Quality assurance policy and procedures


Dragon Training are committed to providing fit for purpose courses teaching the first-aid management of injuries and illness, in relation to the topics covered in FAW/EFAW training courses, in Selecting a first-aid training provider 6 of 7 pages Health and Safety Executive accordance with:

current guidelines published by the Resuscitation Council (UK); and

the current edition of the first-aid manual of the Voluntary Aid Societies (St John Ambulance, British Red Cross, St Andrew’s First Aid); or

other published guidelines, provided they are in line with the two above or supported by a responsible body of medical opinion


Our commitments


Dragon Training is committed to ensuring that our learners are given the right opportunities and support in order for them to achieve all that they are capable of achieving.


We will support learners by:

•       Providing current and up to date information in relation to the qualifications that we offer

•       Identifying the correct training for their needs.

•       Offering points of referral for any needs that we are unable to meet.

•       Providing a clear and transparent fees list

•       Providing any pre-course information or guidance in good time

•       Ensuring delivery staff, assessors and quality assurers are occupationally competent

•       Ensuring learners are aware of the assessment requirements of the courses

•       Ensuring learners have fair access to assessment

•       Ensuring learners are aware of the process where competence has not been shown

•       Ensuring learners are aware of our appeals and complaints procedures

•       Ensuring successful learners receive certificates within good time.




Logistical information


Some learners may have difficulty accessing courses in certain locations or at certain times, dates. It would be unfair to accept a learner onto a course for them to find out they are unable to attend for the required duration.


We therefore ensure prospective learners are made aware of the logistical information prior to accepting bookings.


Logistical information is available through E-mail or letter.



Booking confirmation and pre-course information


To ensure learners have sufficient preparation time we will ensure, once bookings have been made, we will confirm their place and reconfirm the details of the venue, dates and times and any other logistical information; i.e. parking etc



Staff competence


We are committed to ensuring our instructors/assessors and quality assurance officer are competent and conversant in our products and services.


Our instructors and assessors that deal with customer enquiries and bookings are often relied on by learners to ensure that the course of study they require, is what they book onto. 


We therefore ensure we are aware of the needs and benefits of each course. We are also aware of where we can access additional information for uncommon questions and requests.


We ensure that those involved in the delivery, assessment and quality assurance of qualifications are suitably qualified and experienced and meet at least the minimum requirements outlined by the HSE.


Our company directors, Simon Ormesher and Gethyn Bowen are responsible for ensuring the retainment ofcertificates and activity logs for our assessment by our IQA.


Staff responsibilities


Below is an outline of our roles and responsibilities in relation to the deliver and assessment of courses. 


Company Directors:

•       Planning and auditing course delivery and the quality assurance system

•       Monitoring the Internal Quality Assurance (IQA) Strategy

•       Recruitment of course delivery and quality assurance team

•       Writing and updating policies and procedures

•       The quality of assessment and the IQA of assessment

•       Compiling an overall IQA Strategy

•       Leading the IQA team planning process

•       Monitoring and observing internal quality assurors

•       Providing or organising training and guidance for internal assurors and assessors

•       Reporting issues, trends and concerns to the company



Trainer/Assessor is usually responsible for:

•       Planning, managing and delivering courses

•       Conducting formative and summative assessment

•       Collating and preserving learner portfolios where relevant

•       Agreeing an individual learning plan with learners as appropriate

•       Providing all the paperwork needed to maintain the IQA process

•       Providing feedback on assessment practice

•       Providing guidance and support to meet the assessment requirements of courses

•       Maintaining a record of their own professional development

•       Reporting to Line Managers and/or Centre Manager




Assessment is a key area for quality assurance. Failures or discrepancies in assessment show that a learner has been unsuccessful in achieving the cirtificate they have set out to achieve. This, in turn prompts us to look for any failings in our systems.


Dragon Training are responsible for ensuring that all assessments remain compliant.

•       Current

•       Authentic

•       Reliable

•       Sufficient



Contributing factors to failures in assessment


There are a number of reasons why a learner may not yet be competent. It is our responsibility to ensure learners have sufficient opportunities to succeed and therefore failures in assessment encourage us to consider:

•       Was the course correct for the learners needs?

