This document provides an overview of an induction meeting for Pathway, an organization that provides training and support services. The summary includes: 1. The induction covers the learner's journey, qualifications, assessments, additional support, health and safety, equal opportunities, and setting short term goals. 2. Pathway focuses on supporting people with barriers to learning and work. They deliver apprenticeships, work-based skills training, teacher training courses, and employment programs. 3. Health and safety, equal opportunities, and safeguarding policies and procedures are reviewed, including fire evacuation and emergency response.

1. Pathway Induction

2. What we will cover
• Introduction to Pathway
• Pathway student Pack
• Awarding Body Qualifications overview
• Learner Journey (QCF or Apps)
• Skill scan
• Additional Support
• ILP
• QCF/NVQ assessment overview
• Complaints & Appeals procedure and Grievance policy
• Terms and Conditions explained
• Starter paperwork completed – if applicable
• Health and Safety overview
• Equal Opportunities overview
• Safeguarding
• ERR explained
• Data Protection
• Fire Evacuation and Meeting Point
• Disciplinary rules and procedures
• Next Steps – set short term goals

3. The Company
Pathway is an innovative, agile and responsive
organisation that puts it’s success to having
four core values which we believe have been
essential to our achievements
Core Values
Honesty and Integrity
Customer Focused
Leadership
Passion

4. Company Background
• Private Company Limited by Guarantee- Incorporated
in 2003, but operating since January 1999.
• Provide services and opportunities to support people
with multi-barriers to learning and work.
• Hold contracts with SFA 16 to 24 Apprenticeships,
subcontract with New College Nottingham, North
Herts College, Vision West Notts, BCTG, The
Derbyshire Network, City of Islington College, Ealing
Hammersmith & West London College,
Gloucestershire College, Doncaster College and
Intraining.
• Work with EDI, EDEXCEL, City & Guilds, NCFE &
CIEH Awarding Bodies

5. Mission Statement
Promoting and Encouraging Education and
Training, improving and advancing
Employment Prospects for Individuals and
thereby contributing to the success of Small
and Medium Employers.

6. Primary Goals
• To encourage and advance employment
opportunities by matching the needs of
individuals, businesses and their
communities.
• To facilitate economic prosperity by
identifying training and
development needs of individuals and
employers.

7. What we do
• Deliver Apprenticeships focussing predominantly on the West
Midlands, East Midlands and the North West.
• Delivery of Work Based skills - QCF in RPVD, Cleaning, Health and
Social Care amongst others.
• Training, Assessment, Quality and Assurance Awards (TAQA) courses
and Initial Teacher Training Programmes (PTLLS, CTLLS, DTLLS)
• Deliver the Work Programme in Birmingham and Walsall.
• Deliver Pre-employment Training in sector specific areas such as
Security, Logistics and Care.
• Work with long term unemployed – learners with basic skills needs,
ESOL needs and BME groups and now also NEET.
• We have good track record both in performance and quality and have
achieved – IIP Silver Status, Matrix and ISO 9001.

8. Areas of work progression
and support
Health and Social
Care
Hospitality,
Leisure and
Tourism
Child Care
Cleaning and
Support Services
IAG Retail and Sales
Transport and
Logistics
Warehouse and
Distribution
Management and
Team Leading
Supporting
Teaching and
Learning in
Schools
Assessor Training Teacher Training

9. How we deliver our training
• 100% Work based delivery QCF and 16+
Apprenticeships (24 hours / 7 days)
• Multi-lingual Assessors/Advisors.
• Classroom based Learner Responsive Delivery.
• Continuous quality improvements theme
which ensures our delivery remains fully
compliant to common inspection framework
standards.

10. Staff
80+ Staff directly employed and also freelance,
contractors and consultants on board.
Comprising of :
Management - Operations, Quality, Accounts, Co-
ordinators
Administration
Business Development
Facilitators and Brokers
Employer Engagement
IAG Officers and National Careers Service Advisors
Trainers, Assessors and Verifiers

12. Induction
Induction by the employer and the training
provider
The induction programme covers:
• employment rights and responsibilities (ERR);
content and delivery of the training programme
(the learner journey); health and safety; equality
and diversity; safeguarding; assessment; internal
verification; and appeals; often more than an
initial block of induction.
• Set Short term goals
• Further inductions are carried out between
qualification levels or on changing job roles.

