• the site will need to know we are coming.  I will ask Steve Mills to add a line to the email sent to trainers to ensure that they notify the site.  Always carry ID (PAL lD card, you may even need to show your DBS check) 
• we cannot do remotes.  Best times for face to face visits are 10 am - 12 pm and 2 pm - 4 pm 
• teaching and learning should happen outside of the nursery room (ie, away from the main work area).  A suitable room should have been discussed on sign up for teaching, learning and testing  
• there are ratios for floor staff to children and sometimes visits are affected if staff cannot be taken off the floor (much like adult care)
• there are no Standards yet - still frameworks.  We should see a blend of coaching and assessment using a variety of delivery and assessment  methods.  There are paper based resources on the Hitranet which the trainers should coach the learner on before the learners complete the tasks embedded in the resource
• the qualifications are a mix of performance and knowledge.  Knowledge does not have to be written.  Performance does need observation 
• all learning resources should have been either designed or approved by Ali.  If you see something in use that hasn't been please advise the trainer
• functional skills (particularly English and ICT) should be embedded.  Maths, English and ICT are all required

• Adult Health and Social Care- Lindsey Appleby Flynn
• Retail- Shazy Storer
• Chef Academies- Paul Mannering
• Early Years- Ali Barford Drew
• Hospitality- Management and Team Leading- TBC, currently Hilary Mosedale oversees this area
• Overall product lead- Hilary Mosedale

• Provide daily clearing on TA closed list
• FQA 4 activity on all learners @ 4 months and 8 months *additional on certain programmes/risk banding
• Identify development needs and record these on the TAs PDP
• Liaise with the TA to provide verbal feedback in addition to 309s (IQA reports)
• Standardise on their practices - 309s will be monitored through QMs and Desktop coordinator
• Feedback urgent concerns to SMs on the day
• Complete countersigning fortnightly
• Set deadlines for deferred 309s through calendar invites to the TA with 309 attached
• Chase out of date deferred 309s
• Order certificates
• Update sampling plan
• Ordering paper based tests
• Maintain WFD claims 

• Provide onsite development with allocated TA 3 days a week, 2 interventions a day *sessions will comprise of activities such as development of assessment practices (identified DDQ) OTAL/coaching/development.  Complete live FQA and countersigning of Observations
•  Work from offices connected with their TAs ½ day per month *booked with SM to arrange F2F meeting
• Provide support/development via remote days
• Run standardisations on programmes/themes across all areas monthly
• AET and TAQA delivery / Assessor academies * QAs will be identified
• Ensure all learners are EPA ready and TAs have the skills to enable this
• Support with Mock EPAs  *once training and development sessions are completed with the support of PAL
• To have one standard learner in order to ‘Live the standard’, particularly on higher quals rather than commis or HTM.  Care to be mixed 2s and 3s within a region in order to share experiences
• Support with new TA's Induction *SMs to book time with QA on their allocated office days
• Monitoring of learner progress reviews and setting of SMART targets within reviews
• Monitoring the use of company training materials / resources *TAs who use unapproved resources will now face sanction if repeatedly offend.
• Develop the embedding of Safeguarding, prevent and British values with TAs ensure there is an impact with learners and employers
• Complete employer satisfaction surveys on site
• Provide STAR support and guidance
• Update PDP with what support is required to develop TAs based on DQA and SM feedback
• Develop practices with regards to IAG
• Provide live Learning Support checks

What I do want more feedback on is why are people still creating resources, what is it about STAR or the HITRANET that prevents them from using company created resources and don't accept 'not fit for purpose'.

• Obs and the assessment decisions were recorded by the learner and the TA agreed with them- scary stuff!!!! this is not a good example of flipping assessment or making the apprentice more involved
• Obs were written, basic details and then a voice file to say it happened- look for the detail and evaluation in observations
• Obs were written in full and were overassessed- look for over-assessment- it does happen
• PDs started with the first question I will ask you is....  therefore Q&A- this is something TAs have to improve upon
• Obs were signposted to......  no where! and therefore we have no evidence- not a lot we can do here, but you can ask about uploading and referencing of evidence
• Speaking and listening was mapped to an obs and did not cover the criteria at all for speaking and listening and therefore has flagged us for poor assessment on F/S- look for opportunities of FS embedding and understanding of S&L criteria
• Remote assessment sessions reviewed we a muddled, jumbled and unprepared assessment- we haven't observed any remotes- Andrea can you discuss with Micaela if we can set some of these up