding of your learning, your impact on others and the results you want to achieve, better relationships with others, more effective coordination of action, practices and strategies for being a more effective leader and learner, greater wellbeing and personal satisfaction

The relationship between us is founded upon mutual respect and trust. The central focus of our dialogue is the wellbeing of you, the learner. All conversations are confidential and I, as the mentor, will not reveal any aspect of the relationship to any outside party without your expressed written permission.

New learning can be uncomfortable. Entering into a mentoring relationship requires the willingness to leave familiar shores and venture into uncharted waters. I will support and guide you through your learning journey, remembering always that the journey and the outcomes belong to you.

Our dialogue will be treated with dignity. We will work with language (thinking), emotions (feeling), & commitment (willing). We will always consider a sense of place and other activity that is appropriate to the conversation. By signing this agreement and entering into this relationship, you agree to the following:

• I recognise that this is not supervision, therapy or counselling and do not expect that it will provide this kind of support.

• I agree to call or meet with you at the pre-arranged time and place as scheduled. I will make any cancellations at least 24-hours prior to the scheduled conversation.

To engage in and sustain a successful mentoring relationship:

1. I declare that I am committed to my learning as a priority.


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2. I give permission to you, my mentor, to act as mentor to me and I will guide you by asking questions and providing relevant information that will help you support, inform, coach and guide me on my learning journey.

3. I will share all relevant information with you.

4. I will make specific requests to ensure that my needs are being met in our dialogue.

5. I trust that you have my wellbeing and learning as your sole concern.

6. I will share with you any concerns or discomfort that I have about the relationship, specific interactions between us, and my general experience of our dialogue.

7. I will use my learning as part of my CPD or as appropriate in assignments or action research for my training programme.

Signature of Learner :

Date:

Signature of Mentor :

Date:


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Appendix 6: Programme feedback form

Hiram Education and Research Department

Training Feedback

To help us think about and plan for future training and development please would you provide feedback on the session

Title of training session: Venue:

Name of Tutor (s): Date:

1. The tutor’s knowledge of the subject was:

Poor Satisfactory Good Excellent

Please outline briefly reasons for your answer

2. Did the content of the session match the stated learning outcomes?

Yes No

3. Was the tutor's presentation clear and understandable?

Yes No



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4. Did the session build on your existing knowledge of the subject?

Yes No


5. How was the learning environment, such as venue layout, equipment, cleanliness, warmth, and general atmosphere. Would you say that overall it was…

Poor Satisfactory Good Excellent


6. Were you given the opportunity to participate in the session?

Yes No


7. Would you say this session helped your own continuing professional development?

Yes No

Please comment briefly how


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8. Are there any additional topics that could have been included in the training session?

Please write your comments or ideas below

Learner name (optional):_______________________________________________

Place of work (college):________________________________________________

Continue overleaf if required


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Appendix 7: Training, Continuing Professional Development and Qualification Policy and Procedure

Policy statement

Ruskin Mill Trust (the Trust) is committed to developing the skills of its employees and recognises that enrolment on and completion of Continuing Professional Development (CPD), training and qualifications can benefit our organisation, employees and the students that we support. All employees will have an opportunity through their induction process, Performance and Development Review and other supervision and performance management mechanisms to discuss their professional needs.

Employees who wish to undertake any form of training relevant to their role should raise the matter informally with their managers in the first instance through their Induction or Performance, Development and Review or other appropriate mechanisms. All employees must undertake CPD and training appropriate to their current role(s) within the Trust, subject to the needs of the Trust, operational and budgetary considerations. Employees are responsible for identification and recording of their CPD on an on-going basis.

Managers are responsible for supporting their employees through induction and then for identifying training and CPD opportunities and needs on an on-going basis through the Performance, Development and Review Processes.

The Trust recognises that employees may still have a wish to further develop their skills and this policy and procedure outlines the framework for both horizontal and vertical progression where these requests may be considered.

This Training, CPD and Qualification Policy and Procedure does not form part of any employee’s contract of employment and is entirely non-contractual. It may be amended, withdrawn, suspended or departed from at the discretion of the Trust.

Who is covered by this policy?

This policy and procedure applies to employees. It does not apply to agency workers, consultants or self-employed contractors.

Some employees aged 18 or under are subject to special laws on education and training, and may not be covered by this policy and procedure, depending on their age and qualifications; please contact your Hiram Liaison Officer for further information about training for young employees.