13. What is the purpose or Job Role
Mapping (JRM)?
What is your understanding of
the Individual Learning Plan
(ILP)?

14. Job Role Mapping (JRM) & ILP
The Skill Scan links into the JRM
• Ensure that you are conducting Job role
analysis.
• mapping job activities to QCF/NVQ
criteria and then planning the
assessments.
• Ensure that information from the IA and
skill scan are included in the ILP

15. Use the information from the Initial Assessment and skill scan to produce
an Individual Learning Plan which is tailored to the needs and abilities of
each apprentice. Involve each Apprentice in the completion of their ILP.
Include the following in every ILP:
• The outcomes to be achieved in terms of skills, knowledge and
competence
• The on the job training the apprentice will receive and the methods
that will be used to deliver it
• The additional learning the apprentice will receive and the methods
that will be used to deliver it
• Responsibilities and timescales for delivery
• Arrangements for assessment
• Arrangements for any additional support if required
• Arrangements for monitor and review of progress
• Arrangements for delivery of key skills if applicable
• Company expectations of behaviour as representatives of Pathways

16. Apprentice ILP
Appropriate programme chosen – individual
learning plan drawn up:
• an individual learning plan (ILP) sets out how the
apprenticeship framework will be achieved for each
apprentice.
• It sets target dates for each NVQ unit, Functional skills,
Technical certificates, PLTS & ERR and achievement of
the overall framework.
• The ILP helps to determine timely success: it includes
delivery and assessment methods, support, and
additional qualifications/training opportunities.
• This is a ‘live’ document; it is used and updated
continually throughout training so that everyone involved
in training the apprentice understands their role

17. On-the-job training and assessment:
• working for the employer generates assessment
evidence; formal and informal training;
placements within and outside the company to
obtain experience and assessment evidence;
mentoring by colleagues; attendance at trade
shows; visits, participation in competitions, and
manufacturer training.
• May include learning support visits.
• Work-based assessment may involve staff from
the provider and/or employer as assessors; extra
evidence by witness testimonies and work
products.

18. Off-the-job training and assessment:
• includes teaching of theory, key skills and
sometimes practical training, with assessment
and preparation for external testing.
• May include industry visits, competitions, and
manufacturer training.
• May also include regular day release, block
release, special training days/workshops or may
all be delivered on employer premises.
• May include learning support individually or in
groups.
• Internal verification helps assure quality of
assessment, both on- and off-the-job.

19. ILP - Summary
The ILP is the main document that the
learner has ownership of. That is the
document that should contain everything
they do, including all amendments.
• Ensure all ILP's are updated with all
learning and activities conducted and to be
conducted. This can be hand written.
• Take a photo copy of all ILPs, assessor to
retain until the next update.
• This must be a live dynamic
document

20. Health and
Safety

21. Safety at
Work
Knowing the
Law
Risk Assessment
Controlling
Hazards
Accident
Investigation
Managing
Emergencies
What is safety at work

22. Safe Place
of Work
Safe Working
Environment
Safe
Access
Safe
Egress
Safe Storage,
Use, Transport
& Handling
Supervision
Employers Duties: To Provide
Information, Instruction &
training

23. Health and Safety at Work Act
1974
 “An Act to make further provision for securing the
health, safety and welfare of persons at work, for
protecting others against risks to health or safety in
connection with the activities of persons at work, for
controlling the keeping and use and preventing the
unlawful acquisition, possession and use of dangerous
substances, and for controlling certain emissions into
the atmosphere; to make further provision with respect
to the employment medical advisory service; to amend
the law relating to building regulations, and the Building
(Scotland) Act 1959; and for connected
purposes.”

