FSoB Policies and Procedures

Explore our policies, or download the full documents for detailed reference

Policies and links

Explore our policies & download the full documents for detailed reference

Academic Appeals Policy

Anti-Bribery Policy

Policy Review Date:

21/03/2025

Next Review Date:

21/03/2026

Introduction

The Business School upholds the highest standards of integrity, financial responsibility, and transparency and maintains a zero-tolerance stance towards bribery and corruption. The reputation of FSOB is built upon ethical conduct, accountability, and strict compliance with anti-bribery regulations. To mitigate the risks associated with bribery, FSOB has implemented the following proactive measures:

Establishing a comprehensive anti-bribery strategy aligned with the specific risks faced by the School.
Ensuring that all employees, associated persons, and external stakeholders with commercial links to FSOB comply with the School’s anti-bribery framework.
Providing mandatory training for employees on the risks and consequences of bribery.
Offering secure and confidential reporting mechanisms.
Conducting thorough and impartial investigations into any allegations of bribery.
Taking swift, robust, and decisive action against individuals found to be engaging in bribery.

Scope of the Policy

This policy applies to all individuals engaged with FSOB, including but not limited to:

Employees, volunteers, interns, and temporary workers
Consultants, contractors, and external service providers
Board members and institutional representatives

Every individual associated with the School is expected to uphold the highest ethical standards. Violations of this policy will result in severe disciplinary action, which may include dismissal and legal proceedings where applicable.

Prohibited Conduct

Under no circumstances shall any FSOB employee or associated individual offer, give, solicit, or accept a bribe, whether directly or indirectly, in the course of conducting business on behalf of the School.

Forms of Bribery

Bribery can take various forms, including but not limited to:

Cash payments
Gifts or hospitality exceeding reasonable and lawful limits
Undue favours or incentives
Improper influence over business decisions, contracts, or regulatory matters

Scope of Bribery

Bribes may be given or received by or from any individual, regardless of whether they are a public official, private individual, or corporate entity, and irrespective of jurisdiction. Any attempt to secure an unlawful advantage for the School, or to further personal financial or professional interests through corrupt means, is strictly prohibited.

Responsibilities and Reporting Obligations

All individuals subject to this policy must exercise due diligence in identifying and preventing bribery. If an individual has reasonable suspicion of bribery or corrupt conduct, they are obligated to report their concerns immediately through FSOB’s designated reporting channels. Failure to comply with this policy may result in serious legal and reputational consequences for both the individual and the School. FSOB remains committed to ensuring compliance with anti-bribery laws and fostering an organisational culture of ethical responsibility and accountability.

Anti-Slavery Policy

Introduction

The FSOB School delivers academic programmes at Levels 3 to 7, encompassing both undergraduate-equivalent and postgraduate-equivalent qualifications. We firmly believe that every individual, regardless of their background or circumstances, deserves the opportunity to lead a life of dignity, purpose, and fulfilment. Education empowers individuals to shape, adapt, and transform their environment. As an institution with a strong social mission, we are committed to upholding ethical business practices that align with our core values. At all times, we strive to act with integrity, transparency, and accountability, ensuring that we remain an employer of choice that prioritises the well-being and rights of its workforce.

Commitment to Ethical Employment Practices

FSOB School maintains robust employment policies that are routinely reviewed to ensure strict compliance with current legislation. We foster fair and transparent workplace practices, engaging in open dialogue with trade unions and staff representatives to safeguard employee rights. Our procurement team adheres rigorously to all relevant legal and regulatory frameworks, continuously assessing and refining our policies to mitigate the risks of modern slavery and human trafficking within our operations and supply chains.

Zero-Tolerance Approach to Modern Slavery

We are resolute in our commitment to combatting modern slavery and human trafficking in all its forms. Our Anti-Slavery & Human Trafficking Policy underpins our commitment to conducting business in an ethical, responsible, and transparent manner while implementing rigorous controls and procedures designed to eliminate the risk of slavery in our supply chains. FSOB School refuses to engage in commercial relationships with any organisation that participates in, supports, or fails to take meaningful action against modern slavery and human trafficking.

Proactive Measures

To reinforce this commitment, we have adopted proactive measures aimed at identifying, preventing, and eradicating modern slavery risks across our operations and supplier networks, including:

Supplier Due Diligence: All prospective suppliers must provide a formal declaration confirming that they are neither involved in, nor under investigation for, modern slavery or human trafficking.
Contractual Compliance: Our standard supplier agreements include legally binding clauses requiring vendors to implement robust measures to prevent slavery and human trafficking within their own supply chains.
Rigorous Employee Screening: We conduct comprehensive pre-employment checks, including legal right-to-work verification and identity authentication, to ensure full compliance with employment laws.
Safeguarding & Training: Our team includes safeguarding specialists who are trained and dedicated to identifying and addressing the risks of modern slavery and human trafficking.

