Level 4 Qualification 'Implement the Positive Behavioural Support Model' (8 credits)
This course is a stand-alone qualification, or is worth 8 credits towards the TQUK Level 3 Diploma in Adult Care (RQF).
Assessment requirementsThis qualification is assessed in accordance with Skills for Care and Development's RQF Assessment Principles. Learning outcomes 4, 5, 6, 7, 8, 9 and 10 will be assessed on real work situations using video: Skype, conference calls: professional discussion and witness testimony. Simulation will be accepted to assess assessment criteria 6.2, 8.5 and 9.5 if real work situation assessments are not possible.
Work at your own paceCandidates work at their own pace and can complete the award in two to six months, with an average being three months. This qualification does not require attendance at a college, so is very suitable for people who work shifts. The online system provides 24/7 access to the assignments and assessor feedback.
All of your assignments are completed and stored online and, as such, can be accessed from any venue with access to the internet. This means you can complete your award from work or home.
The qualification is broken down into small bite sized chunks making it achievable for busy people.
NAPPI assessors recognise that each candidate is unique and plan person-centred progress throughout with regular access to a personal-assessor. This is ideal for those who are nervous, or who have not completed formal education for a while, or who are just simply busy. Increasingly this delivery option is chosen by people living in remote places and those working abroad.
Feedback from our External Verifiers at TQUK - November 2019:
"The learner has submitted their evidence via an online portal and is clearly identified to the learning outcomes. Feedback from the assessor to the learner is very detailed and provides the learner with praise and encouragement. Any additional work has been assessed and the assessor again provides the learner with feedback and confirmation if the learning outcome is complete. The detail within the feedback is clear, concise and of a very high standard. IQA activities have been conducted and the IQA's detail within the report is also very clear and concise, with recognition of good practices from the assessor recognised. I agree with the judgments of both the assessor and the IQA for this learner evidence."
Feedback from our External Verifiers at Pearson - March 2019 visit:
Centre Recognition Criteria:
"Staff have appropriate teacher training qualifications to effectively deliver the courses and CPD was evident on the day of the visit. Staff are appropriately qualified and staff who delivered on the programmes were experienced and competent in Teacher Training. The centre has the appropriate resources to effectively deliver the qualifications and all learner work is kept in e-portfolios, these are held securely and safe. Records of learners are kept confidential, password protected and therefore data protected."
"Learners were supported well on the courses and received suitable information advice and guidance. Learners complete diagnostic assessments as part of the entry requirements. Individual support is given and communication with learners was regular and very good. There were very good communication and effective policies in place to support the learners and effectively deliver the qualification."
Assessment and Verification:
"Assessments were carried out by qualified staff and assessment decisions are recorded. The centre provided the learners with detailed information explaining what must be completed within the e-portfolio. All learning outcomes and assessment criteria were evident. Assessment methods included written work, reflective accounts, micro teach, reflective journals, and classroom assessments. It was also evident during the visit learners had presented the work in an organised manner and portfolios were presented well. Feedback by the tutors was detailed and feedback overall was excellent for the micro teach/observation, constructive comments were evident: giving learners areas for improvement and targeted developments.
The IV process is in place and it is evident the procedures were completed as paperwork was given on the visit. A full IV plan was evident on the day and used consistently in the department to show planned sampling. The IV documentation is detailed and includes specific targets and constructive comments including clear guidance for assessors to improve. IQA is timely and robust. All records are in place and there is an effective system in place to monitor all learners registered on the courses in line with Pearson requirements. No significant failings were identified at the centre for this visit."
Feedback from our External Verifiers at Pearson Edexcel - December 2016 visit:
Centre Recognition Criteria:
"All delivery staff are suitably qualified. In terms of physical resources, the centre has a well-organised online platform providing a range of learning and assessment materials. "
"The centre continues to offer good learner support, which includes a comprehensive initial assessment process (500 word personal statement, learning styles questionnaire and diagnostic assessment of the three functional skills). The online platform is well structured and the content is well presented.