24. • It is because of this act that your
employer has the responsibility to
make sure that you are safe in the
workplace.
• Legislation is always changing. Some of
the following will apply to you more
than others, we will cover these later…

25. • The Management of Health and Safety at Work
Regulations 1999
• The Education (School Premises) Regulations
1999
• The Workplace (Health, Safety and Welfare)
Regulations 1992
• The Manual Handling Operations Regulations
1992
• The Control of Asbestos at Work Regulations
2006
• The Health and Safety (Display Screen
Equipment) Regulations 1992
• The Electricity at Work Regulations 1989

26. • The Reporting of Injuries, Diseases and
Dangerous Occurrences Regulations
1995
• The Control of Substances Hazardous to
Health Regulations 2002
• The Provision and Use of Work
Equipment Regulations 1998
• The Construction (Design and
Management) Regulations 2007
• Disability Discrimination Act 1995
• The Health and Safety (First Aid)
Regulations 1981

27. What is Health and Safety?
• Who is responsible for it?
• Where would you find the Health and
Safety Policy?
• Whose H and S are you responsible for?
• What is a risk assessment?
• Can you think of a potential hazard?
• Can you draw up a risk assessment for
yourself?
• Are you responsible for this in the
workplace?
• What do you do if you spot a H and S
hazard?

28. • When can a Health and Safety Officer enter
an office/site?
• What can they do if the H and S policy is
not being enforced?
• Who can you speak to if you have any
issues with H and S?
• Why is H and S important?
• Where does it get documented if there is an
accident/incident?
• Why is it important to know who is on site?
• How do we know who is on site?
• Where are the fire escapes in here?

29. • What is the evacuation procedure here?
• Where is the fire meeting point?
• Who is the first aider? What does this mean?
• Who is the Fire Marshal?
• What do you do if you see something
obstructing a fire escape?
• Are you aware on how to lift something
without causing injury to yourself?
• How many hours are you meant to work in a
single working week?
• If you are unsure about a piece of equipment
being safe, what do you do?

30. • Of all of the training facility regulations,
which ones are in place due to Health and
Safety?
• Can you think of any potential hazards right
at your work stations?
• What is COSHH?
• What is RIDDOR?
• What is RSI?
• What is a VDU? What problems can this
cause?
• What should all businesses have on display
prominently?

31. Management of H & S at Work Regulations
• Employers must carry out risk assessments
to eliminate or reduce risks. Employers with
five or more employees need to record the
significant findings of a risk assessment - it
is not necessary to record risk assessments
for trivial or insignificant risks. In addition,
employers need to….
• make arrangements for implementing the
health and safety measures identified as
necessary by risk assessments and monitor
these implements.
• appoint people with sufficient knowledge,
skills, experience and training.

32. • set up emergency procedures and provide
information about them to employees
• provide clear information, supervision and
training for employees and ensure that the
staff are competent to do the task in hand.
• work together with any other employer(s)
operating from the same workplace eg.
Cleaners. Share information on risks that
staff may be exposed to.
• Separate risk assessment for pregnant or
expectant mums

33. Law
Who enforces?
HSE Inspectors
Environmental Health Officers
Fire Officers
What are the Penalties?
Magistrates Court:
 up to £20,000 fine
Crown Court:
 unlimited fine
 up to 2 years imprisonment

34. Other legislation that
affects you…
• The Workplace Regulations Act (1992) concerns things
like ventilation, toilets and lighting.
• The Manual Handling Operations Regulations 1992
shows employees how to lift, when they should be lifting
and when to use pallets and trolleys.
• The Health and Safety (Display Screen Equipment)
Regulations 1992 asks a company who uses monitors?
Do they know the risks? Have you done a risk
assessment?
• The Electricity at Work Regulations 1989 covers
computers to kettles. Has the person fitting them been
trained? Cable Management?

35. • Yearly testing? Do the staff know the
hazards? No water around electrics (no
drinking around the workstation!)
• The Reporting of Injuries, Diseases and
Dangerous Occurrences Regulations 1995;
RIDDOR. Many things to be reported, death,
major injury, Hospital treatment, an accident
where the employee is then off for 3
consecutive days (after the accident),
dangerous occurrences leading to no injury
(wall collapse), work related diseases
(tetanus).

