End Poin int Assessment Photographs in this presentation are taken - - PowerPoint PPT Presentation

End Poin int Assessment

Photographs in this presentation are taken from Cheynes Training academy partner’s mock EPAs

EPA results up to August 2019 …

Key:

• Green – Distinction
• Blue – Pass
• Pink - Fail

27 43 17 All EPAs

EPA results up to August 2019 …

24 36 17 Hair EPA 3 7 0 Barbering EPA

Gateway - Request for EPA

Without this document a request cannot made to City & Guilds/VTCT for end point assessment. Please be aware that at this stage it is purely a request only and is not a confirmed booking, therefore, this date may not be accepted due to IEPA availability.

Gateway - EPA Employer Gateway Booking Form

This is an Excel spreadsheet that must be downloaded and completed alongside your request for EPA, the information is critical to the booking and the booking request cannot be submitted unless correctly completed.

Gateway – Resources and Safeguarding

• EPA Environment and Resources
• only needs to be completed
• nce for each venue
• Safeguarding Declaration
• only needs to be completed if

the designated person has not been DBS checked

Gateway - Hairdressing / Barbering EPA Declaration

This needs to be completed for each apprentice. It must be signed by the apprentice, employer and training provider. If you are the employer and training provider, please have two different people sign.

Date must be added Date must be added Employer signature and training provider signature If they are the same person two different people to sign.

City & Guilds EPA Booking Confirmation, this is received once the actual EPA date has been confirmed by City & Guilds and a copy is uploaded to your Huddle workspace

End Point Assessment – Appointment Schedules

A blank and completed example for both a hair and barbering EPA is located in the EPA Templates

• file. It is very important that the

apprentice using the range noted underneath the schedule marks

• ff the range/minimum

requirements.

Styling & finish hair using a range of techniques to create a variety of looks

You will observe a minimum of: 

• ne blow dry which must create volume, movement and curl

 a hair up style, 80% of the hair should be taken up. The apprentice must show that they have:  used a minimum of four techniques:

• blow drying with a

round brush

• blow drying with a

paddle brush

• setting
• finger drying
• plaiting/braiding/

knots and twisting

• dressing hair
• adding hair to

enhance a style  used a minimum of two products

• heat

protectors

• sprays
• mousse
• creams
• gels
• serums
• setting lotions
• wax

 used a minimum of

• ne setting

technique

• rollering
• wrap setting
• pin curling to

give volume

• pin curling to

give flat movement  taken into account all factors

• hair characteristics
• hair classification
• test results
• client's own hair length
• quantity of added hair
• finished look
• hair length
• head and face shape
• the occasion for which

the style is required  used a minimum of three dressing techniques and effects

• curls
• rolls
• smoothing
• back-combing
• back-brushing
• twists
• plaits
• braids

 used a minimum of two tools and equipment

• hand dryer
• attachments
• round brush
• flat brush
• hood dryer
• rollers
• combs
• pin curl clips
• brushes
• grips and pins
• heated equipment

styled above and below shoulder length hair given advice and recommendations. Pass The apprentice can competently use a range of techniques, methods, tools and products to achieve accurate finished looks.

• The restyle blow-dried using a flat brush and round brush to give volume and was

above the shoulder, straighteners used to curl the hair after.

• Hair up, round brush blow-dry which created a definite curl and set client using pin

curl clips - a good selection of Kerastase products was selected and used,.

• Used hairspray after pin curls to set the curl
• Products were all used economically and in accordance with manufactures

instructions.

• Round brush blow-dry and pin curl set completed effectively.
• Styling techniques were adapted well to achieve the desired look.
• Appropriate tools and equipment used

Distinction The Apprentice is capable of combining and adapting a full range of techniques, methods, tools and products to maximize the effects of all finished looks, consistently taking into consideration all factors thinking both about the immediate effects and the longer term maintenance and management. Justification:

The Apprentice achieved a Distinction in this section due to the following: Creatively combined and adapted a range of styling and finishing techniques, used back combing to give some height through the top, hair was secured into a bun and then used plaiting & twisting techniques to wrap around the bun.

• adapting approach throughout the services to ensure the finished

look maximises the style potential.

• Personalised the finished style to suit the client’s needs.
• The finished look was balanced and it looked sleek and smooth with

no hair out of place, no grips or pins were visible.

Photographic evidence ref:

Functional Skills Level 2 attempt

If required – The score report should be uploaded to your End Point Assessment Folder in

• Huddle. Score reports are

required for maths, English reading and writing.