Personnel responsible for this policy

The Director of Continuing Professional Development has overall responsibility for the effectiveness of this policy and procedure and for ensuring compliance with the relevant


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statutory framework. Day-to-day responsibility has been delegated to the Hiram Liaison Officer, and any questions about the content or application of this policy and procedure should be addressed to them.

All managers have a responsibility to lead by example and to promote our aims and objectives, including mission, vision, values and method with regard to CPD, training and undertaking appropriate qualifications. To facilitate this process, managers will be given appropriate training and guidance and are encouraged to seek advice from their Hiram Liaison Officer on any issues raised under this policy and procedure.

Induction

An employee’s induction is the start of their journey with Ruskin Mill Trust. An induction process starts before an employee commences work, as they are researching and preparing to apply for a role with the Trust. This then further develops through the recruitment process and on the offer of employment. From this stage the process continues with details about the terms and conditions upon which they have been employed and an understanding of the individual for the organisation. Once an employee has commenced work they will then have a formal induction into the organisation and their role led by their line manager. They will meet a number of key individuals and over the coming months embed themselves into their new team and gain understanding of how they contribute to the organization as a whole. This process is facilitated by a probationary period with regular supervisions between the employee and their line manager. The Trust is a learning organisation and its core business is Practical Skills Therapeutic Education.

This provision is a new vocation and method in the sector of LLDD education and it is safeguarded by good practice and the development of competence. To this end the Trust requires all staff to undertake two trainings to deepen and broaden its staff members understanding of this methodology to ensure that it is built into all practices across the Trust. New employees will start this first accredited training (Staff Orientation Programme (SOP) during their probationary period, on the completion of this they will then undertake the full Practical Skills Therapeutic Education (PSTE) Programme, at a level appropriate to their role within the Trust. This pathway is integral to the education and welfare of our students and learners and the Trust as a whole through validated levels of competence.

Continuing Professional Development

The emphasis of all CPD activities is on raising understanding, levels of competence and professionalism through the Ruskin Mill Quality Standards. It is the intention to improve the practice of both staff teams and individuals by developing a “learning community” in which a supportive and collaborative culture extends the capacity for continuous self-improvement. The Trust recognises that the most effective CPD is that where colleagues can learn from one another through observation, feedback, reflection, self-evaluation, coaching and mentoring.


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CPD can take many forms including:

• Attendance at a course or conference; • Training using in-house expertise; • Training using an external consultant, adviser, teacher adviser, or other relevant

expert; • Training using external expertise for demonstration lessons, or master classes; • Visits to other colleges to observe or participate in good practice; • Secondments, sabbaticals, study leave, exchanges or other placements including visits

abroad; • Opportunities to participate in qualification based and validated work; • Research opportunities; • Distance learning; • Practical experiences such as presenting an educational paper, contributing to a

training programme both in college or other, being involved in a local, national or international network, working party or partnerships;

• Job enrichment activities such as taking a temporary post of higher responsibility, job sharing, rotation or shadowing;

• Producing documentation or resources for the use by other staff, for example teaching materials, ICT packages or training videos;

• Coaching, mentoring or acting as a critical friend; • Being part of an interview or accreditation panel either in college or for another body

or organisation; • Facilitating training by acting as the leader between presentations.

All members of staff have the responsibility to keep their own personal record of all CPD activities that they have undertaken, including reflections on the CPD activities. Ideally this will be as a computerised log within HR.Net. Where this is not possible then staff should keep a paper record.

Registration with professional bodies

Some roles within the Trust are required in statute to maintain registration of a professional body, whereas the Trust has internally decided that other roles are required to maintain registration of an appropriate professional body.

If an employee does not maintain a statutory or mandatory registration this may result in their continued employment being at risk and may result in disciplinary action being taken against the employee up to and including dismissal.

The Trust will not pay for any professional membership fees.


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Mandatory and statutory qualifications and trainings

The Trust through the Crossfields Institute - Hiram Education and Research Department will on an annual basis review the qualifications and trainings that it requires staff to undertake (mandatory qualifications), in addition to those which have been identified as statutory qualifications and trainings. Staff are required to attend and achieve these mandatory and statutory trainings and qualifications. The exact level and nature of the qualification and/or trainings will be assessed depending on the role and responsibilities that an individual holds. The Trust may where possible, appropriate and within budgetary constraints, provide support to staff to achieve them, however if support is not provided it does not preclude the requirement to attend and achieve these mandatory and statutory trainings and qualifications. Details of this annual review of mandatory and statutory qualifications and the support that may be provided will be published on an annual basis as an appendix to this policy and procedure.