36. The act is aimed at securing your Health,
Safety and Welfare at work
It is designed to protect people other than
those at work, in connection with the
activities of people at work
Do not carry out work of a dangerous
nature, or operate machines unless you are
properly trained

37. You should study the safety policy and
comply with it
You must comply with the requirements
specified in the act
It is your legal duty to look after your own
Health and Safety and that of other
people who may be affected by your
conduct at work

38. Never interfere with or misuse
anything provided for Health, Safety
and Welfare purposes.
You are, in law, liable for penalties if
you do not comply with the relevant
requirements of the act.

39. Safety Signs
K&U for l

40. COSHH Signs
K&U for e

41. International Signs
K&U for e

42. COSHH
• What is COSHH?
• What are COSHH regulations?
• What is the aim of COSHH?
• Can you recognise COSHH signs?
• What is your duty under COSHH
regulations?

43. • COSHH - Control of Substances
Hazardous to Health
• COSHH regulations cover the
Control of Substances Hazardous to
Health
• The aim of COSHH is to protect
workers from most hazardous
substances that could be found at
work

44. That is those which are labelled:-
• Toxic or Very Toxic
• Corrosive
• Harmful
• Irritant
• Highly Flammable/Flammable
• Oxidizing
• Explosive

45. Fire Procedures
It is the responsibility of every
employee to make themselves aware
of the positions and usage of the fire
exits and firefighting equipment,
together with all the procedures in
case of a fire.

46. All company employees should
familiarise themselves with the
location of the fire alarm points, fire
extinguishers, fire assembly points
and the sound of the fire alarm
All firefighting equipment and fire
exits are clearly marked

47. If you discover a fire
Raise the fire alarm by breaking
the nearest fire break glass point,
then phone the switchboard and
identify the area where the fire is,
and then leave the building.

48. Evacuation of all company employees
When the fire alarm sounds, all employees
will quickly but calmly leave by the
nearest fire exit and make their way to
the evacuation point
Make sure you are familiar with this!

50. K&U for d & f

53. Remember…..
• Always keep an eye out for hazards
• Get them reported
• Make others aware and make it as safe as
possible
• Don’t attempt to fix a problem if you aren’t
trained
• Know where to find your company Health and
Safety Policy

54. Equal Opportunities (E&O)
or
Equality & Diversity (E&D)

55. Equal Opportunities
• What is equal opportunities/Equality and
Diversity?
• Who is responsible for this?
• Where would you find the E&D policy?
• Can you name different types of discrimination?
• How many?
• What is the difference between Direct and
indirect discriminations? Examples?
• Can you think of a type of discrimination that
you may face in the workplace?

56. • What is your responsibility when it comes
to E&D?
• What do you do if you have an issue? E.g. If
you think that you have been unfairly
discriminated against? Or, if you see a
colleague being bullied or ridiculed?
• Look to your right and your left. What may
your colleagues be discriminated against?
• Action if someone is found to be
discriminatory. Any bullying results in
dismissal.

57. Legislation…
Gender
• The Equal Pay Act 1970 (EPA) (amended
1983) under this Act a person has a right
to the same contractual pay and benefits
as a person of the opposite sex in the
same employment, providing:
– The man and woman are doing like work
– The work is rated as equivalent and proved to
be of equal value.
– This is not the case if it can be proved that the
difference in pay is because of something
other than gender.

58. The Sex Discrimination Act (SDA) 1975
(amended 1986)
Prohibits sex discrimination in:
• Employment
• Education
• The provision of goods, services and facilities
The most general but the ‘flagship’ piece of
legislation!

59. The Sex Discrimination (Gender
Reassignment) Regulations 1999
• These regulations have amended the Sex Discrimination
Act so as to make it unlawful to treat a person less
favourably because that person has undergone, intends
to undergo or is undergoing gender reassignment.
The Gender Recognition Act 2004
• It amends the SDA 1975 and the Sex Discrimination
(Gender Reassignment) Regulations 1999. Allows for the
legal recognition of transsexual people’s gender
(acquired gender). This recognition is called gender
recognition, apply to the Recognition Panel.

