1. Introduction

1.1 Purpose of the guide
This guide supplements the College's "Recruitment Policy" and provides further information and practical advice for those involved in all aspects of recruitment and selection. Recruitment and selection is a very important process and it is important to select the best candidates for the College. This guide sets out best practice guidelines to assist you in making this process as effective as possible. In addition, our Human Resources Team is very willing to support you and give further advice should you require it.
1.2 Contents
1.3 Improving the guide
This guide has been recently updated to comply with amendments to employment law, and to improve the guidance and best practice examples given. We would greatly appreciate any comments on this guide and the recruitment process generally, and the information and advice provided.  Please contact either myself, or one of my colleagues in the Human Resources Team with any suggestions. 
1.4 Training
All those involved on a regular basis, or who may be required to assist with, the recruitment and selection of staff should attend the appropriate College workshop. These workshops provide detailed guidance on the legal framework and equal opportunities issues throughout the process, as well as the more practical skills involved in interviewing.  From 1 October 2004, attendance at the Recruitment and Selection workshop is mandatory for those involved in recruitment, in accordance with the College's human resources strategy.

2. Equal Opportunities

Skills Development College is committed to equality of opportunity and fair treatment of both current and potential employees. Equal opportunities and anti-discrimination measures are promoted throughout the whole recruitment and selection process.
In addition to the ethical and effective business case reasons that support an equal opportunities approach, we are also open to legal challenge. It is therefore vital that our selection and interviewing processes are fair and objective.  If an applicant makes a claim against the College to an Employment Tribunal, on the grounds of alleged unlawful discrimination, the College will be required to demonstrate that:

• the person(s) appointed most closely matched the selection criteria and had greater relevant experience and/or skills than other candidates;
• the complainant was not unlawfully discriminated against.

3. Recruitment Procedure
Step 1: Analyse the job
Step 2: Obtain authorisation to recruit
Step 3: Advertising the post
Step 4: Composition of the selection panel
Step 5: Select candidates for interview & identify any tests or presentations required
Step 6: The selection interview
Step 7: Appoint the successful candidate
Step 8: Notify unsuccessful candidates
Step 9: Returning recruitment documentation
Step 10: Inducting the new employee
3.1 Step 1: Analyse the job
3.1.1 Job analysis
If an employee leaves the College, it is likely that you will want to replace them. However, before getting approval to appoint and advertising the same post, you should take time to consider the role and decide if there are any changes required. Job analysis is the term given to this assessment of a role. Job analysis is a systematic procedure for obtaining detailed and objective information about the post, before it is advertised and filled, giving the opportunity to tailor it to what is currently required.
Questions to ask about the role:

• What tasks did the previous post-holder carry out
• What level were these tasks
• Did they have supervisory responsibility or budgetary control
• Are the reporting lines still appropriate
• Are there any other tasks that would need to be added to this role (or taken away if the role is considered too large)
• Is the level at which the role holder is expected to undertake tasks still appropriate (note, if changes are made here, the role may need to be re-graded; please contact your Human Resources Adviser for advice).
• Is the grade of the post accurate for a new person to come in and fill (this is especially important if the previous post-holder was promoted during their time in the role (you should consult with Human Resources to determine the correct grade)
• Are the hours of work still suitable (i.e. does it need to be made full-time or vice versa)
• Is there still a requirement for this role at all

3.1.2 Job design
If you wish to create a new post, which is not replacing a leaver, or filling an established post, you will need to design the job. This involves considering the duties that the new post will cover, and the level these tasks will be (e.g. maintain, develop, manage, or assist etc.).  You will need to decide how the post will fit in with the current organizational structure for your school/department/faculty, what the reporting lines will be, and if the post will be responsible for supervising or managing people in other posts.

3.1.3 Job titles
The job title should be an accurate reflection of the scope and nature of the role undertaken, including giving an indication of the seniority of the post. In view of this, and of the fact that job titles relate to other processes in the College, please give due consideration to the correct job title for the role. If you feel a current job title needs to be changed before being filled, and/or if you would like advice on selecting the most appropriate title, please contact your Human Resources Adviser.

4.1.4 Job descriptions
Once you have either analysed an existing role, or designed a new post, you will need to produce a job description. The job description should provide basic information about the role, including the title, whom the post reports to (job title of the post-holder only, not their actual name), any other posts for which the job has responsibility, and the date it was created or updated.
The main purpose of the role should come next, followed by a breakdown of the specific duties. Whilst the description should be comprehensive, it must be concise; there is no need for every minor task to be quoted. The working relationships that the post-holder must maintain should be outlined to illustrate the communications aspects of the role (e.g. relationships with students, members of the public, trade unions etc.). Finally, the dimensions of the job may be noted where applicable (e.g. size of budget managed, number of students supervised, number direct line reports etc.).
A good job description will enable candidates to apply effectively; it is a statement, which sets out:

• the roles and functions of the faculty, school or department
• the general purpose of the job
• an outline of the duties involved
• a full description of the main responsibilities of the post

The more accurate and informative a job description is, the more likely it will be that the College will attract applicants who meet a school or department's needs.  This often makes short-listing and interviewing easier and less time-consuming for everyone involved.  A well-written and laid out job description also helps to give potential applicants a positive first impression of the school or department and the College. Job descriptions should not contain any personalized information, such as the names of post-holders as this can mean they become out of date very quickly.

Job descriptions are working documents that will be used for other purposes following the selection process, such as for staff development discussions and job evaluation/promotions reviews.

4.1.5 Person specification
The person specification is one of the most important documents within the recruitment and selection process and so is an essential requirement for every post. The purpose of the Person Specification is to set out a list of the knowledge, skills, experience and level of qualifications that are required to carry out the role effectively, and should be developed from the job description. Consider the range and depth of duties to be undertaken, and assess what the post-holder will need, under the headings above, to enable them to do the job.

This specification then forms the objective criteria against which all candidates will be assessed throughout the selection process. These criteria must consist of the minimum standards considered essential for the effective performance of the job.  Desirable criteria may be included, but these must be referred to only if candidates have met the essential criteria.
Mention of selection tests, which form part of the recruitment process, should be made on the person specification form.
The following key points will help you to develop your person specification:

• identify the key duties from the job description
• translate the duties into the skills and knowledge required to do the job
• separate the essential skills from the desirable ones; specify as far as possible in precise job-related terms
• identify any specific knowledge requirements for the job or the requirement of some evidence of the ability to learn
• indicate qualifications and level of education required for the job, if relevant (remembering to state "or equivalent" to cover all types of qualifications)
• identify what experience is required to carry out the job. This should be realistic and appropriate to the role

Reference to age, marital status or to dependents should not be included since these are unlawfully discriminatory. The main aim of the person specification is to set out the skills and abilities that a candidate would need in order to be able to carry out the role to a satisfactory standard. It is not a 'wish list'; setting the criteria too 'high' may result in a lack of suitable applicants. However, pitching them too low may mean you have a high volume of applicants who all meet your criteria.
The job described and the level of skills/experience required must relate to an appropriate grade. Where necessary, the Human Resources Team will undertake job evaluation; any subsequent amendments to the job will have to be agreed before the post is advertised, to ensure the correct grade and salary.

3.2 Step 2: Obtain authorisation to recruit
Before beginning the recruitment and selection process, you must obtain the appropriate authorization for your post. Please refer to the Recruitment Policy for further information, or alternatively seek advice from your Human Resources Adviser.
You must inform Human Resources of any requests to recruit in order for us to advise on the correct grade for the post.

3.3 Step 3: Advertising the post
4.3.1 Do we need to advertise?
All College posts that are for 6 months or more, must be advertised in external media.  This is in accordance with the College's Equal Opportunities Policy. Certain rare exceptions may apply, such as:

• temporary/fixed term posts of 6 months’ duration or less.
• when employees whose fixed-term contracts of employment are ending are offered a permanent post to avoid a redundancy situation (where the original appointment was made in accordance with the College’s Recruitment and Selection Guidelines);
• where there is a risk of a redundancy situation within the College
• where an individual employee is being considered for re-deployment under another College policy

Maternity cover posts are normally advertised if the vacancy is for 6 months duration or more. The advertisement will need to state that the post is available up to a certain date in the first instance, to allow for the possibility of the permanent post-holder extending her maternity leave. If the permanent post-holder decides not to return to her post then the permanent vacancy will be advertised.

