NLDC November 2014 Recognising and Recording Progress and Achievement (RARPA) A quality improvement perspective

Aim To support organisations to fully embed and evidence RARPA in provision

Outcomes By the end of the lesson you will have Compared tools/processes used in other organisations and identified actions to improve own. Applied knowledge of RARPA processes to practice in your organisation Have identified, or have a deadline for identifying, your organisation’s RARPA definition of achievement. NLDC November 2014

Where did RARPA come from? National LSC initiative, developed in conjunction with NIACE & LSDA Addresses perceived shortcomings in non- accredited provision Piloted throughout the country in a range of settings LSC Measuring Success 2006

Current policy links Common Inspection Framework (2012) Mandatory requirement for non-accredited projects i.e. Community Grants.

What does RARPA mean (or not mean) in practice? It provides tutors with an educationally sound framework for planning and delivery of courses It provides an opportunity to check that provision is learner-centred and that the learners’ goals are recognised and counted towards their success It is NOT meant to introduce new layers of bureaucratic paperwork.

Stage 1. Set aim(s) appropriate to an individual learner or groups of learners. Stage 2. Carry out initial assessment to establish the learner's starting point. Stage 3. Identify appropriately challenging learning objectives (initial, negotiated and revised). Stage 4. Recognise and record progress and achievement during programme (formative assessment), including tutor feedback to learners, learner reflection, progress reviews. Stage 5. Carry out end-of programme learner self-assessment, tutor summative assessment, review of overall progress and achievement in relation to appropriately challenging learning objectives, identified at the beginning of or during the programme. It may include recognition of learning outcomes not specified during the programme.

The staged process 1 Element Aim(s) appropriate to an individual learner or groups of learners Evidence How has this been established & evidenced?

The staged process 2 Element Initial assessment to establish the learner’s starting point Evidence Record of outcomes of process of establishing learners’ starting points.

The staged process 3 Element Identification of appropriately challenging learning objectives (initial, renegotiated and revised) Evidence Clearly stated and suitably challenging objectives for all programmes and, wherever feasible, individually for each learner.

The staged process 4 Element Recognition and recording of progress and achievement during programme (formative assessment), including tutor feedback to learners, learner reflection, progress reviews Evidence Examples of appropriate evidence include: records of learner self-assessment and peer assessment, tutor records of assessment activities and individual or group progress and achievement. Learners files, journals, diaries, portfolios, artwork, videos, audiotapes, performances, exhibitions and displays, individuals or group learner testimony, artefacts, photographs and other forms of evidence.

The staged process 5 Element End of programme learner self-assessment, tutor summative assessment, review of overall progress and achievement in relation to appropriately challenging learning objectives identified at the beginning or during the programme. It may include recognition of learning outcomes not specified during the programme. Evidence Examples of appropriate evidence include: records of learner self-assessment, group and peer assessment, tutor records of assessment activities and individual or group progress and achievement. Learners files, journals, diaries, portfolios, artwork, videos, audiotapes, performances, exhibitions and displays, individual or group learner testimony, artefacts, photographs, certificates of achievement and other forms of evidence.

OFSTED QUOTES The monitoring of the consistency and quality of the assessment of learners’ progress on non-accredited courses is not sufficiently robust. OFSTED Report into MAES Nov 2013 NLDC November 2014

Ensure that target-setting for learners, consistently supports and challenges them to achieve high-quality work. (Bradford) ensuring all tutors plan lessons that promote individual learning and include inspiring activities to challenge all learners to succeed (East Riding)

Provide a reliable process to monitor learners’ progress in non-accredited learning through the immediate implementation of comprehensive arrangements for recognising and recording progress and achievement (RARPA) that links to demanding performance management and the achievement of high standards. (East Riding)

sharing of good practice in using Recognising and Recording Progress and Achievement (RARPA) within and beyond the service and robust monitoring of the quality of RARPA. (East Cheshire)

Learners on non-accredited courses make up 50% of the provision and do not have specific, measurable and challenging learning and personal targets in their learning plans. It is difficult to measure their exact progress and achievements in improving their skills and confidence (East Cheshire)

Enhance the quality of teaching, learning and assessment by: - improving the quality and consistency of initial assessment, RARPA and the promotion and contextualisation of English and mathematics across all of the provision but particularly in courses delivered by subcontractors (Rotherham)

RARPA definition 1. An attendance requirement (a minimum of 60%, but can be higher). 2. An assessment element (may be a progress test, assignment, participation in group work etc) (evidence of this needed) 3. Achievement of an agreed number/percentage of course goals 4. Achievement of an agreed number/percentage of personal goals NLDC November 2014