Telephone conversations with learners today confirmed that their tutors are supportive and they enjoyed the flexibility of the distance-learning approach to learning and assessment. They confirmed the textbooks they were using are user-friendly and appropriate to their studies and these form the basis of their extended research online. Learners are aware of the appeals process should this be required."
Assessment and Verification:
"Assessment and verification for the Level 3 Education and Training programme is valid and decisions are accurate. Learners undertake the micro-teach session in their workplace with an audience of their colleagues and/or managers. A DVD recording is then forwarded to the centre for evaluative feedback and assessment decisions. A recording of a micro-teach session was reviewed during the sample and the assessment decisions agreed.
There are no significant failings identified during this visit. The centre is proactive in responding to constructive feedback from Pearson SVs and it is encouraging to see the distance travelled from evidence presented a few years ago to that of today. Robust initial assessment process. Detailed and constructive feedback provided to learners."
Feedback from July 2015 visit:
"Portfolios demonstrate consistency in the quality of assessment and IQA activity and recording conducted at the centre. Complying with award and awarding body requirements. Evidence presented is of a very high standard and is representative of the learner. Effective use of learner statements, worksheets and self evaluation completed by the learner. All assessments and IQA decisions are justified with clear and concise feedback. Guidance and support recorded is clear and concise. Feedback is both constructive and supportive throughout. Well done."
"Centre policies and records are readily available for audit and comply with centre approval, OFQUAL and external agencies requirements. Procedures are clearly defined, recorded and practiced by all members of the team. No concerns recorded. Well done."
"Internal Quality Assurance systems and processes practiced at the centre are robust ensuring quality is maintained and reviewed as an ongoing process to address future demands. All guidance, support and feedback is both constructive and supportive across all learners. Census points are agreed for each learner to monitor progress and identify where help is needed. Feedback is clear, concise, constructive and supportive throughout. Records are maintained in an auditable manner. Team are looking to expand their expertise in assessment and IQA to meet the changing demands of awards under QCF. No concerns recorded. Well done."
"Learner's portfolios are comprehensive and are consistant with the quality practiced within the centre. Assignments and Micro teach sessions conducted and recorded are comprehensive. Assessment and internal QA feedback is constructive, supportive and informative. Learners provide full justification of their methods and support these where needed by referencing relevent theorists using Harvard style of referencing. They all give a reflective account on each assignment highlighting areas where they could improve the learners experience. In doing so they have self evaluated their own performance and acted on areas they and their assessor have identified as needing some change. This is consistent across all portfolios. No concerns recorded. Well done."
"Assessors are maintaining good standards in the quality of assessment recorded in portfolios, complying with centre approval and award criteria. Learners have presented portfolios of evidence ranging from learner statements, self evaluation, questions, product, lesson plans and Micro Teaching. Throughout each portfolio there is recorded excellent examples of good practice by the learners in the use of referencing using the Harvard style. Feedback from assessors is both constructive and supportive and in some cases informative. No concerns recorded. Well done."
Comments from some of our learners:
"How will the learning you have undertaken change your working practice? - It already has, I had a very basic knowledge when I started the course but as I have progressed my confidence in application has increased ten-fold. I have been developing PBS plans alongside the course and involving both the service user and the relevant teams and am already starting to see the benefits of a consistent and enabling approach. Thank you."
IPBSM Award December 2019.
"I believe the IPBSM course is the most important course I have done in my 20 year career in care. The course materials gave good examples of good practice and how this benefits service users and also gave realistic examples of mindsets that care workers should avoid. The importance of a scientific approach using accurate methods of data collection from stakeholders and how to inteprate record keeping without bias was emphasised as a means of gaining insights into an individual's purpose for behaviours. Every unit gave me insight into the work I do and also how I deal with people in every day life."
Alex H Parker
IPBSM Award March 2018.
"Thank you for the high level of advice and guidance you have provided. It has been a pleasure to do this course with NAPPI."
"I really enjoyed doing this course and feel I have learnt a lot which I have already put into practice."
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