Please note that all advertisements must be placed via Human Resources; no post should be advertised without prior consultation with the Human Resources Team. Skills Development College has an arrangement with a professional advertising agency, which has developed an agreed template and corporate style for our advertisements. This encourages consistency and ensures that the text is appropriate and free from bias or discrimination.

3.3.2 Composing the advertisement
There is a standard template for Skills Development College advertisements, and certain paragraphs need to be included.

When composing the non-standard parts of your advert (normally no more than one or two paragraphs), those members of staff whose includes the advertisement of vacancies must think about how they can attract the people that will meet the criteria for the role. It is therefore advisable to develop an informative paragraph about what the role involves, and include at least two of the main criteria that are essential to carry out the role (e.g. …"applicants must have experience in teaching adults, they also must have at leas 7302 Certificate in Delivering Learning and  Deliverers for Conflict Management training (no:1886) for delivering Security courses such as door supervisor, security guarding etc)

You may wish to include the contact details of an individual to whom informal inquiries can be made.. However, it is better to include it with the information that goes out to those who actually respond to the advert. This allows them to read the details sent about the role, before deciding whether they still require further information from the contact.

If you are including contact details for someone, please ensure that they are aware that they may be receiving some calls, and that they will be available for the period when the advert appears in the media (e.g. not on annual leave!).
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Along with your draft advert, it is important to include a copy of the appropriate authorization for the post and ensure that the source of funding is highlighted.

Each post is given a reference number by the Human Resources Team. The number relates to the Human Resources database post number and is quoted in the advertisement, the job description and other documents related to recruitment and to the post thereafter. This reference number should be used for this post for any further correspondence or actions.

3.3.3 Where to advertise
The Human Resources Team places all adverts on the UK’s leading higher education recruitment website, ‘Jobs.ac.uk’, Human resources also advertises posts in the Hounslow’s  local paper “Informer”.
In addition to these sources, please indicate in which, if any other publications you would like your advert to appear. The choice of publication will obviously depend on the nature of the role.
Care must be taken to ensure that the advert will reach as diverse a range of the population as possible, to ensure indirect discrimination does not take place. For example, placing an advert, solely in "Ms London" magazine, which is aimed at women would be indirect discrimination as there is less chance of men seeing and therefore being able to apply for the post. Certain exceptions may be made in cases of targeted recruitment to reach under-represented groups. However, this would need to be justified and may still need to be placed in other publications.

3.3.4 Information required of applicants
Appointees to all posts (College funded or not) must complete a College Application Form. This ensures that the College obtains all essential information regarding the employment status. Candidates are asked to provide Equal Opportunities data on a separate document. This information is retained permanently by the Human Resources Team on a database and it is used anonymously for statistical purposes in accordance with the HEFCE, HESA and the Race Relations Amendment Act 2000 requirements.
Applicants for any post may attach a C.V. but it is not a requirement.

3.4 Step 4: Composition of the selection panel
At this stage (or earlier) the appointing manager (the panel Chair) should decide on the composition of your selection panel. To comply with best practice in equal opportunities and the College’s Equal Opportunities Policy, panels should reflect an appropriate mix of gender and ethnicity. Please note that panels will be monitored in accordance with the College’s Race Equality Policy.Skills Development College Will maintain training and up-dating the skills and knowledge needed by panel members.
The membership of the panel must be agreed upon by the closing date of the post.
The names of the panel members will be provided to short-listed applicants in their invitation to interview letter
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4.5 Step 5: Select candidates for interview & identify any tests or presentations required
All applications received are held in the Human Resources Team until the closing date. On the first working day after the closing date, one set of all the application forms, together with a Shortlist memo and Shortlist form is sent to the Chair of the interview panel (or nominee) along with a list of the names of all applicants. Human Resources retain the other
4.5.1 Short-listing the applicants
In order to ensure the best candidates are chosen for the role, and to promote an objective and non-discriminatory process, short-listing should ideally be carried out by the interview panel, or at least by one member of the panel and another appropriate person. This ensures that a number of people assess a candidate and that individual opinions or prejudices do not dominate. Those involved in the short-listing should meet to discuss their views on applications. If it is possible to gather the panel together, this makes an ideal opportunity to also plan for the interview itself.
Each applicant should be assessed against the person specification to determine the extent to which they meet the criteria. Applicants should not be short-listed if they do not meet the essential criteria as set out in the specification.
If you have specified a particular qualification, or standard of education, you should note that many overseas qualifications are comparable and, in some cases superior to those awarded in the UK, and therefore may warrant the applicant being short-listed. If you are uncertain of the status of such qualifications, please contact the Registry.
Stereotyping should be avoided and assumptions must not be made whether or not someone will ‘fit in’ because of their age, gender or disability, for example. Assumptions can be incorrect and the College could be wrongfully deprived of a potential asset. Such assumptions are also likely to be subjective and discriminatory, and therefore, may contravene the College's Equal Opportunities Policy.
In terms of the optimum number of applicants to shortlist, it is difficult to put a limit as each post is different and may attract a very different number of appropriate candidates. However, it is advisable to restrict the number of interviews that you carry out to five or six in any one day. If you wish to short-list more than this, it is recommended that interviews be carried out over 2 days, and you may consider a two-stage selection process to reduce the number of candidates who reach a panel interview.
It is possible to identify (usually up to two) applicants as reserves in case any of your first choice candidates do not attend. However you will need to be able to differentiate as to why they were not first choice candidates by the extent to which they met the criteria.

4.5.2 Short-listing paperwork
The Shortlist form is designed to give space for (brief) notes and reasons on why l candidates were or were not short-listed. This is necessary in case of any potential dispute, or if applicants request feedback on why they did not get an interview. The reasons given must relate to the criteria set out in the person specification for the post. These notes will also be referred to if a work permit application is required for the successful candidate at a later stage.
Once the Short-list form has been completed, you should fill in the Short-list memo form, ensuring that all the necessary information required to set up the interviews is included and send it to your Human Resources Adviser.  Please ensure that you allow sufficient time between getting the forms to Human Resources and the interview date. This is to allow the appropriate paperwork to be completed and to give the candidates time to arrange leave from work and prepare for the interview, (ideally a minimum of 10 working days).
4.5.3 Selection tests and presentations
If your selection procedure requires candidates to deliver a presentation or undergo a test, they will be informed of this in their invitation letter. Please ensure that you include the relevant presentation topic or test instructions on the Short-list memo.
Selection tests can be very useful tools in the selection process to help with assessing the suitability of candidates for the role. Any test you use must be fair, unbiased and directly relevant to the central requirements of the job. Ideally, they should take place in an environment similar to the job situation.  For example, for some administrative jobs, a word-processing or written test may be useful. This could include drafting correspondence or setting up a simple spreadsheet, whereas candidates for a Lecturer role are likely to be asked to prepare a presentation to test their delivery skills and knowledge of a subject.
Whilst the Human Resources Team is happy to provide advice about devising tests, the college will provide the material/content.  This ensures that the test is relevant to the job in question.  The tests should be held in the college or department concerned and there should be a member of that department available to monitor the candidates and to offer appropriate assistance if required. The appointing department should arrange any equipment or rooms required for any presentations or tests.

4.5.4 Invitation to interview letters
Once Human Resources receive the Shortlist Memo and Shortlist Form, they will invite the candidates to interview.  The Human Resources Team will then send an interview pack to the Chair of the panel, which will include:

• A set of the application forms/CVs of those short-listed
• A set of any references received (where applicable)
• A copy of the advertisement
• Job description & person specification
• Interview Record & Offer Details form and salary scales

In the invitation to interview letters, candidates are requested to report to the Reception Desk of the college building, for directions to the interview room. The Human Resources Team will inform the attendant on duty at the Reception Desk of the interview arrangements so that they are prepared to welcome the candidates. If you wish to vary these reporting arrangements for any reason, please ensure that you inform Human Resources at the short-listing stage.
You should make arrangements for the interview papers to be copied to the members of your interview panel. If you wish to send the invitation to interview paperwork out yourself directly from your department, this is fine. However, you must use the template letters and documentation, which are available from your Human Resources Adviser.

