Access to Fair Assessment Policy Statement of Intent StreetVibes Academy (SV) is committed to providing fair access to assessment for all learners/students on qualification-based programmes. Assessment practice will be open and consistent within the codes of practice and regulations laid down by the relevant awarding and validation bodies. Students are made aware of the existence of this policy and have open access to it on paper from their tutor or on the SV student intranet and website. All SV teachers are made aware of the contents and purpose of this policy. This policy is reviewed annually and may be revised in response to feedback from students, teachers and external organisations. Principles of Fair Assessment All assessment must be conducted rigorously and accurately and, where appropriate, in accordance with the awarding body’s published criteria and standards. Formative assessment/coursework designed by SV staff must be conducted by reference to open and defined standards/marking/assessment schemes, covering the required skills, knowledge and understanding. Assessment evidence will be judged according to the principles of: • Reliability: consistent performance to the required level over a period of time • Validity: method of assessment and evidence should be appropriate and relevant to the syllabus/standards • Fit for Purpose: assessment arrangements should be affordable, practical and flexible. The chosen format and method of assessment must be appropriate to the qualification and any conditions specified by an awarding body. • Currency – evidence should prove that the student is competent now • Transparency: Assessment materials should be presented in a way that makes the criteria and the methodology by which learners work is being judged clear to students, staff and external verifiers • Authenticity – evidence must reflect the knowledge/skills/understanding of the candidate. The work of another person must not be submitted as that of the candidate. Other sources can be used in certain circumstances as long as the student references these. Appeal Procedure If a student feels that they have not been assessed fairly then they should use the Complaints Procedure to appeal the assessment decision of their teacher. However, the first step is always to discuss the situation with the teacher concerned, the second step is to involve the Internal Verifier and SV Head of Learning. ___________________ This policy was last revised August 2016.

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16-19 Tuition Fund 2020-21

In July 2020, as part of post-lockdown ‘catch up’ initiatives, the ESFA announced that Further Education Colleges will be allocated additional funding to support 16-18 year old students enrolling on September 2020 who have not achieved ‘good’ GCSE passes in maths and English. The funding is based on £150 for each student who does not hold a GCSE Grade 4 or higher in English and/or Maths; students with neither attract funding of £300. These amounts are for full-time students, and will be pro rata for part-time students. Colleges are expected to provide additional tuition in small groups, normally of up to three (maximum 5), to these beneficiaries. They are also expected to prioritise students that will benefit most from small group tuition and have regard to the needs of students with special educational needs and disabilities (SEND), particularly where they have experienced additional disruption to learning as a result of their specific needs and disabilities. 

Following acceptance of the allocation, colleges must issue a statement of how the funding entitlement will be used, and publish this on their websites in the autumn term. 

Use of the Tuition Fund 

The principles behind how we will use the funding are set out below:

  • Each young person will be fairly assessed on entry – both in terms of their GCSE grade achieved and through use of extended diagnostics and initial assessment tools. 
  • This will be considered alongside any assessment of other additional support that the student requires as part of their study with us 
  • A range of support methods will be used to ensure all students have the best chance of improving their grades, with as many achieving good English and maths passes as possible 
  • A key support method will be, but not limited to, the provision of small group support over and above the normal taught class arrangements 
  • The nature of this support will be dependent on the student involved, their support needs and the local context. 

We have identified a number of broad categories of students set out in the table below



Delivery Plan 

High Needs Funded students 

Bespoke programme of small group support for SEND and High Needs Funded students. 

Dependent on specific need, 1-2-1 or small group additional tuition will be identified to address support needs due to COVID 19 and lost learning. 

Vocational/ Practical learning 

Additional small group tuition – Practical activities/workshops 

Many students within practical vocational areas were disadvantaged during lockdown by the inability to access workshops, equipment etc and actually practice skills. 

Small group tuition will be provided that will focus on students having the opportunity to practice and consolidate their skills.