Enforcement & Accountability

FSOB School adopts a zero-tolerance stance towards non-compliance with this policy. Any breach or failure to adhere to our anti-slavery standards will be thoroughly investigated, and appropriate remedial action will be taken. We categorically refuse to engage in business with any organisation that does not demonstrate full compliance or fails to take substantive steps towards achieving compliance. This statement is issued in accordance with Section 54(1) of the Modern Slavery Act 2015. It has been formally approved by the FSOB School’s Board for adoption across all member institutions. This policy will be reviewed and updated annually or as required to reflect legislative developments and best practices.

Assessment and Coursework Policy

Policy Review

Review Date: 21/03/2025 Next Review Date: 21/03/2026

Introduction

This policy establishes the FSOB School’s principles and procedures for assessments, with a particular emphasis on coursework-based evaluation. It is designed to ensure compliance with the United Kingdom’s legislative framework, including the Equality Act 2010, the Data Protection Act 2018, and all other relevant educational regulations.

Policy Objectives

Ensure fairness, consistency, and transparency in assessment practices across all academic programmes.
Foster a clear understanding of the assessment framework, criteria, and expectations among students and staff.
Uphold inclusive assessment methodologies that recognise and accommodate the diverse needs of all learners.

Scope of the Policy

This policy applies to all individuals involved in the assessment process at FSOB School, including:

Students undertaking coursework assessments.
Academic staff, invigilators, and assessors responsible for setting, marking, and moderating assessments.
Administrative and support staff engaged in assessment-related processes.

Coursework Assessments

Coursework plays a fundamental role in academic evaluation at FSOB School and may include:

Essays, reports, research projects, case studies, practical exercises, presentations, and reflective assignments.
Industry-relevant tasks that align with the learning outcomes of each programme.

All coursework must adhere to the prescribed assessment criteria and contribute meaningfully to students’ academic and professional development.

Assessment Criteria and Feedback

The assessment criteria for each coursework component will be clearly communicated at the commencement of the module.
Students will receive timely, constructive, and developmental feedback to support their learning and enhance their academic progress.

Submission of Coursework & Late Submissions

Coursework must be submitted by the stipulated deadline. Any request for an extension must be formally approved by the module tutor or an authorised academic officer.
Late submissions may incur penalties, except where extenuating circumstances are evidenced and approved in accordance with institutional regulations.

Academic Integrity

Students are expected to uphold the highest standards of academic integrity, which include:

Avoiding plagiarism, collusion, contract cheating, and other forms of academic misconduct.
Submitting original work that reflects independent thought and scholarly rigour.

Violations of academic integrity will be subject to disciplinary action in line with FSOB School’s Academic Misconduct Policy.

Reasonable Adjustments & Special Considerations

In compliance with the Equality Act 2010, FSOB School is committed to ensuring equitable access to assessments. Reasonable adjustments will be made for students with disabilities, specific learning difficulties, or other special educational needs. Additionally, students experiencing adverse circumstances that impact their assessment performance may apply for special considerations under the prescribed procedures.

Data Protection & Confidentiality

All assessment-related data will be processed and stored in accordance with the Data Protection Act 2018. This includes:

Ensuring that student assessment records are used solely for educational and academic purposes.
Maintaining strict confidentiality and secure storage of all assessment data.

Appeals Process

Students reserve the right to appeal their assessment outcomes if they:

Identify a procedural error in the marking or grading process.
Believe they have been unfairly disadvantaged due to an administrative or academic oversight.

The appeals process, including the formal submission and review procedures, will be clearly outlined and accessible to all students.

Commitment to Excellence

FSOB School remains dedicated to maintaining high academic standards while providing an inclusive, fair, and transparent assessment framework. We continuously review and enhance our assessment policies and practices to uphold excellence in education and student support.

Assessment Policy

Complaints Policy

Data Retention Policy

Policy Review Date:

21/03/2025 Next Review Date: 21/03/2026

1. Purpose

This policy establishes a structured framework for the management, retention, and disposal of data within FSoB, ensuring compliance with legal, regulatory, and operational requirements. It outlines procedures for data preservation, secure storage, and the deletion of redundant information in a responsible and compliant manner.

2. Scope

This policy applies to all data generated, received, or maintained by FSoB, including but not limited to:

Student records (e.g., portfolios, assessments, and academic documentation).
Employee records (e.g., HR files, contracts, and payroll information).
Financial records (e.g., invoices, tax documents, and financial statements).
Official correspondence (e.g., emails, written communications, and reports).

It covers both digital and physical formats of data.

3. Data Retention Periods

The retention duration for data is determined by its nature, regulatory obligations, and institutional requirements. The following are the general retention periods for key data categories:

Student Records (Portfolios & Assessments): Retained until certification is issued, after which they will be permanently deleted within 14 days.
Student Identification & Educational Documents: Stored for one year, then permanently deleted.
Student Certificates: Not stored, as certificates remain available for download via the awarding body’s portal.
Financial Records: Retained for a minimum of seven years to comply with accounting and tax regulations.
Employee Records: Supporting documents are kept for one year post-employment.
Contractual Agreements: Maintained for the duration of employment, plus an additional 90 days post-termination.
Emails & Correspondence: Retained for at least one year, with relevant emails archived or securely deleted.
Onboarding Documents: Preserved for the duration of a learner’s enrolment, plus one year following course completion or withdrawal.