4.5.5 References
The Human Resources Team will request references at the time they invite candidates to interview. In each case, two references are sought, including one from the current/most recent employer who should not be a relation of the candidate. If a referee happens to be a panel member (for either short-listing or interviewing) then the candidate will be asked to provide an alternative referee.
Although the Human Resources Team does chase up outstanding references, sometimes these are not received before the interview panel meeting. Whilst it is advisable to see references before a candidate starts employment, if they have not been received, you should make the following statement (which will be added to their offer letter) when making the verbal offer to them, 'this offer is subject to the receipt of two references which the College finds satisfactory’.

4.6 Step 6: The selection interview
4.6.1 Preparation
Preparation is a vital part of the recruitment and interviewing process. It is not sufficient for panel members to meet up 20 minutes before the start of the first interview. Time should be set aside at least a day or two in advance of the interview date for the panel to convene and decide on:

• the format of the interview and order of questions
• the questions to be asked of all candidates
• the specific questions to be asked of individual candidates
• who is going to ask which questions
• the optimum start date for the post
• any other details candidates may need about the role that were not sent at application

As noted previously, the ideal time to do this is at the short-listing stage, as all members of the panel should ideally be convened already for this part of the exercise. You will be looking through applications forms against the criteria in the person specification, and so the generic and specific questions could be developed at this stage.

4.6.2 The venue
Where you hold the interviews is important. This should ideally be in a light and airy room, with sufficient space to hold the panel and interviewees, without being so large as to be intimidating. Obviously, if a presentation is required, the correct equipment must be booked.
All potential distractions should be minimized, such as:

• Put a sign on the door to indicate interviews are taking place, and if necessary, redirections to visitors
• Forward any telephones to another office (ensure the occupants know this has been done!) or turn the volume right down
• Provide refreshments (particularly water) for the panel and the interviewee, and replenish regularly
• Where possible, ensure that the temperature in the room is comfortable
• Place the interviewee's chair facing away from any windows where appropriate to minimize any distractions to them

Arrange the room and furniture in a format suitable to the particular interview you are doing. There are a number of possible options, dependent on the type of interview and number of panel members present. Some people think that having a desk between the panel and the interviewee is intimidating and presents a barrier, others prefer to have the use of a desk or table for the interview paperwork. An ideal layout is to have a round or square table around which the panel and the candidate can sit.
4.6.3 Welcoming the candidate
When organizing the interviews, it is best to allocate a person (not on the panel) who can meet the candidates as they arrive, complete some of the 'welcoming' tasks, such as taking their coats, giving them a drink etc, and then show them to the interview room. This means that the individual is settled when they get to the interview.
At the start of the interview, the Chair of the panel should introduce themselves and the other members, including names and job titles/roles. Next, outline the format of the interview so that the candidate is aware of what is going to happen. A typical format might be:

• Introductions to the Chair and panel members
• A brief introduction to the role/how it fits into the structure
• Inform candidate that you may be taking some written notes
• The candidate gives a presentation
• Panel questions to the candidate on their presentation
• Panel questions testing the criteria from the person specification
• Time for the candidate to ask questions
• Informing the candidate of the next step (i.e. they will be contacted either by phone or in writing of the outcome)
• Thank them for coming and ensure someone shows them out

Before starting the interview, it is useful to ask a few welcoming, friendly questions to put them at ease, such as asking them about their journey and so on. The interview should not be about putting the candidate under excessive pressure and making them feel uncomfortable; putting them at their ease and building a rapport will ensure you get the right information from them.
It may be appropriate to include a visit to the relevant department or office as part of the interview so that candidates can see and get a feel for the work environment.
4.6.4 The interview questions
As the interview is the main, and often the only method of selection used after sifting applications, it is important to get it right, and get the most out of it, so that you build up a true picture of the candidates' ability to do the job. Careful consideration of the questions will help ensure that the right information is gathered in order to make an informed decision. You should use the criteria that you set out in your person specification at the start of the recruitment process as the basis for question development.
Start with the essential criteria, and design a question (or series of questions) to test for evidence of their abilities in each area. A few questions that would test some of the desirable criteria are useful as a tool to differentiate between suitable candidates. These questions should be asked of all candidates to ensure consistency, enable you to assess the level to which candidates match your criteria, and make an informed and fair recruitment decision. However, each interviewee will answer the questions in a slightly different way. Therefore, you will need to probe and ask specific questions of the individual candidates to explore their responses.
You may like to ask some questions of certain candidates that are specific to their application, or individual circumstances. However, care must be taken to ensure that such questions do not breach our Equal Opportunities Policy, or any employment legislation (see Section 2. of the Recruitment Policy). For example, if you were interviewing four male candidates and one female, and you asked the female if she had any childcare commitments, but did not ask this of the male candidates, assuming that they would not have any responsibility, this would be discriminatory. Further advice in this area can be obtained from your Human Resources Adviser.

4.6.5 Question types
There are a number of different question types, some of which should be used frequently, others that should be used sparingly/carefully, and some of which should be avoided altogether:
Open - questions that start with, "what, when, how, who, why, please…" and illicit a fuller response than just ‘yes or no’, for example:

• What experience do you have of managing a team?
• Why did you decide to move from working in finance to Human Resources?
• How do you keep up to date with the latest thinking/developments in your field?
• Whom did you report to in your previous role?

Behavioural - putting a question into a context and asking for examples of the interviewee's behaviour in the past. These questions are particularly effective as they provide 'evidence' of a candidate's experience/competence of a particular area or skill, for example;

• Please tell me about a time when you successfully handled a complaint from a student
• Please give an example of a complex problem that you solved with minimum assistance from others
• Tell us about a time when you have had to use effective verbal communication skills

Probing - to ensure that you get the most information out of candidates, and to follow up an answer you may have got from another question, you need to probe. This is also useful if you want to be sure that a candidate really understands what they have said to you and that they have not just used a 'stock' answer. Probing is an important but difficult skill that becomes easier the more you practice for example;

• Why do you think that project was so successful?
• How do you think you might have approached it differently if you could do it again?
• So, whom did you speak to about it?
• What other people were involved in that group?

Closed - these are questions that only require a 'yes' or 'no' answer, or a very brief/specific response. These questions should be used sparingly as they do not encourage the candidate to open up and you will get very limited information, for example:

• Have you completed your Till course?
• Do you work well in a team?

However, closed questions can be useful for checking facts, or focusing a very talkative candidate, for example;

• How many years experience have you had in finance?
• So, have you actually created a database before?

Multiple  - a common mistake that interviewers make is to ask two or more questions in one. This can be very confusing for the candidate, and often results in the interviewer being asked to repeat the question, for example:

• Have you ever done a presentation to a large group of people before, and what was the presentation about?
• Tell me about a time when you led a research project, how did you go about it, and what were the main outcomes?

These questions are fine, if they are broken down and asked separately.
Hypothetical - the candidate is given a scenario (either fictitious of real) and asked how they would react/deal with the situation. These questions can be useful to test someone's reaction under 'pressure' or assess their initiative. However, they should be used sparingly as it is usually better to seek evidence of what someone has actually done or how they have behaved in the past ('behavioural' questions), e.g.,

• You are in the office alone. You are dealing with a student who has a query about their coursework, which has gone missing. You have some papers that need copying for a meeting, which starts in half an hour, and then the phone rings. How do you manage these tasks?
• A member of your team has been an hour late for work for the last three days without explanation. There is an important meeting in the morning that you need them to attend. How would you deal with this issue?

Checking/Reflective - used to clarify a point made by the candidate, and to check that you have understood what they meant, for example:

• You say that you felt frustrated at the time, why was this?
• So, you actually spoke to the student?
• It seems that you felt you coped very well with the situation, is that right?

Leading/Loaded - these questions should be avoided as you are giving the candidate a limited possible response; they are likely to answer based on what they think you want to hear rather than what they actually think. Trying to ascertain 'political' answers is not helpful in seeing whether they have the ability to do the job, and in some cases could be seen as discriminatory, for example:

• This is a very stressful environment; I presume you cope well under pressure?
• Do you think it is better to own up if you have made a mistake, or attempt to cover it up and risk the consequences?

4.6.6 Taking notes
Most people like to take notes during an interview to assist with making recruitment decisions. It is good practice to let the candidate know that this will happen so they do not get alarmed when someone starts scribbling after their first answer! It is quite difficult to make notes and listen actively to responses at the same time. Therefore, a good tip is to take it in turns to make notes so that when one person is asking questions another panel member makes some notes.
It is important to remember that any notes made must be appropriate and non-discriminatory. Under the Data Protection Act 1998, individuals have the right to see any documentation held about them, this includes any formal and casual notes kept after the interviews. Therefore, if you wouldn't want the candidate to read it, do not write it!

