1. Purpose of this Policy
This Policy sets out how learning is assessed and recognised across HEADTURNED Foundation programmes. It applies to workshops, structured volunteering, placements, mentoring, apprenticeships, pre-apprenticeship routes and any accredited or partnered learning delivered through the Foundation.
The goal is to ensure assessment is fair, transparent, supportive and aligned with industry-standard expectations.
2. Assessment Principles
All assessment activity follows these core principles:
- Clarity: learners know in advance what they are assessed against.
- Fairness: assessments are appropriate, proportionate and free from discrimination.
- Consistency: tutors and supervisors follow shared criteria and guidance.
- Support: feedback helps learners understand progress and next steps.
- Flexibility: reasonable adjustments are made where required.
- Transparency: assessment decisions are documented and available to the learner.
3. Types of Assessment
Depending on the programme, assessment may include:
- Informal observation — assessing practical skills and confidence in real settings.
- Supervisor feedback — written or verbal feedback on day-to-day tasks.
- Portfolio evidence — logs, tasks, reflections or project outputs learners collect.
- Practical demonstrations — showing competency in real tasks (e.g., safe equipment use, animal handling, data collection).
- Project-based assessment — research, innovation, conservation or media tasks aligned to real-world work.
- Accredited requirements — where a qualification is involved, assessment follows the awarding body's rules.
4. Supporting Progress & Development
Supervisors, mentors and tutors work with learners to create an environment where progress is supported through:
- regular check-ins and structured progress reviews;
- clear learning outcomes tailored to each programme;
- reasonable adjustments for accessibility and individual needs;
- additional support or coaching where difficulties arise;
- opportunities for learners to reflect on their own development.
5. Feedback Standards
Feedback is an essential part of learning at the Foundation. It must be:
- Constructive — focusing on improvement and strengths.
- Timely — provided as close to activity as practical.
- Documented — recorded when part of formal assessment.
- Respectful — delivered in language that promotes growth and wellbeing.
6. Completion, Recognition & Certification
When a learner completes a programme, the Foundation may provide one or more of:
- a Certificate of Completion or Participation;
- a reference or testimonial describing skills and contributions;
- a portfolio of work, tasks or project outputs;
- where relevant, accredited qualification outcomes supported by partners;
- a progression plan or signposted opportunities for further learning.
Certification is based on the successful completion of agreed learning outcomes and attendance requirements.
7. Fairness, Integrity & Appeals
Learners may raise concerns about assessment decisions if they believe they were treated unfairly or inconsistently. Appeals are reviewed by a programme lead or manager not directly involved in the original decision.
Where a programme is delivered jointly with an awarding body or education partner, appeals must follow the partner’s published procedures.
8. Data, Records & Privacy
Assessment records are stored securely and handled in line with the Foundation’s Data Protection & Information Governance Policy. Learners may request access to their assessment records as permitted under data protection law.