60. The Gender Equality Duty
• The Gender Equality Duty comes into force on 06 April
2007. All public authorities must demonstrate that they
are promoting equality for women and men and are
eliminating sexual discrimination and harassment.
The Employment Equality (Sexual
Orientation) Regulations 2003
• These regulations make it illegal to discriminate on the
grounds of sexual orientation in employment or training.

61. Disability
• Disability Discrimination Act (DDA)
1995
– The DDA introduced laws aimed at ending the
discrimination that many disabled people face. It gave
disabled people new rights in terms of employment
and access to goods, facilities and services, education
and public transport. The DDA requires ‘reasonable
adjustments’ to be made by organisations supplying
goods or services. Service providers should ensure,
through making the reasonable adjustment, that a
person with a disability can gain access to the service
or provision

62. The Disability Discrimination Act
1995 (Amendment) Regulations
2003
• These regulations make a number of significant
changes to the employment provisions of the Disability
Discrimination Act (DDA) including the exemption of
small employers from the scope of the DDA and ending
a number of occupational exclusions (eg the police,
prison officers, barristers in chambers and partners in
business partnerships). These regulations came into
force in October 2004

63. Disability Discrimination Act 2005
• Extends the rights put down in the 95 Act. A better definition
of disability and also covers people in Public Service.
• The grey area around Private Members exclusion from this
Act was wiped out.
• promote equality of opportunity between disabled persons
and other persons
• eliminate discrimination that is unlawful under the Act
• eliminate harassment of disabled persons that is related to
their disabilities
• promote positive attitudes towards disabled persons
• encourage participation by disabled persons in public life; and
• take steps to take account of disabled persons’ disabilities,
even where that involves treating disabled persons more
favourably than other persons.

64. • promote positive attitudes towards disabled persons
• encourage participation by disabled persons in public
life; and
• take steps to take account of disabled persons’
disabilities, even where that involves treating disabled
persons more favourably than other persons.
The Special Educational Needs and Disability Act
(2001)
• This Act (SENDA) proposes institutional responsibilities.
It covers all publicly funded higher and further education
institutions, other designated institutions and LEA post-
16 provision

65. Race Regulations 2003
• The Race Regulations incorporate the EU
Race Directive into UK law. The Race
Directive focuses on equal treatment
between people, regardless of their racial or
ethnic origin, and sets standards of
protection for all EU member states. The
Regulations introduced a new definition of
indirect discrimination on grounds of race or
ethnic origin or national origin. There is also
a new, statutory definition of harassment on
grounds of race, ethnic or national origin.

66. Additional Support
• Be it learning difficulties, anything that
hinders your progress on the
apprenticeship.
• Safeguarding.
• If you don’t come to me, I cannot help.
• One-to-one guidance
• Treated in confidence at my discretion.
• Social needs.
• SEN needed if you need extra tuition.

67. Apprentice Files
• Kept in the office
• Contain all paperwork and is available for
anyone involved in the process to see.
• Exam Results, Interview paperwork, ILP,
Reviews, Sign up paperwork, warnings
etc.
• Audited regularly, must be filled in
correctly.
• You with your assessor manage your
portfolio

68. Apprentice Reviews
• Done by the assessor on a regular 12 week
basis, appraisals.
• Good time to air any grievances, get any
problems in writing.
• If you later have an on-going problem, could
have been discussed at Review.
• Comments; From your trainer, your assessor,
and your line manager. Most importantly your
comments.
• Action plan.
• Summary of work.