Timeframes for completion of mandatory and statutory qualifications will be agreed with each member of staff.

Failure to comply and successfully attend / and or pass the mandatory qualifications / trainings within the required timescales including the identified statutory trainings / qualifications may result in their continued employment being at risk and may result indisciplinary action being taken against the employee up to and including dismissal.

Topical Trainings

Topical trainings may be put on at each site within the Trust, and staff will be identified who need to attend, through training lists which are put up across the sites.

If a member of staff is identified on this list and is unable to attend this training then they must follow the procedure set out in Attendance at Trainings below.

Attendance at Trainings

All staff are expected to attend the trainings that they have been identified as required to attend or have been invited to. This will be through training lists that are put up across the sites, through the PDR process or through line managers.

If a member of staff is unable to attend mandatory or statutory trainings then they must inform their line manager in writing, and will be expected to attend the next available training. The line manager must ensure that the Hiram Liaison Officer is provided with a copy of this notification.

If a member of staff is unable to attend the next available training they must, in addition to informing their line manager, arrange to meet with the Hiram Liaison Officer to discuss times that they are likely to be able to attend trainings.


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If the member of staff does not attend the third training on offer, the line manager will start a formal disciplinary process, and a first stage warning may be issued.

If the member of staff still does not attend the required trainings then further formal disciplinary action may be taken up to and including dismissal.

Accessing CPD, training or qualifications

All employees who wish to access CPD, trainings or look to undertake a qualification that has been identified in their PDR, must submit an application using a training form, and submit this through their local Hiram Liaison Officer. This must be done even when no support is requested so attendance can be logged on an employees’ training record.

If support if requested then, booking should not take place until confirmation has been received that support is available. This confirmation will be through the Hiram Liaison Officer once it has been through the appropriate approvals process which may vary depending on which part of the Trust the employee works in, however, details can be obtained from the Hiram Liaison Officer.

If a booking is made in advance and support is subsequently not given then the employee will be responsible for the full costs associated with the activity.

Funding to obtain training or qualifications

The Trust is committed, wherever possible and within budgetary constraints, to providing support necessary for staff to undertake qualifications or training programmes, however this support can take the form of time off, financial support, mentoring, work place assistance etc. An employee has no entitlement to this support and if an alternative source of funding is available, then the employee must try to obtain this funding in the first instance.

Prioritisation of funding is reviewed on an annual basis, and consideration is given to whether this training and/or completion of a qualification is due to an employee taking up a job for which they are not qualified, or whether it is an internal member of staff who is wishing to be considered for horizontal or vertical progression.

Horizontal progression implies maintaining both internal and external standards as well as improving current practice and competence, whereas vertical progression implies increasing responsibility, competence and in-depth understanding of the core business. Both horizontal and vertical progression are equally important to the development of the Trust and individuals, however support for vertical progression is limited.

In all cases where support or funding (full or part) is agreed, the employee is required to sign a formal Training and CPD Agreement which confirms that, if they leave the Trust within one year of completing the qualification, they will repay all of the funding provided. In the second and third years following the completion of the qualification, the member of staff would be required to repay a proportion of the fees. This Training and CPD Agreement also


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requires repayment of all monies paid by the Trust if the employee fails to complete or achieve the qualification.

For further details related to funding related to horizontal and vertical progression trainings and qualifications requirements please refer to the document published on an annual basis as an appendix to this policy and procedure or contact a Hiram Liaison Officer.

Changes to agreed study or training arrangements

Employee are required to inform a Hiram Liaison Officer immediately if they:

• Do not start the agreed study or training for any reason (for example, if it is cancelled); • Do not complete the agreed study or training; or • Wish to undertake a different course of study or training.

Employees are also responsible for informing the Hiram Liaison Officer if they become aware of any changes to agreed study or training, including changes to the timing or content of the course.

Review and Evaluation of training, CPD and qualifications

The Crossfields Institute - Hiram Education and Research Department will ensure that appropriate quality assurance monitoring mechanisms are in place to ensure that the Trust provides access to provision of a consistently high quality.