4. Data Archiving

For data that must be retained beyond its immediate operational use, secure archiving procedures will be implemented. Archived data will be protected against unauthorised alterations or deletions throughout the designated retention period. Access to archived data shall be restricted to authorised personnel only.

5. Data Disposal

Once data has exceeded its required retention period, it must be securely disposed of to prevent unauthorised access or data breaches. The disposal process shall follow these measures:

Digital Data: Permanently erased from servers, databases, and backup systems.
Physical Documents: Securely shredded and appropriately discarded.

6. Data Protection & Security

FSoB is committed to safeguarding the confidentiality, integrity, and availability of data throughout its lifecycle. Stringent technical and organisational safeguards will be enforced to prevent unauthorised access, data loss, or destruction.

7. Regulatory & Legal Compliance

This policy aligns with the requirements of data protection laws, including the General Data Protection Regulation (GDPR), ensuring the lawful processing, retention, and disposal of personal data. Retention periods may be subject to revision in response to evolving legal mandates or regulatory updates.

8. Roles & Responsibilities

Data Owners – Responsible for determining data classification, retention periods, and disposal protocols.
IT Department – Ensures secure storage, archiving, and implementation of appropriate disposal practices.
Compliance Team – Monitors regulatory changes and ensures ongoing adherence to legal standards.

9. Policy Review

This Data Retention Policy shall undergo annual review or be updated as required to maintain compliance with legal, regulatory, and institutional changes.

10. Exceptions

Any deviation from this policy must be authorised by the governing board and formally documented.

11. Enforcement

Non-compliance with this policy may result in disciplinary measures, including but not limited to termination of employment or contractual agreements.

Equality and Diversity Policy

Policy Review Date:

21/03/2025 Next Review Date: 21/03/2026

1. Policy Overview

Footprint School of Business (FSOB) upholds a strict Equality and Diversity Policy, ensuring that its operations, recruitment, and learning environment remain inclusive, fair, and free from discrimination. This document sets out the organisation’s commitment to equality, its obligations under legislation, and the responsibilities of all stakeholders in maintaining a respectful and diverse workplace and educational setting.

2. Statement of Equal Opportunity

FSOB is fully committed to the principle of equal opportunities in recruitment, employment, and education. The institution actively opposes all forms of unlawful or unfair discrimination, including discrimination based on:

Age
Disability
Ethnic or national origin
HIV status
Marital or civil partnership status
Nationality (including citizenship)
Race
Religion or belief
Sex (gender)
Sexual orientation

3. Aims

FSOB seeks to foster an inclusive and respectful environment where all employees, students, and stakeholders are treated with dignity and fairness. It is committed to ensuring that all activities, policies, and decisions reflect this ethos. The institution recognises that drawing upon the widest pool of talent contributes to its success. As such, FSOB is dedicated to removing barriers to employment and education and ensuring that opportunities are accessible to all.

4. Commitment to Equality and Diversity

FSOB is committed to achieving and maintaining, wherever practicable, a workforce and student body that reflect the diversity of society. Within the framework of applicable laws, FSOB ensures that:

Recruitment, selection, training, promotion, remuneration, and career development are based strictly on merit, skills, and objective criteria.
Every reasonable effort is made to eliminate bias and discriminatory practices.
A culture of inclusivity is embedded across all levels of the organisation.

5. Compliance with Legislation

FSOB is committed to adhering not only to the letter but also to the spirit of equality legislation. However, compliance with the law alone is not sufficient; the responsibility to promote and uphold equality rests with management, staff, and students alike.

6. Criteria for Dismissal

Decisions regarding dismissal, redundancy, or expulsion will be determined strictly in accordance with FSOB’s Disciplinary (Misconduct) Policy and will not be influenced by any form of bias or discrimination.

7. Responsibilities

7.1 Individual Responsibilities

All employees, students, and stakeholders must ensure that their actions and conduct align with FSOB’s Equality and Diversity Policy. Individuals must not:

Discriminate against colleagues, students, job applicants, or stakeholders.
Engage in or encourage harassment, victimisation, or discriminatory behaviour.