What Happens Next?

• Results approximately 20 days
• City & Guilds / VTCT Graded

Certificate sent to Cheynes Training

• Institute of Apprentices &

Technical Education – Full Framework Certificate sent to the Employer

What Happens Next?

• Cheynes Training letter to

employers confirming grades.

• EPA Appeals Process.
• Payment process for EPA.

Apprentice Feedback Form (Fail)

End Point Assessment Reminders …

• Mock EPAs
• Appointment Schedules
• Skin testing
• Preparation of End Point Assessment
• ILA page on mocks and predicated

grading

End Point Assessment Reminders …

• Planning holidays
• Frequently asked Q & As
• Social Media

End Point Assessment Support …

• RTA
• Mocks
• L2 Diploma for Hair Professionals

End Point Assessment Handbook

• Cheynes website
• Standardisation Webinar:

Monday 5th November @ 10.00 Tuesday 6th November @10.00

Revised 7002 Evidence Requirements

How can you tell?

Questions and answers

Matrix Standard - Annual Continuous Improvement Check.

Recap …

What is the Matrix Standard?

The Matrix Standard is a quality standard for organisations to assess and measure their advice and support services, which ultimately supports individuals in their choice of career, learning, work and life goals. Organisations delivering apprenticeships must hold the Matrix Standard, all academy partners (subcontractors) are covered under the Cheynes Training Matrix accreditation

Recap …

• November 2016 - Matrix Accreditation gained via a two day

sampling activity.

• November 2017 & 2018 – Phone meeting to view action plan and

developments within IAG.

• 25th & 26th November 2019 – 2 day sampling activity with Lorna

Bainbridge

• All sub-contractors are covered under the Cheynes Training Matrix

Standard.

• November 2016 - Matrix Accreditation gained via a two day

sampling activity.

• November 2017 & 2018 – Phone meeting to view action plan and

developments within IAG.

• 25th & 26th November 2019 – 2 day sampling activity with Lorna

Bainbridge

• All sub-contractors are covered under the Cheynes Training Matrix

Standard.

Safeguarding Lead …

Quote from Keeping Children Safe In Education: “The designated safeguarding lead and any deputies should undergo training to provide them with the knowledge and skills required to carry out the role. This training should be updated every two years”

Safeguarding Training …

• Designated Safeguarding Officer Training (Level 3 Safeguarding)

(Duration 3 hours)

• FGM, Forced Marriage & Honour-Based Violence Awareness

(Duration 1-2 hours)

• Human Trafficking and Modern Slavery

(Duration 1-2 hours)

• Cost = £100.00 plus VAT.

Safeguarding Training …

• Foundation online learning ..

Update needed

• New module on Equality &

Diversity

• Side by Side

Wider Skills CPD …

Gateway Training End Point Assessment Training Level 3 Safeguarding qualification ETF Safeguarding module ETF Safeguarding Safer Recruitment module ETF Prevent Module – Director & Governor ETF Prevent Module – Leader & Manager ETF Prevent Module - Practitioner ETF Prevent Module - Support ETF Equality & Diversity Module Modern slavery training Female Genital Mutilation Awareness Cheynes Training Internal Dermatitis Award City & Guilds Dermatitis Award Functional Skills Maths Level 1 Functional Skills English Level 1 Functional Skills Maths Level 1 Functional Skills English Level 2 Functional Skill Reform up skilling Cheynes Training Invigilation Award City & Guilds Maths & English Tool Kit training Social Media Training i.e. Facebook / Instagram

Additional Support …

• Mental Health
• External Learning support needs
• GP referrals
• Housing referrals
• Life coach
• Prevent
• Salon placements
• Health issues
• Disabilities
• Pregnancy

Celebrating Success ….

• McMillian Coffee Mornings
• Overcoming the odds
• Helping the homeless
• Business Awards
• Working with local hospitals
• Outside personal achievements
• Think pink
• Water aid
• Competitions
• Apprentice of the year

Higher Level Career Guidance & Progression routes…

• Level 4 Hairdressing Management
• L’ Oreal Colour
• General Management
• Teaching qualifications
• Assessor & IQA qualifications
• 365 Business Builders

End Point Assessment …

• EPA Mocks
• End Point Assessment Preparation
• ILA page on predicted End Point

Assessment Grades

• Resources - EPA Preparation Tool,

EPA handbook, Q&As, e-update etc

• Outcomes

Other areas being sampled…

• Destination and progression data:
• Exit interview
• Follow up in 3 and 6 months
• Teaching and Learning Observations:
• Maths and English
• Insufficient planning
• Embedding of Equality & Diversity
• Resources:
• Maths & English Tool Kit
• SmartScreen

Other areas being sampled …

• Candidates at Risk – support given to learners
• ILA page 2 – Previous support at school. This monitors additional support

required during the transition from school t the world of work.