69. Safeguarding:
Information session for learners

70. 70
• Some of the content within this session is
sensitive and may be difficult to discuss
• If you would like to talk about any issues
raised, please approach the facilitator or
contact your Designated Person:
Insert name of main DP/
Safeguarding contact for the group
Please note

71. Session aim
To raise your awareness of what
safeguarding is and what to do if you have
a safeguarding concern

72. Objectives of the session
By the end of the session, you will:
Have an understanding of what is meant by
safeguarding and why it is important
Be able to identify what types of harm that
Pathway wants you to be kept safe from
Know what to do if you have a safeguarding
issue/concern, and what happens next
Understand your responsibilities in staying
safe and keeping others safe

73. What is safeguarding?
what do you think ‘safeguarding’ might
mean?
Have you come
across this term
before?
If not, what do you
think it might mean?

74. Individuals include young people, vulnerable
adults, and any other learners
Safeguarding definition
• ‘Safeguarding’ is the duties and
responsibilities that those providing a health,
social or education service have to carry out
to protect individuals from harm.
NIACE, 2009

75. 75
Safeguarding is about:
• What we would do if we think you are being
harmed (or likely to be harmed)
• What you should do if you think someone else
was being harmed
• What we do if we think you are about to harm
someone else
• What we need you to do, to
keep yourselves and others safe

76. 76
Harm means
• Anything which is happening to you
which is hurtful; emotionally or physically.
• It could mean bullying, sexual abuse, physical
attack, being forced to do something you don’t
want to.
• It could be at home, at college/ training, in the
workplace, with friends, online, in the street;
anywhere.

77. 77
Confidentiality means:
You can share personal information with any of the
staff here, but:
If the staff member feels that what you tell them puts
you or any other young person at risk of harm
They will have to pass it on to the designated
person Hayley Swann who may have to take it
further to support you or others and keep
everyone safe.
They will only tell those who need to know

78. Safeguarding situations
Activity 2
Each group identify from the cards
which of these situations may be
included under the term ‘safeguarding’

79. 79
What are we safeguarding against?
• Abuse or inappropriate relationships
• Grooming (in person, online, by phone, etc)
• Inappropriate supervision (by parents or staff,
e.g. too much )
• Bullying, cyber-bullying
• Self-harm, risky behaviour
• Unsafe activities and environments
• Accidents e.g. road, home
• Crime
• Fear of crime

80. 80
• Exploitation including financial, sexual exploitation
• Immigration issues
• Unsafe environments e.g. parks, sports grounds
• Homelessness and unsuitable housing
• Victimisation due to race, sexuality, faith, gender,
disability and so on
• Alcohol and drug misuse
• Eating disorders
and…

81. 81
Anything which causes you or us to
be concerned that you or others
might be at risk of significant
harm…
But not everything will be referred
on – only what needs to be.
In fact…

82. Activity 3
What are your responsibilities to
safeguard yourselves and other learners?
Look at the dilemma cards.
Discuss what you would do and if this is
the right thing to do.
What would you do?

83. Examples of situations and
what would happen
Activity 4
In groups, look at the scenarios you
have been given and discuss:
• What would the staff member do in this
situation?
• What might happen next?
• How would you feel in this situation?
• What do you need the staff member to do/
how would you want them to be?

84. What the provider would
do
Designated person
Learner has concern
about self or another
and tells:
Tutor/ other staff
member
Designated person
gathers more
information
Refers on to others
for support of learner
(internal or external)
Refers on to outside
agency
Dealt with in-house
and monitored
May go back
to learner

85. How safe do you feel
in this organisation?
• Do you feel safe? Why/ why not?
• What would you do if you felt unsafe for any
reason?
• Do you feel you would be listened to?

86. What we do here to keep you
safe
• All staff here are trained on how to deal with
learners at risk
• We have internal systems for dealing with
concerns
• We work closely with outside agencies who can
help learners in a variety of situations
• We display the designated persons contact
details insert where this information is
• You can make use of our website
• You can raise discussions in tutorials, learner
induction etc.

87. Activity 5
•What else can staff and other learners here
do to help everyone stay safe?
•If you wanted to improve safeguarding here,
have your say, raise an issue or idea, how
could you do that? What options are there to
have your say?
How could you feel safer here?

88. ?Any final questions ?

89. Contact details
If you have concerns, you can talk to*:
•Your Tutor
•Hayley Swann
•The Funding provider (College)