•       Did the learner meet the pre-requisite(s), i.e. language, abilities?

•       Was the course delivered at an appropriate time/location?

•       Were opportunities for reasonable adjustments missed?

•       Was the teaching and learning appropriate to the needs of the learner?

•       Was the learner aware of the assessment criterion?

•       Was the learner suitably prepared for assessment (i.e. had enough recapping and practice time)?

•       Was the learner aware that they were being assessed?

•       Did the assessor assess to the standardised criteria?


With this is mind it is also our responsibility to ensure learners are successful based on each of the above being in place and not because of reasons that may lead to cases of malpractice.



Quality assurance of assessment


To ensure assessments are fit-for purpose, assessor and IQAs have a range of responsibilities:

The assessor should ensure that the quality of assessment is assured by;

•       Planning and facilitating formative assessment throughout the course using a range of methods

•       Planning and facilitating summative assessment

•       Ensuring all learner papers are marked correctly 

•       The confidentiality and safety of assessment papers and/or leaner portfolios is maintained

•       Being familiar with and following the assessment requirements

•       Cooperating with the Internal Quality Assurance officer


The Internal Quality Assuror (IQA) should ensure that the quality of assessment is assured by;

•       Verifying the suitability of lesson plans and assessment tools

•       Sampling the work of trainer/assessors from each stage of the process

•       Observing trainer/assessors’ performance 

•       Sampling candidate work



Dealing with learners that are not yet competent


The integrity of a course and associated assessments should be called into question if there is a significantly high number of successful candidates.


Therefore, on occasion, it should be accepted that some learners will fail to achieve the desired level of competence.


Where we have ensured learners are aware of the required standard, the learner should not be surprised if the assessment decision is that they are not yet competent.


Each learner that is not yet competent will be provided with feedback on where any weaknesses appear to lie. We will then ensure suitable and sufficient support is provided in order for skills and knowledge gaps to be filled.


We will then arrange a re assessment. Learners should already be aware of any reassessment fees.


Appeals and complaints


On occasion candidates may not be satisfied with the decisions related to their assessments. They are therefore able to appeal these decisions.

The process, including escalations are outlined in our appeals policy. This is available to candidates on request.


Processing of certificates


On successful completion of their course learners have the right to receive their certificate.


Quality assurance activities


To ensure the quality of our processes the directors, Simon Ormesher and Gethyn Bowen are responsible for ensuring the following quality assurance activities are undertaken:


•       Website audit

•       Marketing materials audit

•       Customer service audit

•       Fees list audit

•       Staff records audit

•       Policy audit


These audits are undertaken on an annual basis or where a significant change occurs. Results of audits are recorded and retained for at least 3 years.


In addition to auditing our quality process we also undertake verification activities in relation to the assessment.


Planning IQA Activities (visits)


The directors, Simon Ormesher and Gethyn Bowen are responsible for producing a sampling plan based on the current risk rating for each individual trainer/assessor.  The sampling plan would identify who requires an IQA assessment, what units need to be verified and when.


Individual IQA staff should then produce an IQA Activity Plan for each activity they will be undertaking.  This plan outlines what units/outcomes are to be verified, how the assessment will take place (methods), any resources needed by the IQA, any special needs identified by the assessor, how feedback will be given and how outcomes will be recorded.  This plan ensures transparency, consistency and standardisation across the IQA team.  Verification visits can be unnerving for some individuals and transparency can help to reassure trainers/assessors of what to expect on the day of the visit.  As such, it is important this plan is shared with them and the directors in advance – 48 hours minimum notice is standard.    


The IQA may choose which assessment methods to use from the following;

•       Observation of trainer/assessor performance

•       Sampling of trainer/assessor work

•       Sampling of learner work

•       Witness statements (from learners/co-workers)

•       Learner Evaluation

•       Learner Interviews

•       Verification of lesson plan validity and application



Conducting an IQA Activity


Our sampling activities are usually carried out by visiting the assessor while they are assessing, however, on some occasions it may be possible to conduct a ‘remote’ visit whereby data is sent to the IQA. Whichever method is used, the following steps/procedures will apply.