The Executive Team will monitor the take up of all training, CPD and qualifications undertaken to ensure that there is equality of opportunity for all staff and trustees irrespective of all of the protected characteristics within the Equality Act and also related to seniority within the Trust.

The Director of Continuing Professional Development will produce an annual report for the Executive Team of this review and evaluation and the effectiveness and impact of the training, CPD activities and qualifications undertaken by the employees.

Arrangements for staff delivering training on approved courses

It is expected that all staff will deliver training within the Trust if requested by a member of their Senior Management Team (SMT) or by a local Hiram Liaison Officer in consultation with the local SMT. For staff on grade 9 and above or grade MS4 this is part of their contribution towards succession building within the Trust.

All such trainings will be subject to an approved selection process and the issuing of a Hiram Faculty Agreement.


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All staff delivering training on approved courses must ensure that approval is given by the Hiram Liaison Officer in advance of the training as payments requested following training will be rejected.

Staff who are on a grade below that of grade 9 or MS4 will be paid a salary top up as set out below.

Training of less than 4 hours in length: Top up to £12.50 per hour (including holiday pay)

Training courses of more than 4 hours in length:

Top up to £100 per day (including holiday pay) for delivery only

Top up to £150 per day (including holiday pay) for delivery and assessment of portfolios

Assessment of portfolios only:

A minimum of 4 portfolios must be assessment and payment is £12.50 per hour (including holiday pay) or £100 per day (including holiday pay)

Staff who are grade 9 and above or on grade MS4 are expected to deliver training and where necessary assessment of portfolios as part of their role with the Trust and no additional payment or compensation will be paid, unless training is outside of their normal working times, when they will receive time off in lieu (TOIL) as compensation for this training.

Abuse of this Policy and Procedure

Abuse of this policy and procedure may constitute gross misconduct and disciplinary action may be taken against you, under the Trust’s Disciplinary and Dismissal Procedure.

Supplementary information

2012 – 2013: Mandatory and statutory qualifications and trainings

Horizontal progression

Statutory (Definition):

Statutory training or statutory qualifications are trainings and qualifications that are required by law to be undertaken by staff.

Within Ruskin Mill Trust statutory trainings relate to subjects such as teacher qualifications, some health and safety trainings however these are role specific

Current teacher training requirements:

• Tutors (excluding Functional Skills Tutors): Certificate to Teach in the Lifelong Learning Sector followed by professional formation to achieve ATLS


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• Functional Skills Tutors: Diploma in Teaching in the Lifelong Learning Sector followed by professional formation to achieve QTLS

Mandatory (Definition):

Mandatory trainings or mandatory qualifications are trainings or qualifications that Ruskin Mill Trust has decided that an employee must attend and attain as part of his or her job.

Within Ruskin Mill Trust mandatory trainings and qualifications are set out below.

Group of staff Course / Programme Requirements or Frequency

All staff Internal safeguarding policies and procedures

Every 2 years

Internal equality and diversity – compliance

Every 2 years

Staff Orientation Programme (SOP)

All new members of staff within first 18 months of employment

Practical Skills Therapeutic Education Foundation Certificate at level 4

For all members of staff within 18 months after completing SOP, for current staff who do not need to complete SOP this must be completed by 2016

All staff with direct student contact

Positive Approaches

Identified staff CPI Training

Mental Capacity Act Training

First Aid at Work Identified on certificate

One day first aid Identified on certificate

Fire Safety Training

Tutors and Student Journey Managers

Applied Practical Skills Therapeutic Education, level 4

Launching 2013

Line Managers

Transformative Team Leadership and Management level 3


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Identified Senior Staff Principles and Practice of Practical Skills Therapeutic Education

Transform Residential Limited staff only

Shared Lives Providers and Residential Support Workers

Holistic Support and Care Induction Certificate level 2

Lead Shared Lives Provider (one per household)

Holistic Support and Care Advanced Certificate level 3

Vertical Progression

Transformative Organisational Leadership and Management level 5:

Relevant for Identified Managers

Masters of Science in Practical Skills Therapeutic Education level 7:

Identified Staff

CPD Frequently Asked Questions

How do I calculate my CPD hours?