Health and Safety Policy

Document Review Date: 21/03/2025

Next Review Date: 21/03/2026

The Footprint School of Business (FSoB) is committed, as far as is reasonably practicable, to ensuring the highest standards of health, safety, and well-being for all staff, students, and visitors. To this end, FSoB endeavours to:

Commitments

Cultivate an environment where staff, students, and visitors can operate without exposure to risks detrimental to their health or safety.
Establish and maintain a safe environment, ensuring that facilities, equipment, and substances are managed under rigorous safety protocols to prevent any risk to health and well-being.
Provide and sustain an environment that meets occupational health requirements and supports the welfare of both employees and students.
Foster a workplace free from intimidation, harassment, violence, and undue stress, thereby ensuring a secure and supportive atmosphere.
Identify and deliver appropriate training, instruction, supervision, and information to both staff and students to enhance awareness and compliance with health and safety regulations.
Establish effective mechanisms for consultation on health and safety matters, ensuring the active involvement of employees, their representatives, student representatives, and Trade Union Safety Representatives.
Promote a culture of personal responsibility, encouraging all individuals to prevent health hazards and injuries both to themselves and to others, and to fully cooperate with FSoB in fulfilling its statutory obligations.
Ensure that all individuals tasked with managing premises, equipment, or supervising others recognise their integral role in health and safety management, including the necessity of conducting risk assessments for potentially hazardous activities.
Integrate the principles of robust health and safety management into all activities undertaken by FSoB, including events, travel, and field excursions.
Provide professional support on occupational safety matters through the appointment of an FSoB Safety Officer, who shall be responsible for advisory services, routine audits, and the enforcement of health and safety protocols.
Continuously monitor and evaluate the health and safety performance of FSoB, providing regular reports to the institution’s management and ensuring transparency through public disclosures.
Appoint specialised officers with the requisite expertise to advise FSoB on pertinent health and safety concerns.
Establish structured arrangements for addressing health and safety matters at all levels, including through departmental meetings and the FSoB Health and Safety Committee.
Ensure this policy is prominently displayed, widely publicised, and subject to a comprehensive review at least once annually.

By adhering to these principles, FSoB remains steadfast in its commitment to fostering a culture of safety, well-being, and shared responsibility across the institution.

End of Policy

Internal Quality Assurance Policy

Policy Review Date: 21/03/2025 Next Review Date: 21/03/2026

1. Introduction to Quality Assurance

Internal Quality Assurance is a fundamental process through which the Footprint School of Business (FSOB) ensures that all assignments are assessed consistently, and assessors receive constructive feedback to refine their assessment practices and judgements. FSOB is committed to rigorous quality assurance across all courses, ensuring that assessors accurately determine whether learners have demonstrated the achievement of Learning Outcomes (LOs) at the standards specified by the assessment criteria. A structured verification system is in place, with all tutors, markers, and internal quality assurers undergoing comprehensive training and standardisation to uphold consistency in assessment standards. Assignments will initially be marked by an approved assessor, and subsequently, a minimum of 20% of all marked assignments will undergo internal quality assurance. In instances where the total number of submitted assignments is not evenly divisible by ten, FSOB will verify the nearest feasible percentage. For example, if a learner submits a single assignment, that assignment will be internally verified; similarly, if eight assignments are submitted, two will be selected for internal verification. This process is crucial for the following reasons:

Ensuring internal assessments align with the awarding body’s requirements.
Providing support to all markers through evaluation and validation.
Promoting consistency and fairness in assessment, enhancing reliability.
Reducing the likelihood of adjustments at the External Verification stage.

All Internal Quality Assurers (IQAs) working with FSOB are required to hold the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (RQF), as a minimum standard. Similarly, FSOB Assessors are expected to hold the Level 3 Certificate in Assessing Vocational Achievement (RQF). However, in exceptional cases, this qualification requirement may be waived if the assessor can demonstrate substantial and verifiable experience in assessing learners across qualifications from Level 3 to Level 8 within UK higher education.

2. Assessment Procedure

Markers will adhere to the awarding organisation’s marking guidance when conducting assessments. Learners will receive a grade of Pass, Merit, Distinction, or Fail, based on the marker’s professional judgement. Feedback provided will be constructive and developmental, directly linked to the assessment criteria and Learning Outcomes. Generalised feedback will be avoided to ensure clarity on areas of success and improvement. However, specific elements of the marking scheme will not be disclosed. The marking process will be completed within five working days of assignment submission. Quality Assurance will be conducted once a learner has submitted all assignments within their course and will be completed within ten working days of submission. The assessment process will be aligned with FSOB’s Assessment Policy, Appeals Procedure, Malpractice Policy and Conflict of Interest Policy. All internal quality assurance data will be systematically recorded and securely maintained by FSOB for future reference.

3. Role of the Internal Quality Assurer

Internal Quality Assurance will be undertaken by a suitably qualified member of staff with relevant experience and/or training in moderation practices. This is an independent role, and the verifier must not act as both Marker and Quality Assurer. The Internal Quality Assurer is responsible for:

Ensuring consistent application of assessment criteria and standards.
Identifying and disseminating areas of best practice.
Advising assessors on effective assessment methodologies.
Playing an integral role in the appeals procedure when assessment decisions are contested.
Confirming instances of plagiarism, collusion, or malpractice.
Ensuring consistency in assessment procedures.
Liaising with the External Verifier to implement necessary improvements.
Providing FSOB with comprehensive records and documentation as required.