• Planned break audits – progress and support given
• 20% Off the job monitoring – quality of evidence
• Apprentice Monthly Targets - reviewing the support, development of

writing skills, punctuation and grammar.

• Quality Programme Review Meetings – reviewing learner progression and

effective delivery of IAG.

Questions and answers

Functional Skills Reform

Functional Skills Reform

Next steps …

• Registrations for current functional skills has closed.
• Last certification date - 31st May 2020
• Webinar:

Monday 5th November @ 12.30pm Tuesday 6th November @12.30pm

• Functional Skills Invigilation Training pack to be updated.
• IQA observations great empathise on the invigilation process

Functional Skills Reform

• Functional skills subject tutors are not permitted to

invigilate on-screen exams at Level 1 or 2 for the subject they teach.

• At Level 1 and Level 2 maths there are new requirements to assess

maths without a calculator.

• For Level 1 and Level 2 exams there are limits to the number of

resits on each medium (paper / e-volve).

• Functional Skills subject tutors are not permitted to handle or

invigilate paper-based exams at Level 1 or 2 for the subject they teach.

Functional Skills Reform

• e-volve exams must be taken within 10 calendar days

before or 10 calendar days after the date specified on the original exam booking.

• Paper based exams must be taken within 5 working days before or 5

working days after the date specified on the original exam booking.

• Academies who register their learners via Cheynes Training must

inform Tricia Barnes of any change to the time, date or assessment site of paper and on-screen exams and in turn, Tricia will notify C&G using a web form.

Functional Skills Reform

• There is a suitable exam room available to ensure

candidates can sit the exam securely and undisturbed.

• That any assessment site for e-volve exams meet at least one the

following requirements: Each workstation is at least 1.25m apart (measured from the nearest outer edge of one screen to the next) Monitors are positioned back to back, separated by dividers or protected by privacy Candidates sitting the same exam component are sat at alternate computers.

Functional Skills Reform

• Examinations and/or assessments cannot take place at

an assessment site which is not known to City & Guilds

• Functional skills tutors will have access to the following (all documents can be

downloaded from the Cheynes Training website):

• 4748 Functional Skills Qualification Handbooks for Entry Level and/or

Level 1 or 2 Maths and English

• 4748 Functional Skills: Instructions for conducting examinations

document where delivering Level 1 and/or 2

• 4748 Instructions for Assessors for Entry Level English and Maths where

delivering Entry Level

• The first registration date for 4748 is 1st September 2019
• C&Gs will make unannounced visits for the 4748 functional skills qualification

Functional Skills Reform

• Next steps …
• Registrations for old functional skills has closed
• Last certification date for old version - 31st May 2020
• Webinar:

Monday 5th November @ 12.30pm Tuesday 6th November @12.30pm

• Functional Skills Invigilation Training pack to be updated.
• IQA observations great empathise on the invigilation process

Questions and answers

Education Inspection Framework (EIF)

Education In Inspection Framework (E (EIF)

What is changing?

• From September 2019 Ofsted will change the way it inspects in

England when the Common Inspection Framework (CIF) is replaced by the Education Inspection Framework (EIF).

• It is important to understand that the new inspection framework does

represent a shift in focus. It will:

• put the curriculum at the heart of the new framework
• put more emphasis on the quality of education
• reduce the focus on data, particularly internal progress data.

Education Inspection Framework (EIF)

Intent

• It is the order in what you are

teaching your curriculum:

• Hair
• Functional Skills
• Knowledge
• Practical skills

Education Inspection Framework (EIF) Implementation

• Curriculum delivery
• Learning environment
• Teaching – delivery model / style
• Checking understanding /

feedback

• Effective assessment
• Tutors subject knowledge

Education Inspection Framework (EIF) Impact

• Attainment
• Progress
• Knowledge & skill development
• Destination

“What can I do better today than yesterday”

Sequencing Start off basic and the build knowledge and understanding.

Questions and answers