Unstructured

Where 3 hours = 1 CPD hour

Includes:

Reading journals, professional/technical, relevant on the job training, self study, weekly meetings which result in new developments or changes in practice, distance learning, student trips etc.

Semi-structured

Where 2 hours = 1 CPD hour

Includes:

Informal meetings such as networking with shared lives providers, tutors, research, preparation and delivery of programmes for example training for staff, coaching, mentoring, supervision etc.

Structured


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Where 1 hour = 1 CPD hour

Includes:

Structured training and formal programmes of study where there is assessment, Action Research.

How can I record my CPD?

In paper form

• A CPD form can be obtained from your local Hiram ERD office

• Or keep records in a journal or diary

A summary of all entries must be made each year on HR.net

Using a computer and RMT’s HR.net

• All learners have access to the RMT system called HR.net

• Login using your own user name and password

• There you will find clear further instructions for recording CPD

• You will be able to print a copy of your CPD

Using IFL (Institute for Learning)

The IFL provide an on-line system called “Reflect” where members can log their CPD.

If you have any further questions, please contact your local HR team


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Appendix 8: Extenuating Circumstances Form

This form must be completed and submitted by the learner within seven working days of the units/pieces of work being due.

Learner name:

Please indicate why the form is being completed (tick appropriate box or boxes):

¨ Explanation for absence from an examination/assessment ¨ Claim for extenuating circumstances to be taken into account when an assessment

has been attempted ¨ Request for extension to dissertation/project/work deadline

To be completed by a faculty member

I confirm that I have seen or spoken to the above-named learner regarding the extenuating circumstances:

(Signed and dated by faculty member)

Nature of circumstances

Please state the nature of your extenuating circumstance with documented evidence below. Note that forms which are not fully completed and without the required evidence will not be considered.


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Personal statement

What units/pieces of work have been affected? Please state below what effect your extenuating circumstances have had on your performance.

Units affected

Unit Title Assessment

Period

Original Deadline or date of examination

Proposed programme of action

Learner Signature and date


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Appendix 9: Learner Registration Form

Learner Registration Form In order to register for an Edexcel accredited Crossfields Institute Transformative Award or Qualification, we ask for the following details of enrolled learners. By completing and signing this form, you give consent that Crossfields Institute can register the below details on the secure learner registration database. All organisations to which data is passed are obliged to abide by the Data Protection Act 1998. Crossfields Institute Data Protection Policy is available on the website www.crossfieldsinstitute.com PLEASE GIVE THE COMPLETED FORM TO YOUR TUTOR, HIRAM ERD OFFICE OR SEND TO JANE

TYLER AT HIRAM ERD AT RUSKIN MILL. DO NOT SEND DIRECTLY TO CROSSFIELDS – THANK YOU

Please tick this box if you have previously registered with Crossfields Institute for an award and qualification and are returning for additional study.

1. Programme/Award Title

2. Start Date (dd/mm/yyyy)

3. Institute Affiliated Organisation(s)

Ruskin Mill College, Glasshouse College, Freeman College, Clerveau Trust, Brantwood Special School, Transform Residential Limited

4. Centre/Campus Hiram Education and Research Department

5. End Date

Please complete the following details; the name given below will appear on your certificates

6. First Name 7. ULN (if known):

8. Family Name(s)

9. Gender M F 10. Date of Birth (dd/mm/yyyy)

11. Address and Postcode

c/o Hiram Education and Research Department Ruskin Mill Trust, Ruskin Mill Old Bristol Road Nailsworth Gloucestershire GL6 0LA

12. Email Address

13. Signature

14. Date Signed


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If you have previously registered with Crossfields Institute and your details have changed, please enter your previous details below.

15. Family Name

16. First Name(s)

17. Address & Postcode

18. Email Address

Please note that once a student has registered with the Crossfields Institute, registration fees are not refundable. PLEASE HAND THE COMPLETED FORM TO YOUR TUTOR, HIRAM ERD OFFICE OR EMAIL/POST TO

JANE TYLER [email protected]/HIRAM ERD AT RUSKIN MILL. Crossfields Institute Painswick Inn Gloucester Street, Stroud GL5 1QG Office: 01453 808118 Email: [email protected] Website: www.crossfieldsinstitute.com Company limited by Guarantee No. 6503063 Charity registration No. 1124859