4. Quality Assurance Procedures for Internal Verification

The internal verification process is an essential component of FSOB’s quality assurance framework and comprises the following key elements:

Verifying assessment grades through systematic sampling of marker judgements and feedback.
Ensuring a representative spread of grades is moderated, reflecting a range of marker decisions.
Sampling assignments from a diverse set of learners to ensure consistency.
Maintaining accurate and transparent records using the FSOB Quality Assurance Form.

FSOB Quality Assurance Form

Qualification Title: Cohort Number (if applicable): Assignment Name (if applicable): Learner Name: Learner ID Number: Name of Assessor: Date of Assessment: Is the feedback to the learner linked to achievement of LOs and assessment criteria? Yes/No Provide evidence for your judgement: Has the work been assessed in accordance with AC standards? Is LO achievement secure? Yes/No Provide evidence for your judgement: Is the feedback detailed enough for the learner to understand achievements and areas for improvement? Yes/No Provide evidence for your judgement: Identify any required actions for the assessor arising from verification. Provide deadlines for actions and return dates for the learner’s work to the IV. Confirmation of Actions Completed: Internal Quality Assurer Name: ___________________________________________ Date & Signature: _________________________________________________

Deposits, Fee Payments, and Refunds

Policy and Procedures for Handling Deposits, Fee Payments, and Refunds

Policy Review Date: 21/03/2025 Next Review Date: 21/03/2026

1. Introduction

It is imperative that students submit all required deposits and tuition fees in a timely manner to prevent any complications with their enrolment and commencement of studies. Students are strongly encouraged to review this policy carefully and to seek clarification from the Institution should they require further information.

2. Deposits

Deposit Requirement: All successful applicants to FSOB programmes must pay a minimum deposit to secure their place.
Confirmation of Enrolment: Upon receipt of the deposit and all requisite documents, FSOB will issue a Confirmation of Acceptance Letter, along with other essential documentation.
Accepted Payment Methods: Deposits may be paid via:
- Online Payment
- Cheque
- Bank Transfer
- Bank Draft
For direct bank transfers, students must include their surname as the reference to ensure proper tracking of payments.
Payments to Third Parties: Tuition fees must be paid directly to the Institution and not to any third party.

3. Tuition Fee Payment

Students may settle their tuition fees either in full at the time of enrolment or through an agreed instalment plan.

3.1 Single Payment Option

Tuition fees may be paid in full before the course start date.
Students opting for a single payment may be eligible for a 10% discount on tuition fees.

3.2 Instalment Payment Option

All tuition fees must be settled before certificates can be issued.
Students who opt for instalment payments must adhere to the agreed schedule.
No additional administrative charges will be applied for selecting the instalment plan.

4. Refund Policy

4.1 General Refund Conditions

The Institution presumes that all students have carefully considered their enrolment decision before applying.
However, the Institution acknowledges that circumstances may arise necessitating withdrawal from a course.

4.2 Refund Policy for Course Cancellations

All cancellations must be submitted in writing and will only be deemed valid upon official receipt by the Centre Manager.
If a cancellation request is received within two weeks of the course start date, refunds shall be issued at the Institution’s discretion.
No refund shall be issued if a cancellation request is made after the commencement of the course.

5. Policy Review and Amendments

The Institution reserves the right to amend or revise this policy at its discretion, without prior notice or consultation with affected parties.

Safeguarding Policy

Policy Review Date:

21/03/2025

Next Review Date:

21/03/2026

Introduction

This Safeguarding Policy represents a firm and comprehensive commitment to ensuring the safety and well-being of all students and staff at FSOB. It has been designed in compliance with the UK’s legislative framework, including the Children Act 2004, the Safeguarding Vulnerable Groups Act 2006, the Protection of Freedoms Act 2012, and Keeping Children Safe in Education 2021.

Aims of the Policy

The objectives of this policy are:

To safeguard students and staff of all ages from harm and abuse.
To foster a safe, respectful, and inclusive environment.
To ensure that all staff and students are fully aware of their roles and responsibilities in safeguarding.

Scope

This policy applies to all students, staff, volunteers, contractors, and any individuals interacting with the FSOB community.

Definitions

“Safeguarding” refers to the protection of children and vulnerable adults from maltreatment, the prevention of health and development impairment, ensuring children grow up in environments conducive to safe and effective care, and taking actions to ensure the best possible outcomes for all children.

Designated Safeguarding Lead (DSL)

The DSL holds responsibility for coordinating and overseeing all safeguarding procedures at FSOB. The DSL ensures that all members of the school community are both aware of and adhere to this policy and its procedures and receive adequate training.

Safeguarding Procedures

A. Recruitment

All new staff are subject to thorough checks, including DBS checks (where applicable), prior to employment, to ensure their suitability for working with children and young people.

B. Training

All staff will receive safeguarding training during their induction, with regular refresher sessions thereafter. Training will address recognising signs of abuse, responding to disclosures, and following proper reporting protocols.

C. Reporting

Any concerns regarding the welfare of a student or staff member should be immediately reported to the DSL. The DSL will then determine the appropriate course of action in line with statutory guidance.