Our IQA will produce an assessment plan detailing which assessment will be verified during the activity and what methods will be used.


When planning the visit, the IQA will ensure they have the correct contact details and site details and have planned their journey to arrive at the agreed time.  For some qualifications sampling activities may include a review of the formal teaching session to verify if learning outcomes have been met and formative assessment conducted as well as the summative tasks.  


This is not a review of teaching practice or subject knowledge, simply verification that the outcomes are being covered.  It would be difficult for assessment criteria to be met by a learner if they had not received the correct training prior to assessment.  A record of this observation should be kept. 


Arriving on site


Upon arrival, the IQA should inform the assessor of their arrival but without causing unnecessary disturbance or interruption to any learning sessions.  When convenient the IQA will review the assessment plan with the assessor and both parties should initial their agreement on the plan.  


The IQA may at this point ask to see the course register to verify it has been completed properly and to also have ready the learner information they will need to complete their reports.


During the sampling activity, especially during observation of training/assessment, the IQA should ensure they place themselves in a suitable position whereby they can monitor activity but not cause a disturbance to the learners or be located in such a way that they would cause unnecessary anxiety for a candidate undertaking assessment. 


Collecting Evidence

During the sampling activity, the IQA may observe the delivery of subject content and formative assessment and record how each learning outcome for the unit is covered using the ‘IQA’ observation form.  


During the summative assessment, the IQA will observe learners demonstrating skills or completing test papers and will make notes of how assessments were conducted including the outcomes.  


Observations/feedback will be referenced against the assessment guidelines outlined in the QNUK qualification delivery manuals.  Paperwork completed by candidate and assessors will be reviewed and the IQA will initial, ideally in red ink, to show the work has been reviewed.


The IQA will record the evidence collected on the ‘IQA Sampling Plan’ form. Feedback and development points identified are recording on the ‘IQA Report Form’.


IQA Evidence Collection – Tool Box


In addition to the standard forms described above, our IQA’s have a ‘tool box’ of resources which can be used to substantiate the outcome of their report.  For example, if our IQA has not been able to directly witness or evidence an outcome being met, it may be appropriate to interview a learner(s) or to ask further questions of an assessor.  This can be particularly useful if there are discrepancies in observed practice and feedback from the assessor or learners. 


Learner Evaluation Forms


Learner evaluation forms can be used when a sampling activity is taking place after an assessment has been conducted.  This may have been necessary due to IQA/Assessor availability or due to delays in arrival or a change to the expect course delivery/assessment schedule.  They can be used at other times but are best suited for these occasions


Learner Interviews 


Learner interviews can be used to support observed practise using the ‘Learner Interview Checklist’ or for longer interviews where assessment has not been observed using the ‘Learner Interview Sheet’.  When conducting interviews, IQAs ensure the activity does not cause unnecessary disruption to the class and does not detain a learner from participating in course delivery.


Assessor Question Sheet


This can be used to evaluate underpinning knowledge of an assessor on the assessment criteria such as reasonable adjustment and marking schedules.


Completing the Activity


Assessor Feedback


At the end of the sampling activity the IQA will provide the assessor with an opportunity to reflect on their performance and to identify any development points or concerns.  The IQA will need to liaise with the assessor on the best time and place to conduct the feedback/review session but, whenever possible, this should be completed at the time of the visit.  On rare occasions, the assessor may be requested to submit a written reflection; however, this must be clearly detailed in the IQA report and action plan.   Feedback should relate to the learning outcomes and assessment criteria only.  



Upon completion of the verification activity, the IQA will submit their reports to the Heads of centre as soon as possible. Reports should be sent electronically.


Should any urgent issues have been identified during the activity, the IQA will report to the Heads of centre immediately.




Standardisation ensures the validity and reliability of the IQA process.  IQA team members are required to attend regular meetings to review best practise, raise ideas/concerns and to receive updates on process/policy/training etc.