4.6.7 Candidates that require permission (work permit) to work in the UK
Before an employee can start work at the College, it is necessary to ascertain their eligibility to work in the UK.  All candidates are asked to make a declaration of their status on their application form. The successful candidate will be asked to provide documentary evidence of their status to Human Resources on appointment.
The law and rules around employment of Non-EU Nationals is complex and so this section is not designed to represent a definitive guide to this issue. It is best to consult with your Human Resources Adviser to ensure compliance, or if you have any queries about a candidate’s eligibility, prior to making an offer.
The basic principle under The Asylum and Immigration Act 1996 is that it is illegal to employ an individual who is not a British Citizen or an EU National, without prior permission, either through obtaining a work permit, or if their individual circumstances allow it. The main exclusions to this rule are set out below, together with the current list  of EU countries.
Work permits are not required for the following Nationalities:

*Nationals of these countries coming to work in the UK are subject to the ‘Workers Registration Scheme.
Circumstances that may not require a work permit:

• The spouse of an EU National
• The spouse or family member of a Non-EU National who holds a valid work permit
• A Student who holds a valid entry Visa, authorizing them to take up work. They must not be employed for more than 20 hours per week during term-time.
• An individual with a Working Holiday Visa (restrictions will apply).

If you select a candidate who requires a work permit, the work permit application requires evidence of why the other EU National candidates could not perform the role. Therefore, if for example there are two candidates who are suitable for the role and one requires a work permit and the other does not, you are obliged by the legislation to select the individual who does not require a permit. It is important not to make assumptions about a person’s right to work based on their nationality, as this may be direct discrimination under the Race Discrimination Act. You should get advice from Human Resources before making any offer in this situation.
Please note that the roles and professions for which the Home Office will issue work permits are limited and are usually those that are considered to be 'shortage occupations', or very highly specialized. Work permits are highly unlikely to be approved for any posts other than academic or research roles, and will not be approved for any clerical, administrative, or manual posts. Again, it is strongly recommended that you seek advice from Human Resources if you are in any doubt as to a posts' eligibility.
4.6.8 Avoiding discrimination
It is important to distinguish between complying with the legislation in this area, and being discriminatory. Assumptions should not be made about a persons eligibility to work based on their appearance, accents or names, for example. All candidates are required to declare their eligibility to work on the application form, sign to say the information they give is correct and then bring evidence to the interview. Therefore it would not be appropriate to ask certain candidates to confirm their eligibility at interview because they are an ethnic minority, or have a 'non-western' sounding name as this could constitute discrimination and is based on prejudice and assumptions.

4.7 Step 7: Appoint the successful candidate
4.7.1 Making a selection decision
Once you have seen all of the candidates, you will need to assess the extent to which each one met your selection criteria, based on evidence they gave from the questioning and any tests or exercises. It is very tempting to start comparing the candidates against one another; however, it is best practice (and minimizes the risk of discrimination) to try to stick to looking at how they each meet the person specification and selecting the individual who best fits this profile.
Some panels like to construct a scoring system. This could be something fairly simple such as looking at each area of criteria and assigning, 'Fully met', Partially met' or Not met' to each one. You will need to decide on what constitutes evidence for each category before you start the process. It is not essential to follow this sort of system. However, it can be useful in justifying decisions and making them as objective as possible.
The most important thing to remember is that you will need to be able to justify your decision, and you must complete the Interview Record & Offer Details Forms for each candidate, stating brief reasons why they were successful or unsuccessful. Many interview panels have a second choice candidate who is a suitable appointee, if the first candidate declines the offer. This should be marked clearly on the  Interview Record and Offer Details Form.

4.7.2 Making an offer
Once the panel has made their decision, the Chair of the panel should verbally offer the position to the successful candidate. If the Chair is unable to make the offer, the Human Resources Adviser for your area may do so on your behalf. Please keep your Human Resources Adviser informed of when an offer has been made so that they can ensure that the candidate is contacted promptly and that the correct documentation is sent out as soon as possible.

• When a verbal offer of employment is made, all the relevant information from the Interview Record & Offer Details form should be covered; the key points are:
• The salary scale and the increment that the candidate is to be appointed to, including London Allowance
• The start date and hours/pattern of work
• The offer is subject to receipt of two satisfactory references
• Verification of certain qualifications where appropriate
• Verification of the individual’s right to work in the UK, and where required, receipt of a valid work permit issued to the College by the Home Office
• There is a probationary period of six months for support staff, or up to three years for academic staff.

4.7.3 Probation periods
New appointees to all posts are subject to a probationary period of up to 6 months, dependant on their experience and qualifications. Please indicate on the Interview Record and Offer Details Form if the probation is to be less than six months. The probationary period should be discussed at the interview.
Please note that existing Skills Development College College’s employees whom have already completed their probationary period will not be required to complete another period of probation if they are successful in obtaining an internal appointment. They should, however, have some form of induction into their new role, where they receive the appropriate support and training.

4.7.4 Completing the interview record and offer details forms
The Chair of the panel must complete an Interview Record and Offer Details form for each candidate, even if they did not attend, and return them to the Human Resources Team immediately so that a contract can be sent to the successful candidate, and the unsuccessful candidates can be notified of the decision. 
If the successful candidate wishes to consider the offer of employment for a few days it is recommended that a deadline (of not more than 5 working days) be agreed by which time the candidate will communicate his/her decision to the Chair. In such circumstances the Interview Record and Offer Details forms should still be returned to the Human Resources Team immediately after the offer has been made with a covering note stating the situation. If there is another appoint-able candidate this should be clearly noted and he/she will be sent a holding letter. Once the Chair has been notified of the candidate’s decision he/she should inform the Human Resources Team in writing.
A copy of the appointment letter is sent to the Head of School and to the Dean of Faculty/Administrative Section Head. Candidates are welcome to contact the Human Resources Team if there are any questions. Please note that due to their legal status, written offers of employment should only be sent by Human Resources, and not directly by Schools/Departments.

4.8 Step 8: Notify unsuccessful candidates
4.8.1 Unsuccessful candidates
Unsuccessful candidates are normally informed in writing of the outcome of their interview as soon as the successful candidate has accepted an offer of employment. However, if the panel had decided that a candidate is not appoint-able to a post (regardless of whether the first or second choice accepts) then they will be written to as soon as possible.
Once an acceptance is received from the first choice candidate, a final rejection letter is sent to any second choice candidates as required. If the first choice candidate does not accept then the Chair of the panel is informed and a decision is made about offering the job to another candidate or re-advertising.
As with other stages of the process, Schools/Departments are welcome to send out the letters to unsuccessful candidates directly, however, the standard template letters, which are available from Human Resources, must be used.

4.8.2 Feedback
Some unsuccessful candidates may ask for reasons why they were not short-listed or selected for a post. If the applicant has specific grounds for concern, the Human Resources Team will liaise with the college or department concerned to give feedback.
Well-thought out and constructive feedback can be very useful for candidates and gives a good impression of the College.

4.9 Step 9: Returning recruitment documentation
After the interviews have taken place all copies of application forms and supporting documents, and notes from all the panel members should be returned to Human Resources, as soon as possible by the college or department concerned, as they contain personal and confidential information, which should not be held in duplicate outside of Human Resources.
The successful employee’s original application form, CV, and associated paperwork will be retained in their staff file and their details entered on the Human Resources IT System. However, the appointing manager may also keep a copy of the application form and documents of the appointed candidate for the purposes of managing that employee. Such records must be kept securely and in accordance with the Data Protection Act 1998.
The Human Resources Team will keep a set of all the other application forms and recruitment information (including panel notes) for a period of one year in case a candidate makes an application to an Employment Tribunal claiming discrimination.

4.10 Step 10: Inducting the new employee
All newly appointed staff:

• Will have an induction mentor nominated by their line manager
• Must attend the College’s ‘Introduction to Skills Development College for New Staff’ Day
• Must complete the Induction Checklist.
• Must report to the Human Resources Office with the relevant documentation on their first day of employment.