Allegations Against Staff

Allegations made against staff will be addressed promptly, fairly, and with due respect for all parties involved. Any staff member under investigation for alleged misconduct will be treated in accordance with the school’s disciplinary procedures and relevant legal and statutory guidance.

Online Safety

FSOB will implement suitable filtering and monitoring systems to protect students from harmful online content. Students and staff will receive guidance and training on how to stay safe online.

Working with External Agencies

The School will collaborate with local authorities, health partners, and other relevant agencies to enhance safeguarding efforts.

Special Consideration Policy

Policy Review Date:

21/03/2025

Next Review Date:

21/03/2026

Purpose

The objective of the Special Consideration Policy is to ensure that students who encounter unforeseen and unavoidable circumstances, which may negatively impact their academic performance, are treated equitably and offered suitable support. This policy sets out the criteria for eligibility, the process for requesting special consideration, and the potential adjustments that may be made.

Scope

This policy applies to all students enrolled at FSOB and encompasses all forms of assessment, including coursework, examinations, and other evaluative methods.

Eligibility Criteria

To qualify for special consideration, students must provide evidence that they have experienced one or more of the following situations:

Acute illness or injury.
Bereavement due to the death of a close family member or friend.
Natural disasters or severe weather conditions preventing attendance or access to necessary resources.
Personal or family crises, such as domestic violence, divorce, or other unforeseen and unavoidable events.
Any other exceptional circumstances deemed appropriate by the institution.

Requesting Special Consideration

Students must submit a written request for special consideration, along with the necessary supporting documentation (e.g., medical certificates, death notices, police reports), to the relevant department or faculty within a specified timeframe, typically within 3-5 working days following the affected assessment.
The request must detail the circumstances, the impact on the student’s academic performance, and the specific adjustments being requested.
The college may request additional information or documentation to verify the legitimacy of the request.

Assessment and Decision

Requests for special consideration will be evaluated individually by the appropriate department or faculty, considering the nature of the circumstances, the provided documentation, and the student’s academic history.
The student will be notified of the decision in writing, usually within 5-10 working days of receiving the request.

Possible Adjustments

If the request for special consideration is accepted, the college may offer one or more of the following adjustments, based on the specific situation and the nature of the assessment concerned:

Extension of deadlines for coursework or other assignments.
Rescheduling of examinations or other evaluations.
Provision of alternative assessment methods or formats.
Re-weighting of assessment components within the same course.
Aegrotat or compassionate pass in cases of severe and unavoidable circumstances.

Appeals

Students who are dissatisfied with the decision regarding their special consideration request may appeal by following the college’s established appeals procedure.

Confidentiality

All requests for special consideration and associated documentation will be treated with the utmost confidentiality. Information will only be shared with relevant staff members on a need-to-know basis. By enacting this Special Consideration Policy, FSOB reaffirms its commitment to fairness and equity in the assessment process, ensuring appropriate support is provided to students facing unexpected and unavoidable challenges. FSOB is dedicated to delivering high-quality education and support services that meet the diverse needs of its students and stakeholders, while continuously striving for excellence and improving all facets of the institution.

Sustainability Statement

Our institution is deeply committed to advancing environmental sustainability and minimising our ecological footprint. We believe that sustainability is a fundamental component of quality education and aim to weave this principle into every facet of our campus life. Our objectives include reducing greenhouse gas emissions, conserving energy and water, encouraging sustainable transportation, and embedding sustainability within our academic framework. Additionally, we seek to actively engage our students, staff, and the broader community in efforts to foster sustainability and build a more sustainable future. FSOB’s sustainability commitment is centred on promoting environmental stewardship. This encompasses various initiatives such as reducing carbon emissions, advocating for recycling and waste reduction, safeguarding natural habitats and ecosystems, and integrating sustainability into our curriculum. The overarching goal of FSOB’s sustainability agenda is to contribute to a more sustainable future for both our campus and the wider community.

Key Sustainability Initiatives:

Promoting the use of public transport, cycling, and walking as eco-friendly alternatives.
Organising informative sessions for staff and students to raise awareness about reducing carbon emissions.
Advocating for the reduction of paper and card usage, encouraging digital documentation, auditing supplies to minimise waste, and utilising reusable materials.
Employing eco-friendly cleaning products in office and communal spaces rather than chemical-based alternatives.
Supporting up-to-date learning in Business, IT, Health and Social Care, and Teaching fields, equipping students with the skills to contribute meaningfully to global sustainable development.

Integrating Sustainability into the Curriculum

Integrating sustainability into the curriculum offers students high-quality education by imparting the skills and knowledge required to tackle complex environmental challenges. This integration can take several forms, such as:

Incorporating sustainability-focused content into existing courses across a range of disciplines, including biology, engineering, and business.
Providing specialised courses in sustainability that delve deeper into the social, economic, and environmental facets of the issue.
Encouraging research and projects that address sustainability challenges, allowing students to apply their learning in real-world contexts.
Promoting interdisciplinary collaboration and problem-solving, helping students develop a well-rounded understanding of sustainability and the ability to collaborate with individuals from diverse backgrounds.