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Optional Information Please complete the following section to help us monitor how well Crossfields Institute programmes meet the needs of different learners. Tick the appropriate box in each field. This section is optional and the information you give us is confidential and protected by the Data Protection Act 1998

1. Please indicate your gender

Male Female

2. How would you describe your ethnicity? White: British White: Irish White: Other Mixed: White & Black Caribbean Mixed: White & Black African Mixed: White & Asian Mixed: Other Asian or Asian British: Indian Asian or Asian British: Pakistani Asian or Asian British: Bangladeshi Asian or Asian British: Other Black or Black British: Caribbean Black or Black British: African Black or Black British: Other Chinese Other Ethnic Group Do not wish to state

3. Please indicate your employment status

RE Registered unemployed (seeking work) UN Unwaged (not seeking work) PT Employed part-time (including self-employed) PT Employed full-time (including self-employed) FS Full time student NS Not specified

4. Please indicate your ability status

01 Candidate considers they have a learning difficulty and/or disability

02 Candidate does not considers they have a learning and/or disability 03 No information provided

The data is not used by any organisation to identify individuals, neither is it passed to other government agencies for that purpose. The data is only collected for the purpose of producing and analysing statistics, which may inform decision making within Crossfields Institute, its providers and these agencies and departments. All organisations to whom data is passed are obliged to abide by the Data Protection Act 1998


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Appendix 10: Travel and Accommodation

The funding for travel and accommodation for learners attending Hiram ERD programmes has changed.

Please contact your local Hiram Liaison Officer or Jane Tyler for further information.


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Appendix 11: Funding Application

Hiram Education and Research Department

Funding Application for Professional Development Applicant (include name, job title, place of work, contact details) Programme applied for (include programme title, level of study, place of study, mode of study, awarding organisation) Duration (Include from dd/mm/yy till dd/mm/yy and, if applicable, indicate whether you need time off to complete programme including details of how many days and when Programme fees (include all fees in full and indicate amount applied for with details of travel costs & accommodation requirements) Programme Specification (provide a narrative with link or attached documentation from provider) Describe how this programme will benefit your practice (include impact on students and/or colleagues) Describe how this programme will contribute to the research, development, administration and/or provision of the Practical Skills Therapeutic Education and the core business of the organisation (RMET/Hiram Education and Research Department/Crossfields Institute)


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Describe how you will disseminate or share new practice and/or insights gained Describe benefits to the organisation (RMET / Hiram Education and Research Department / Crossfields Institute) If applicable, please add below a personal statement to support the application Please state whether the qualification is recognised in the RMT Pay and Grading Policy Confirm that your direct line manager or Principal/Director supports this application

Signature of Line Manager/Principal/Director Print name Send this to the Head of Academic Administration [email protected] Allow ample time for approval of this Funding Application where possible. Many thanks FOR OFFICE USE ONLY Approved by Hiram Directorate

Signature:


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Approval/denial details:

Hiram Education and Research Department Crossfields Institute Gloucester Street, Stroud GL5 1QG Office: 01453 808118 Email: [email protected] Website: www.crossfieldsinstitute.com Company limited by Guarantee No. 6503063

Charity registration No. 1124859


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TRAINING AND DEVELOPMENT AGREEMENT

Name of Employee:

Location – College/Directorate:

Name and Description of Course:

Training Provider:

Duration of Course or Module:

Anticipated Completion Date:

Estimated cost of Course Fees to be paid by Ruskin Mill Trust:

Now it is Agreed

1. Ruskin Mill Trust will pay the Course Fees for the above Course subject to the terms and conditions set out below.

2. The Employee hereby confirms that they will: a. attend and complete the above Course to the best of their ability b. provide such information about their progress as the Trust may require during the currency of

Course c. upon completion of the Course, provide the Trust with copies of any relevant certificates,

qualifications or examination results 3. Details of the Course Fees are set out the Schedule. Course Fees will normally include tuition and

registration fee payable to the Training Provider but will not normally include subsistence costs, travel expenses, or the cost of course books and materials unless otherwise agreed.

4. The Employee agrees that if, either during the currency of Course or within three years of the Completion Date, they cease to be employed by the Trust in the circumstances described in clause 5 below, the Employee shall repay to the Trust the whole or part of the Course Fees.