For further information and advice on planning an induction programme, please contact the Staff Development Team or your Human Resources Adviser.
In such cases, the information required for the Human Resources Team to prepare an offer letter is as follows:

• authorization to recruit
• name of candidate
• start and end date of appointment
• proposed grade and starting point salary
• details of the probation period
• completed application form and equal opportunities monitoring form
• job description and person specification

The Human Resources Team will issue an offer of employment, once all of the above information is received.

When recruitment has been authorized for a permanent post, and after any outstanding annual leave owing to the previous post-holder has expired, a temporary member of staff may be recruited until a permanent post-holder takes up the post. The salary for this temporary employee will be funded by the same source of funding as that of the permanent post-holder.
To recruit a temporary member of staff for employment for a period of up to a maximum of six months, the Human Resources Team requires the following in writing:

• authority to recruit
• start and end date of appointment
• hours/days to be worked
• job description and person specification
• reporting instructions for the first day.

If a suitable individual has not been found, or if an agency worker is required, you should complete the Agency Staff Request Form and return it to Human Resources. Human Resources will then contact a temporary recruitment agency, to source a suitable individual.
It is strongly recommended that every candidate for employment by or within the College be interviewed before a job offer is made. The relevant forms should be completed before the new employee arrives at Skills Development College.

The College’s mission is to encourage the fulfilment of individual potential by providing high quality education in a supportive environment.

Skills Development College's admissions policy is consistent with this and with the College’s Equal Opportunities Policy: to ensure the development of positive policies which recognise that all members of the College community are of equal value and, as such, are all entitled to be treated fairly and without prejudice in every aspect of College life.  WLS College commits itself to strategies eliminating all forms of discriminatory actions and practices, both individual and institutional.

The College accepts that it is not possible to legislate for every circumstance which might arise in the admissions process and provides Code of Practice guidelines for all staff involved in the admission of students; in particular:

Student Services Support Staff
Enrolment and registration staff and any other member of staff involved in the receipt and/or processing of applications, enquiries or interviewing.

Skills Development College's objectives regarding the recruitment of students are to:

1. provide appropriate and impartial advice, guidance and support for applicants;

2. develop consistent procedures and practice with respect to admissions;

3. review policy and practice annually;

4. offer training, advice and guidance for Student Services staff and others involved in the admissions and interviewing process;

5. provide guidance and information on:

6. courses and other opportunities available;

7. the most appropriate choice of course;

8. College procedures and expectations;

9. College facilities;

10. College day;

11. financial considerations;

12. travel arrangements;

13. any additional support available;

14. results and destinations;

Places will be allocated on the basis of the:

1. student’s suitability for courses

2. availability of places

2. SCOPE OF THE POLICY
This policy applies to all applicants for further education courses at Skills Development College.

1. 3. STATEMENT OF PRINCIPLES
1. Widening participation
Skills Development College is committed to increasing and widening participation in education and training. Applications to attend college courses are actively encouraged from all interested individuals in the local community and beyond.

1.Guidance
The college is committed to providing impartial guidance in the admissions process to help applicants to choose the course or programme which is right for them.

1. Confidentiality
The college is committed to ensuring confidentiality during the admissions process to comply with the requirements of the Data Protection Act 1998.

1. 5. APPLICANTS WITH PARTICULAR NEEDS

   1. Learning difficulties/ disabilities The application form provides the opportunity for applicants to identify how they would like to let the College know about any help they are likely to need i.e. by talking confidentially to a member of staff at interview, by talking confidentially to a member of staff by telephone or minicon, in writing, or through someone else such as an advocate, parent or carer who will accompany the applicant to interview. The college will help applicants with learning difficulties/ disabilities by helping to assess their learning needs and by providing additional support where appropriate.

1. Applicants with prior convictions

The college will evaluate the risks of admitting applicants who may pose a danger to the college or its students. All applicants will be asked to declare any relevant criminal conviction. Where such a conviction is declared a risk assessment will be undertaken by an impartial team of staff to establish if the application can be approved.

1. Quality of Opportunities

The college is committed to ensuring that the admissions process will be open and transparent and that no individual or group receives less favourable treatment by virtue of age, disability, economic status, faith, gender, marital status, sexuality, race, colour, and nationality including citizenship, ethnic or national origin.

The college will actively combat discrimination in all its forms by implementing effective policies and empowering staff and students to take appropriate action.
The college is committed to ensuring that people with disabilities, including those with learning difficulties, are treated fairly. All reasonable adjustments to provision will be made to ensure that individuals with disabilities are not substantially disadvantaged.
The college aims to extend the diversity of its student population through the development of an inclusive learning environment.

Application for Admission
Candidates must complete in own handwriting, an Application Form provided by the College / Overseas Admission Representative (may be downloaded and printed from website) after reading the rules and regulations of the College. All documents needed must be submitted along with the admission application form for which a list will be provided to the students

Application Processing Fee
Read the prospectus carefully before filling in the Application Form. State clearly on the form the title of the course and the month/year when you wish to join. Write clearly and legibly using capital letters in BLACK ink. The completed Application Form must be sent with one passport-size photograph and copies of relevant certificates.

An incomplete application or unclear photocopies of documents, incomplete required attachments, may delay the processing of an application for admission.

Initial assessment
If the candidate/student is taking a course which leads to an examination or external assessment, the candidate will receive an initial skills survey at the same day the student decides which course they want to and just soon after they have completed the enrolment form.

This would give us information about their strength and weaknesses and areas for improvement in literacy and numeracy, a satisfactory result of this initial assessment will inform us that the candidate is capable of achieving the successful pass of the course.

1. 4. THE INTERVIEW

Applicants for security or health and safety courses will receive an interview carried out by a member of staff. The interviewer is authorised to offer places on courses which still have available spaces and in the event of a course being full, the interviewer informs the applicant and put them in the waiting on first come first service basis.

providing the student meets the entry requirements as set out in the prospectus or other course information and providing that there is a vacancy on the course
 
The aim of the interview is to help an applicant consider a range of options and choose a course or programme of study that matches their aspirations and potential and which builds on their prior attainment and experience. The process focuses on the needs and interests of the individual applicant.

After the interview applicants will receive a written offer which may be a conditional offer subject to exam achievement or a non- conditional offer. The record of the decisions taken and any conditions of enrolment will be recorded on the application form. Details of any additional support the college can provide will be clearly explained.
The college recognises that entry requirements will vary dependent upon the applicant's age, ability and previous experience.

Letter of Acceptance (Conditional Letter)
After the satisfactory processing of application, you will be sent a Letter of Acceptance which will state that the College is willing to offer you a place on the course subject to the payment of the tuition fee in full or by two installments, the conditions of which will be stated in the Letter. For the convenience of overseas students, the Letter will give an estimate of the cost of maintenance per year so that foreign exchange may be obtained.

QUALITY ASSURANCE POLICY AND   STATEMENT
Skills Development College aims to provide high quality education and training through continuous improvement of its standards and performance. The College is committed to meeting the needs of all
its customers by providing excellent teaching, learning opportunities, support and facilities.

REASONS FOR THE   POLICY
A policy is required to provide a framework for decisions and actions which assure and improve the quality of provision for all those who use the College. It will ensure that the College meets the
requirements of the Learning and Skills Council, the Office for Standards in Education, the Adult Learning Inspectorate, the Quality Assurance Agency, Investors In People and awarding bodies. POLICY OPJECTIVES

• To support the College mission statement: ‘to promote and provide high quality education and training to meet the needs of individuals, business and the community’.

• To provide the operational guidelines for a high standard of service to all our learners and customers.

•To ensure a comprehensive, sound and integrated approach to College activity that is understood by and accessible to all staff.

The College will improve the quality of the learner experience by monitoring, reviewing and continuously improving the quality of teaching.

The College will set and monitor standards and targets for quality improvement.
An annual self-assessment will be conducted at whole-college, departmental and course levels leading to action plans for continuous improvement.

The College will obtain and evaluate the views of customers on the quality of the College’s services and respond appropriately.
A culture of continuous improvement will be fostered by the College.

The College will ensure consistency of standards through the implementation of quality assurance systems and procedures.