By embedding sustainability within the curriculum, we equip students with the essential skills and knowledge to become responsible and effective leaders in confronting the environmental challenges of the future.

Teaching and Learning Policy

Policy Review Date:

21/03/2025 Next Review Date: 21/03/2026

Introduction

This policy articulates the guiding principles and practices governing teaching and learning at FSOB, a private further/higher education institution within the United Kingdom. Our mission is to offer a high calibre, engaging, and inclusive learning environment that thoroughly prepares students for success in their chosen careers and broader life ambitions.

Philosophy

FSOB is steadfast in providing a student-centred education, deeply valuing diversity, creativity, and critical thinking. We are committed to the belief that every student possesses the potential to succeed, and we endeavour to cultivate an environment that encourages students to achieve their fullest potential.

Curriculum Design

Our curriculum is meticulously crafted to be both challenging and highly relevant to the needs of our students. We offer a diverse array of courses, each routinely reviewed and updated to reflect the latest industry standards and trends. Additionally, we seek to provide numerous opportunities for students to engage in practical, hands-on learning, including internships, work placements, and other experiential educational experiences.

Curriculum Development

At FSOB, curriculum development is a collaborative process, involving feedback from teachers, students, industry experts, and other key stakeholders. We ensure that our curriculum remains aligned with industry standards and trends, with regular updates to ensure its continued relevance.

Curriculum Alignment

We work to ensure that our curriculum is in line with current industry standards, meeting the evolving needs of our students. We also prioritise offering students hands-on learning opportunities, such as internships and work placements, to enhance their educational experience.

Curriculum Content

The content of our curriculum is both challenging and aligned with the needs of our students, ensuring that courses are regularly updated to reflect contemporary developments and trends in relevant industries.

Curriculum Evaluation

We implement a systematic process for evaluating the curriculum, which includes ongoing monitoring of student progress as well as periodic evaluations conducted by faculty members and other stakeholders.

Teaching and Learning Commitment

Our teaching staff are highly qualified and committed to delivering a stimulating, dynamic, and engaging learning environment. They employ a variety of pedagogical strategies to cater to the diverse needs of all students, including those with special educational needs and disabilities (SEND). Furthermore, we actively encourage the use of technology in the classroom to enhance the learning experience.

Roles and Responsibilities for Teaching and Learning Practice

An orientation programme for both students and staff involved in delivering learning.
A well-maintained, clean, and conducive environment for learning.
A safe environment in accordance with all health and safety regulations.
Access to tools that assist in the delivery of high-quality instruction and the assessment of student progress.
An engaging atmosphere where student work, research, and instructional materials are prominently displayed to foster optimal engagement.
A culture in which all learners are treated with dignity and given equal opportunities to succeed.
Opportunities for the use and exploration of digital tools by students and staff.
Instructional methods that promote student participation and cater to diverse learning styles.
Opportunities for the exchange of best practices and professional development.
Comprehensive access to information concerning students with SEND and any necessary accommodations.
Continuous support from Advanced Teaching Practitioners to assist faculty.

Lesson Preparation and Delivery

Present clear, well-structured lesson plans with defined, level-appropriate learning outcomes.
Integrate inclusive learning strategies to ensure the needs of all students are met.
Align with the objectives and requirements of the respective course/programme.
Use formative assessments to track student progress and adjust instruction accordingly.
Emphasise the practical application of academic research, linking theory with real-world practices.

Observation of Teaching and Learning (OTL)

The lesson observation process is integral to supporting the ongoing professional development of teachers and the effective management of the learning environment.

Roles and Responsibilities

Staff: Teachers must adhere to performance standards, engage in CPD activities, and contribute to action plans generated from observations.
Observers: Lesson observers must undergo training to standardise the observation process, ensuring impartiality and consistency in assessments.

Assessment and Recording of Progress

To track student progress, we maintain a consistent and transparent assessment system, providing continuous feedback that encourages active participation in goal-setting and development.

Student Support

We offer targeted support to students with SEND, alongside additional academic support for students experiencing personal or academic difficulties.

Complaints and Appeals

Our complaints and appeals process is transparent, fair, and accessible to both students and their families, ensuring impartiality and adaptability to meet the needs of all involved parties.

Review and Implementation

This policy will undergo regular reviews to ensure it remains aligned with best practices and regulatory standards, consistently meeting the needs of our students and the broader educational community.

Conclusion

FSOB is dedicated to fostering a supportive, inclusive, and engaging learning environment that enables every student to thrive. We are committed to continuously refining our policies and practices to ensure that all students have the opportunity to reach their full potential, both academically and professionally.