5. In the event that, within three years of the Completion Date, the Employee a. resigns from their employment with Ruskin Mill Trust, or b. is dismissed by the Trust for any reason other than compulsory redundancy or incapacity, the sum repayable to the Trust under clause 4 above will be calculated by reference to the last day of employment (“the Termination Date”) as follows: c. If the Termination Date falls during the currency of the Course or within twelve months of the

Completion Date, the whole amount of the Course Fees shall be repayable d. If the Termination Date falls more than twelve months but less than twenty-four months after the

Completion Date, the amount repayable will reduce to half of the total Course Fees. e. If the Termination Date falls more than twenty-four months but less than thirty-six months after the

Completion Date, the amount repayable will reduce to a quarter of the total Course Fees. 6. Any sum repayable to the Trust under clause 4 above shall be recoverable as a debt and to the Trust shall

be entitled to deduct the said sum in whole or in part from the Employee’s pay. 7. The Trust may, at its sole discretion, waive the right to recover Course Fees if circumstances so require.

Signed by the Employee ……………………………………………… Date ……………………..

Signed on behalf of the Trust ……………………………………… Date ……………………..


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SCHEDULE

Training and Development Fees payable by Ruskin Mill Trust

Name of Employee:

Location – College/Directorate:

Name of Course/Module:

Training Provider:

Date (start and finish):

Registration, Tuition/Course Fees:

Course Materials (if any):

Travel costs (if any):

Subsistence costs (if any):

Other costs:


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Appendix 12: Anthroposophical Applications

The following are brief characterisations of a number of areas in which anthroposophical learning organisations are particularly active:

1. Steiner Waldorf Education. Based on the work and teachings of Rudolf Steiner, this is founded on an understanding of the human being related to specific concepts of body, soul and spirit and their development through childhood. It integrates educational content and method in ways that are supportive of this. The curriculum aims to meet the developmental needs of the growing child and adolescent, nurturing faculties rather than merely delivering prescribed information.

2. Anthroposophical Medicine. This is an extension of natural scientific medicine which constitutes an international school of thought and practice based on the work and teachings of Rudolf Steiner and as further elaborated by the Medical Section of the School for Spiritual Science based at the Goetheanum, Switzerland and by its members working throughout the world. Anthroposophical medicine includes the prescribing of anthroposophically developed medicines, therapies, social therapies, and pastoral medicine.

3. Therapeutic Education is a holistic, inter-disciplinary, developmental approach to early intervention, education and care of children and youth with complex learning and neurological differences, drawing from Rudolf Steiner’s medical, therapeutic and educational insights into human development that views body, soul and spirit as inseparable aspects of human wholeness. Therapeutic Education also refers to an inter-disciplinary approach to creating a supportive, holistic culture with and for adults with learning and neurological differences and other complex needs in the context of integrated community living that values friendship, person-directed lifestyle choices, further education for everyone, meaningful work, art and crafts, ecology and citizenship. It draws from the paradigm and principles of therapeutic education in age appropriate ways. Practical Skills Therapeutic Education braids the principles of Rudolf Steiner education, biodynamic environmental practice and anthroposophic medicine.

5. The Arts. Rudolf Steiner has inspired new developments in a wide range of artistic fields such as painting, sculpture, drama, eurythmy, speech, music, architecture and design. Common to all is the ideal to bring to expression the archetypal creative processes that are inherent both in the human being and in the macrocosm of nature and the spiritual world.

6. Biodynamic agriculture, horticulture and environmental sustainability. This unique form of organic husbandry is inspired by the research of Rudolf Steiner and is founded on a holistic and spiritual understanding of nature and the human being. It embraces respect for the environment, production of healthy food, and an understanding of the valuable connections between the individual, the community and the spiritual forces at work in nature.

7. Goethean Science. One of the inspirations for Rudolf Steiner’s anthroposophy, and a continuing area of research, was J.W. von Goethe’s work on science. Goethe’s scientific method brings together the human being and the phenomenon studied in a way that remains true to the phenomenon and yet uses human capabilities such as imagination and intuition as well as careful thought and observation to arrive at a holistic understanding of individual phenomena and the world.


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Thank you to all Hiram ERD learners, to RMT and to the individuals and teams that contributed to the production of this document. We invite you to offer feedback on this prospectus and to help us improve our programme offer.

This prospectus has been printed using Myriad Pro typeface. This modern typeface, designed by Adobe, is recommended for people with dyslexia. More information can be found on www.dyslexia.com/fonts

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