Health and Safety Policy

1. It is the policy of Skills Development College, recognizing its statutory duty, to conduct its business without, as far as is reasonably practicable, harming its staff, students and visitors or the environment. The College aims to discharge that duty to the best of its ability within the resources available, having due regard to its other statutory obligations.
2. The Officer who will have overall responsibility for the discharge of that duty will be the Principal. He will be assisted, within their respective spheres of responsibility, by the other members of the Directorate. It is, however, a fundamental aspect of the College policy that health and safety responsibilities devolve on all employees.
3. In discharging its duty, the College will take all steps which are reasonably practicable to meet its health, safety and welfare responsibilities; in particular it will pay attention to the provision and maintenance of:
(a) Safe plant, equipment and systems of work
(b) Safe arrangements for the use, handling, storage and transportation of articles and substances
(c) Sufficient information, instruction, training and supervision as are necessary to ensure the health and safety at work of all employees.
(d) The need to assess the risks that its activities present, to avoid or eliminate them, and if that is not possible to minimize and control them with the provision of the necessary resources
(e) Any place of work under the employers control in a condition that is safe and without risk to health including means of access and egress.
(f) Adequate health and welfare facilities
4. Subject to any Regulations that may be made by the Secretary of State and to consideration of any Codes of Practice approved and issued by the Health and Safety Commission, the College will consult with its employees with a view to making and maintaining arrangements which will enable the College and its employees to co-operate effectively in preparing and developing measures to ensure the health and safety at work of the employees and in checking the effectiveness of such measures.
5. In addition to the individual's common law duty of care, the College reminds its employees of their own statutory duties and responsibilities under Sections 7 and 8 of the Health and Safety at Work Etc. Act 1974; these are:
a) To take reasonable care for their own health and safety and that of other persons
b) To co-operate with the College so far as is reasonably practicable to enable it to carry out its own responsibilities successfully.
c) Not to interfere with or misuse equipment, materials or facilities provided in the interest of health, safety or welfare in pursuance of any legal obligations
6. The nature of the College business involves a wide range of activities conducted from premises which are geographically widespread. Specific health and safety responsibilities and arrangements for implementing the general health and safety policy will be clearly defined by individual Departments.
7. The Statement of General Policy will be reviewed by the Health and Safety Committee at regular intervals. All departmental health and safety policy documents will be subject to regular review by Heads of Section. Any amendments will be brought to the notice of the staff and students concerned.

Health and Safety Policy

1. Introduction
This document is intended to help all those who will be concerned in maintaining a high profile in respect of health and safety. It clearly defines individual responsibilities; gives detailed action to take in the case of emergencies and highlights areas which are particularly hazardous. Some sections will not be applicable to all staff.

2. College Safety Policy
It is essential that everyone in the College is aware of, and becomes familiar with, procedures for dealing with matters concerning health and safety, such as emergencies and the treatment of injured persons.
This document will not itself produce a safe working environment; this will be achieved by the full co-operation of staff and students.

B. Safety Reporting
B1. Health and Safety Representatives
Each Department (as defined by the membership of the Health & Safety Committee) will nominate a Health & Safety Representative to attend the Health & Safety Committee. The functions of the Safety Representative are:
a) To communicate to the Committee any complaints by any employee he/she represents relating to that employee's health, safety or welfare at work.
b) To promote health and safety in the workplace.
c) To attend meetings of the Health & Safety Committee to which he/she has been appointed and to produce written reports to that committee as requested.
B2. Hazard Reporting
Any suspected hazard will be reported to the Head of Department who, after investigation, will bring the matter to the notice of the Health and Safety Coordinator or, in his absence, the Senior Manager responsible for health and safety without delay. Any employee whose work involves a hazard is authorized to cease the activity concerned until the hazard has been reported and the Head of Section confirms or rejects the action taken.
B3. Accidents
It is the policy of the College to take all reasonably practicable steps to avoid accidents occurring. In the event of an accident, the first concern will be the care of the person or persons who have suffered injury. The accident will be reported to the persons detailed on the incident report form. The reporter shall ensure that adequate arrangements are made for the care of any injured persons. It will be policy to investigate all accidents, including those not involving injury, and arrangements for the investigation will be made by the Health & Safety Coordinator who will report the result of the investigation to the College Health & Safety Committee.
B4. Safety Rules/Codes of Practice 
Certain safety rules are essential to ensure the health and safety of the employees who work in the areas to which they relate. This applies particularly to the laboratories, workshops, refectory, kitchens, fire precautions, some activities at the farm and equine and all activities associated with firearms. Such rules as are considered necessary will be drawn up in consultation with representatives of the employees and will be attached to this document as codes of practice.
B5. Contractors on Site  
Separate procedures are laid down for contractors and visitors to site and are attached to the main Health and Safety Policy.
B6. Hazard Identification
All activities, processes, substances and work places must be risk assessed under the direction of the Managers identified within this policy.
B7. COSHH Assessment
Attention is brought to the College-wide COSHH Assessment. Steps must be taken to conform to these Assessments. The central COSHH Assessment register is held by the College Health & Safety Coordinator. All activities involved with substances must be risk assessed.
B8. House-keeping
The College attaches importance to the need for good house-keeping practices. It is policy to ensure that floors are kept free of anything that may cause slipping or tripping and that no waste materials which could cause injury if trodden on are allowed to remain where they fall. Items stored on shelves will be stored in such a way as to ensure that they do not cause injury to anyone working in the vicinity or to anyone passing by. Rubbish will not be allowed to accumulate in any working area and passageways will be kept clear at all times.
B9. Special Hazards
Portable electric mains operated equipment will be used only where this does not entail trailing power leads across walkways. Inflammable liquids will not be permitted in any room in the College in quantities that are in excess of that required to meet immediate needs and no radiant heat source will be used in any circumstances in which such use could incur a risk of fire or explosion.
B10. Maintenance and Inspection of Machinery
It will be the policy of the College to ensure that all equipment and machinery used by the College ( if used at all ) should be maintained in accordance with the instructions issued by the manufacturer. Where manufacturers' instructions are not available, the Head of Department will seek advice from the Health & Safety Coordinator to obtain such advice as may be needed for preparing those instructions. No maintenance will be carried out on any equipment or machinery while it is in use and it will be the responsibility of the operator to ensure that all power operated equipment is isolated from the source of power before maintenance work begins and that power is not restored until after the person who carries out the maintenance gives formal notification that the maintenance work has been completed. Appropriate records will be kept by Sections Heads.
B11. Joint Consultation
It is College Policy to ensure that there is full consultation with representatives of the employees on all matters concerning health and safety at work. The Principal has established a Health & Safety Committee to facilitate joint consultation with representatives of the recognized Trade Unions if requested to do so in writing by at least two Safety Representatives and will consult with them about the constitution for such a Committee. It is College Policy to encourage every employee to seek to identify hazards within the work situation and to bring any hazards that are identified to the notice of the Principal without delay. To achieve this, he/she should report the hazard to his/her Head of Section, and to his/her Safety Representative.
B12. Health and Safety Coordinator
The Health & Safety Coordinator will be the focal point for day to day references on safety, and give advice or indicate sources of advice. He will act as a source for the retention and dissemination of safety information. The Health & Safety Coordinator will consult with the Senior Manager responsible for health and safety in organizing safety lectures to students and staff. He will organize and assess effectiveness of fire drills and liaise, in consultation with the Fire Authority, on all matters relating to fire precautions. The Health & Safety Coordinator will accompany the departmental heads on some of their inspections.
B13. The following are expressly forbidden and are offences against the law:
a) Any interference with the fire alarm installation or fire-fighting equipment
b) Any alteration or interference with the electrical wiring of the College buildings without permission of the Principal, the College Health & Safety Coordinator or the Campus Director.

C. Individual Responsibility 
C1. The Principal is responsible for: 
a) Devising any amendments to the College Health & Safety Policy as may be necessary, and enforcing the requirements of this policy

• Allocating staff, funds and materials within the approved College budget or from central funds to meet the needs of the health and safety requirements of the College.
• Appointing a Senior Manager to be responsible for establishing and maintaining an effective policy for health and safety within the College.

C2. Heads of Major Risk Assessment Areas

• Will be designated, along with the areas they control for health and safety purposes, by the Principal and names and areas will be attached to the Health and Safety Policy and displayed on Notice Boards.
• Will assist the Principal in establishing and maintaining an effective policy for health and safety at work within their designated areas.
• Will be responsible for the risk assessment of all activities, processes, substances and work places within their designated area.

C3. Academic Managers are responsible to head of the Major Risk Assessment Area for:

• Complying with all relevant legislation particularly that contained in "Management of Health and Safety at Work Regulations 1999".
• implementing the College's safety policies and procedures within their departments and work areas
• alerting the Health & Safety Committee of any item of safety equipment that may be required
• assisting in the investigation of accidents
• consulting regularly with the Health & Safety Coordinator, ensuring defects are rectified, and machinery and equipment adequately maintained

C4. College Health & Safety Coordinator is responsible to the Principal for:

• Monitoring College compliance with all relevant legislation particularly that contained in "Management of Health and Safety at Work Regulations 1999".
• monitoring the general safety program, the College health and safety performance and for preparing reports on the health and safety standards within the College
• Communicating between the Health & Safety Committee, the Heads of the Major Risk Assessment Areas and Heads of Department.
• liaising with the local Health and Safety Executive Officers
• inspecting the College a minimum of once in three months and at more regular intervals at his discretion where inspection reveals items requiring attention
• organizing the checking of fire drill procedures and keeping a record, checking all fire warning, fire fighting and emergency lighting equipment
• initiate first aid if appropriate

C5. Transport Officer is responsible to his Line Manager for:

• Complying with all relevant legislation particularly that contained in "Management of Health and Safety at Work Regulations 1999".
• The management of all College transport.
• the safe and effective home to College transport arrangements for students who have that entitlement
• ensuring that all vehicles and drivers conform to current legal standards
• maintaining all information and data required by transport authorities and insurers

C6. Teaching staff are responsible through their Head of Department for:-

• ensuring that the work of the College is carried out in accordance with the College Health & Safety Policy and its Codes of Practice
• the safety of students whilst they are in their charge, whether in or outside the College
• Ensuring that clear safety instructions and warnings are given.
• personally following safe working procedures and observing general safety regulations
• Ensuring that the Management of Health and Safety at Work Regulations are adhered to.
• reporting accidents immediately using the College report form and completing the necessary and appropriate accident forms
• ensuring that, in the event of a serious accident, nothing is disturbed at the scene of the accident, except as might be necessary for the removal of a casualty
• initiate first aid as appropriate

C7. Technicians, Ancillary, Administrative, Manual Staff and all other staff not specifically identified in this policy statement are responsible for:

• ensuring that the work of the College is carried out in accordance with the College Health & Safety Policy and its Codes of Practice
• personally following safe working procedures and observing College and other safety regulations
• ensuring that they take the necessary safety precautions in the use of all equipment, premises and materials
• recording accidents immediately in the College Accident Book and completing the necessary and appropriate accident forms
• Ensuring that in the event of a serious accident nothing is disturbed at the scene of the accident, except as might be necessary for the removal of a casualty.
• reporting defects to an immediate supervisor

C8. Students are responsible for:

• co-operating in keeping a tidy and safe working environment
• observing College Health & Safety regulations
• being appropriately dressed for the activity undertaken
• ensuring that they take the necessary safety precautions in the use of all equipment, premises and materials
• Reporting any accidents immediately to the Lecturer in charge of their class or to any appropriate member of the College Staff.

C9. Particular Hazards
(a) Children will not be permitted to play in areas of farm buildings and other College departmental buildings which are considered hazardous. Children visiting specific sections of the farms, gardens, estate and College must be accompanied by an adult.
(b) (i) Chemicals will be stored in accordance with relevant legislation and risk assessment requirements.
(ii) Protective clothing will be similarly stored
(iii) Adequate records will be kept on the farms and horticulture unit of all operations involving the application of pesticides
(c) Bottled gas will be stored in accordance with relevant legislation and risk assessment requirements.
(d) Petroleum spirit stored on the College premises will be kept in accordance with relevant legislation and risk assessment requirements.
(e) Employees or other persons when riding as passengers on vehicles or trailers while at work or on demonstration visits must not be exposed to risk to their health or safety
(f) Areas where there is a risk of toxic gases present will have permanent signs displayed and stating that entry is prohibited, i.e.: slurry stores and silage effluent tanks at the farm.

D. Accidents to Students and Staff 
D1. If the accident is relatively minor and the casualty is moveable, the person in charge should arrange for the casualty to be taken to the Nurse or for a first aid person to attend.
D2. If the injury is more serious:
(a) Assess nature of injury and treat injury if appropriate, either
(i) Arrange for casualty to be conveyed either to Gloucester Hospital , or
(ii) Call an ambulance
(b) If an accident happens where there are no telephone facilities (i.e.: Tractor Driving and Handling Area). Stop the class, stay with the injured person, and send another student to Reception. The Receptionist will call the emergency service. A report will be completed by the Receptionist; this will be taken back to the scene of the accident as proof of the call being made
D3. First aid boxes are available in all work places on the Campus and College Farms and in the Mini buses.
D4. First Aiders list will be posted on Notice Boards and amended as necessary.
D5. First aid should only be administered by a qualified first aid person and or appointed person.
D6. All accidents must be reported to the Health and Safety Coordinator as soon as possible with information of action taken and treatment given.
D7. Inform the Campus Director and Duty Warden. The Campus Director or Senior Warden will notify the parents if necessary.
D8. It is the responsibility of the person in charge when an accident occurs to fill in the Accident Report Book and Forms as soon as possible after the accident.

E. Health and Safety Training
Steps will be taken to ensure the staff and students are up to date regarding health and safety. Training will be managed by the vice principal and coordinated by the Staff Development Manager.

1. AIM

To provide access to assessment and accreditation services ensuring equality of opportunity for all learners (on course and programs run by Skills Development College) within a frame work of moderation or internal verification, as appropriate.

2. Context

1. The assessment process must be fair both in intent and outcome, and therefore must address the basic principles of consistency, transparency, validity and reliability in the application for national standards for assessment, internal verification and moderation.

1. The college will negotiate special arrangements with awarding bodies for learners with specific needs in securing in appropriate arrangements for access to and support in the assessment process as laid down in their procedures.

1. The roles and responsibilities of assessors and internal verifiers are recognised as being essential to the delivery and quality assurance of all programs including short courses in security training and health and safety in the workplace. Sufficient time will be allocated to the assessors and verification team so that can carry out their duties effectively.

1. Senior management supports the quality assurance process and will ensure that the requirement of NVQ code of practice (2001) and awarding body procedures are followed.

3.    OBJECTIVES

1. To ensure consistency, transparency, reliability, and validity of assessment processes, ensuring that standards and specifications are implemented/achieved.

2. To give quality assurance in assessment processes by establishing quality control mechanism for assessment through a system of sampling, moderation and internal verification as appropriate to the programmes.

3. To provide learner-cantered approaches to assessment, which provides appropriate opportunities for learners to record evidence of achievements

1. To identify the staff development issues concerned with assessment processes through appraisal, observation and mentoring.

4. Range/Scope

     a)  The range of the policy covers all Security course, vocational and                        
           Competence-based courses and programs delivered by the college and any future NVQ courses.

5. ASSESSMENT

1. The assessor is responsible for ensuring that the assessment processes are consistent and transparent, that evidence is valid, sufficient, and authentic and that judgement of evidence is valid and reliable.

2. The role of the teacher/Trainer/assessor is to:-

3. Ensure that learners are fully briefed on assessment methods and procedures including “Student Appeals Procedures”.

4. Involve learners in the assessment planning process and agreements of assessment occasions.

5. Provide constructive feed-back to learners on assessments (conveying levels of achievement using awarding body criteria/grading); discuss targets and areas for development on an individual basis.

6. Adhere to the awarding body’s assessment specification in the judgement of evidence towards an award.

7. Record outcomes of assessment using appropriate documentation.

6. Internal verification

1. The internal verifier is the heart of the quality assurance of all programs both within the national frame work and within the quality and management systems of our current centre any future approved centres. The role in terms of managing assessments is that it consistently meets the national standards.

2. Internal verifiers will have the knowledge and qualifications relevant to the assessment and verification of our training courses such as level 2 door supervisors and security guarding as well as Level 2 Health and safety at the work place fro which they are responsible to enable accurate judgements to be made regarding candidate performance in relation to competence criteria.

3.  Internal verifiers will be qualified to TDLB national standards in        units D32, D33 and D34 and V1

4. Internal verification will be carried out by using the revised national standards as shown in Unit V1 which entails:-

1. Carrying out and evaluating internal assessment and quality assurance systems.

2. Monitoring the quality of assessors’ performance

3. Meeting external quality assurance requirements

7. Implementing internal verification

1. Provision will be made within the college departments for communication between program area teams to share “best practice” and areas of concern. Typically this will be achieved through meetings of internal verifiers, standardisation meetings and team meetings.

2. Assessors and verifiers who current hold D32n 33 34 qualifications will be given the opportunity to up-date their knowledge on the current new units to meet awarding body guide lines (A1/V1).

3. Skills Development College will develop additional assessor guidance notes that appropriate to program areas.

4. Internal verifiers will meet with assessors on a regular basis.

These meetings will concern themselves with resolving issues of interpretation, validity, sufficiency, and reliability of evidence. Information from these meetings will be documented will provide a forum for review and refinement of assessor practice (in line with Unit V1 standards)

1. Internal verifiers will collate rapports on assessment, accreditation and use of Students appeals Procedures, as well as passing copies of external Verification/Quality Assurance rapports on a regular basis to the appropriate managers.

2. Summary of this information will be included in “Course reviews” (as part of the annual College Self Assessment Rapport and Development Planning processes).

• Assessment, verification and moderation procedures will follow the regulatory Awarding Body requirements.

1. Introduction
Skills Development College recognises that it is essential to provide equal opportunities to all persons without discrimination. This policy sets out the organisation's position on equal opportunity in all aspects of employment and  training, including recruitment and promotion, and provides guidance and encouragement to employees at all levels to act fairly and prevent discrimination on the grounds of sex, race, marital status, disability as defined by the Disability Discrimination Act 1995, part-time and fixed term contract status, age, sexual orientation or religion.

2. Definition of Discrimination
(a) Discrimination can be direct or indirect. Both forms of discrimination must be avoided.
(b) Direct discrimination occurs when one person is treated less favourably than another on grounds relating to sex, race, marital status, age, disability, sexual orientation or religion.
(c) Indirect discrimination occurs where a requirement is imposed which can be complied with by a smaller proportion of persons of a particular sex, race, marital status, disability, age, part-time or fixed term contract status, sexual orientation or religion, than persons in another group and which is not objectively justifiable in the given situation. Examples include:

• seeking job applications only from persons under 27 years of age and with five years' post-graduate experience;
• demanding technical qualifications for a job which are not strictly necessary;
• Sending only full time employees on training courses.

3. Statement of policy
(a) It is the policy of Skills Development College to ensure that no job applicant or trainee receives less favourable treatment on the grounds of sex, race, marital status, disability, age, part-time or fixed term contract status, sexual orientation or religion, or is disadvantaged by conditions or requirements that cannot be shown to be justifiable. The organisation is committed not only to its legal obligations but also to the positive promotion of equality of opportunity in all aspects of employment and training.
(b) The organisation recognises that adhering to the Equal Opportunities Policy, combined with relevant employment policies and practices, maximises the effective use of individuals in both the organisation’s, trainees’ and employees´ best interests. Skills Development College recognises the great benefits in having a diverse workforce with different backgrounds, solely employed on ability.
(c) The application of recruitment, training, and promotion policies to all individuals will be on the basis of job requirements and the individual’s ability and merits.
(d) All employees of the organisation will be made aware of the provisions of this policy.

4. Recruitment and promotion
(a) Advertisements for posts will give sufficiently clear and accurate information to enable potential applicants to assess their own suitability for the post. Information about vacant posts will be provided in such a manner that does not restrict its audience in terms of sex, race, marital status, disability, age, part-time or fixed term contract status, sexual orientation or religion.
(b) Recruitment literature will not imply a preference for one group of applicants unless there is a genuine occupational qualification which limits the post to this particular group, in which case this must be clearly stated.
(c) All vacancies will be circulated internally.
(d) All descriptions and specifications for posts will include only requirements that are necessary and justifiable for the effective performance of the job.
(e) All selection will be thorough, conducted against defined criteria and will deal only with the applicant’s suitability for the job. Where it is necessary to ask questions relating to personal circumstances, these will be related purely to job requirements and asked to all candidates.

5. Employment
(a) Wes London Skills College will not discriminate on the basis of sex, race, marital status, disability, age, part-time or fixed term contract status, sexual orientation or religion in the allocation of duties between employees employed at any level with comparable job descriptions.
(b) Skills Development College will put in place any reasonable measures and/or adjustments within the workplace for those employees who become disabled during employment or for disabled appointees.
(c) All employees will be considered solely on their merits for career development and promotion with equal opportunities for all.

6. Training
(a) Employees will be provided with appropriate training regardless of sex, race, marital status, disability, age, part-time or fixed term contract status, sexual orientation or religion.
(b) All employees will be encouraged to discuss their career prospects and training needs with their Line Manager or the HR Department.

(a) Skills Development College emphasises that discrimination is unacceptable conduct which may lead to disciplinary action under the organisation’s Disciplinary Procedure.
(b) Any complaints of discrimination will be pursued through the organisation’s Grievance Procedure.

1. Policy Summary
1.1 The Complaints Policy and Procedure provides the framework within which:

• Anyone who has experienced dissatisfaction with College services can raise their concerns, and
• Staff should deal with complaints from students, parents, customers, employers, contractors, local residents, visitors and others.
  
  2. College Vision and Mission
  

 Aiming for Excellence
2.1 Skills Development College strives for excellence and aims to continually raise the standard of teaching, learning and services provided to learners
2.2 Skills Development College aspires to be a Learning Organisation and values the learning opportunity presented by complaints to enable us to make changes and improve services.

• An initial response will be provided within 10 working days
• A further more detailed response will be made if appropriate
• You may be offered a meeting with the parties involved if appropriate
• You may appeal to the Principal if you are dissatisfied with the outcome.
• Information on how to take the complaint further will be provided if you are not satisfied with the College’s response
  

4. Standards of Service
4.1 Skills Development College's Student Charter sets out the standards and services learners can expect us to provide, as well as the learner’s responsibilities.
4.2 Anyone not satisfied with the level of service should feel able to approach relevant staff to address their concern promptly and directly.
4.3 Every attempt should be made to resolve complaints informally through a dialogue with those immediately concerned.

5. College Accountability
5.1 All College staff has a responsibility for receiving complaints, treating them seriously, and dealing with them promptly and courteously in accordance with the procedure set out below.
5.2 Members of the College Management Team, director and head of centre, the secretary, the quality co-ordinator and all members of staff have a responsibility for resolving a complaint, and leading or contributing to an investigation into a complaint when this is considered appropriate.
5.3 The College Principal is responsible for resolving complaints which have reached the appeals stage and may nominate an Assistant Principal or Vice Principal who has not been previously involved to investigate.
5.4 The College Ombudsman is responsible for dealing with referrals after the appeals stage where a complainant remains dissatisfied with how their complaint has been dealt with by the College, and for advising on using the procedure and taking a complaint to external agencies.
5.5 The Governing Body is responsible for ensuring that the complaints policy is operating effectively and may become directly involved if a complaint is directed against the Principal, the Clerk or members of the governing body.

• Dismiss the complaint as unfounded, giving reasons.
• Propose an amicable settlement.
• Uphold or partially uphold the complaint, offer an apology, take appropriate steps to address the issue and to avoid a similar problem arising in future.

6.2.4 All complaints should be dealt with as quickly as possible. All formal complaints will be acknowledged, an initial response will be given within 10 working days and a further more detailed response provided where appropriate. All formal complaints will receive a formal written response outlining the outcome, and the right of appeal where appropriate.

6.3 Appeals [Principal]
If a complainant remains dissatisfied with the College’s response to their complaint they may appeal in writing to the Principal. 

• The Principal’s nominated representative, who should be a College manager not previously involved in the case, will investigate the complaint and the College’s response and report to the Principal.

• Refer the complaint back to an area and propose an amicable settlement.
• Uphold or partially uphold the complaint, offer an apology, recommend appropriate steps are taken to address the issue and to avoid a similar problem arising in future.

6.3.4 The decision of the Principal is final and the complainant will be advised in writing of the outcome within 5 working days.

6.3.5 A Vice Principal not previously involved with the case will deal with the appeal if the Principal is not available.

Mr zahid Hafeez…………….  .Security Trainer (can be covered by Mark Adams if and when required).

Pearson Kaswaya……………..A1 (Assessor)
Amanda Lane……………….    A1 (Assessor)
Catherine Murphy……………..A1 (Assessor)
Gillian Hanson……………….   IV  (internal verifier)