Malpractice Policy

Policy Review Date:

21/03/2025 Next Review Date: 21/03/2026

Part A – Policy

Scope of Policy
Definitions of Malpractice
Examples of Actions Constituting Malpractice
- 3.1 Examples of Centre Malpractice
Definition of Maladministration
Examples of Maladministration
Addressing Malpractice and Maladministration
Academic Malpractice
Access to the Policy
Responsibilities of Study Centres
Monitoring and Review

Part B – Procedures for Alleged or Suspected Malpractice or Maladministration

Terminology
Allegations of Malpractice or Maladministration
Anonymous Allegations
Suspected Malpractice or Maladministration
Application of Procedures
Sanctions and Penalties
Alleged or Suspected Malpractice by Learners
- 7.1 Initial Response
- 7.2 Centre Investigation
- 7.3 Procedures
- 7.4 The Institute’s Action
- 7.5 Penalties for Learner Malpractice
- 7.6 Case Records for Learner Malpractice
- 7.7 Appeals
Alleged or Suspected Malpractice or Maladministration by Centre Employees
- 8.1 Initial Response
- 8.2 Centre Investigation
Alleged or Suspected Malpractice or Maladministration by Centres
- 9.1 Initial Response
- 9.2 The Institute Investigation
- 9.3 Responsibilities
- 9.4 Notification
- 9.5 Investigation Timescales and Procedures
- 9.6 Investigation Report
- 9.7 Investigation Outcomes
Alleged or Suspected Malpractice or Maladministration by Institute Employees
- 10.1 The Institute Investigation
- 10.2 Investigation Outcomes

Part A – Policy

1. Scope of the Policy

This policy applies to all learners, Study Centres (henceforth referred to as ‘Centres’), Centre staff, and Institute employees—both within and outside the United Kingdom—who utilise Institute services and qualifications. It establishes the responsibilities of Centres, learners, and stakeholders in reporting and managing instances of malpractice or maladministration, as well as the Institute’s role in addressing such occurrences.

2. Definitions of Malpractice

For the purpose of this policy, ‘Malpractice’ is defined as:

“Any deliberate action, negligence, default, or practice that undermines the integrity of the assessment process and/or compromises the validity of certificates.”

This definition extends to misconduct and instances of bias or discrimination against particular learner groups. It may also involve failures in record-keeping or intentional falsification of assessment records to obtain certification fraudulently.

3. Examples of Malpractice

3.1 Examples of Centre Malpractice

Examples of Centre malpractice include, but are not limited to:

Failure to comply with Institute recognition and qualification approval criteria, such as failing to report Centre changes related to qualification delivery or disregarding External Verifier action plans.
Unauthorised alterations to assessment judgements or records.
Repeated inability to provide sufficient evidence of learner achievement.
Plagiarism, collusion, or other forms of academic dishonesty by learners.
Failure to adhere to Institute assessment regulations, including improper retention of certificates.

4. Definition of Maladministration

Maladministration refers to any neglect, default, or failure to comply with the requirements of qualification delivery, as stipulated by regulatory bodies. Persistent administrative errors or systemic inefficiencies within Centres also fall under this definition.

5. Examples of Maladministration

Instances of maladministration may include:

Delays in issuing certificates.
Inaccurate or fraudulent claims for certification.
Failure to provide requested information or comply with Institute requests.
Poor record-keeping related to learner assessments.

6. Addressing Malpractice and Maladministration

All suspected cases of malpractice or maladministration must be formally investigated in compliance with regulatory authority requirements. The severity of any proven case will determine the response, which may range from corrective actions to sanctions against the Centre or individuals involved.

7. Academic Malpractice

Academic malpractice includes, but is not limited to:

Plagiarism, collusion, or falsification of research data.
Any behaviour that results in unearned academic credit.

The Institute employs safeguards to prevent malpractice, including:

Annual variation of assessment tasks.
Assessment focusing on applied knowledge rather than rote learning.
Utilisation of plagiarism detection software, such as Turnitin.
Rigorous guidance on referencing and bibliographic requirements.

8. Access to the Policy

This policy is available for download on the Institute’s website.

9. Responsibilities of Study Centres

Centres are responsible for ensuring full compliance with this policy. Staff and learners must be made aware of its provisions, and Centres must implement effective internal procedures to prevent malpractice. Centres failing to report suspected malpractice or maladministration may be subject to sanctions.

10. Monitoring and Review

An annual report on malpractice cases—including unproven allegations—will be submitted to the Institute Management Board. The policy is reviewed annually to ensure alignment with regulatory requirements and best practices. Adjustments will reflect stakeholder feedback and regulatory updates.

Part B: Procedures for Addressing Alleged or Suspected Malpractice or Maladministration

1. Terminology

To ensure impartiality and avoid prejudicial language, until an investigation is concluded and an allegation substantiated, both the Institute and Centres shall refer to cases as either ‘alleged malpractice or maladministration’ or ‘suspected malpractice or maladministration’, as deemed appropriate to the circumstances.

2. Allegations of Malpractice or Maladministration

Allegations may originate from any individual with knowledge of the assessment process, including learners, assessors, Centre employees, Institute staff or associates, and members of the public. Such allegations should, as a rule, be submitted in writing. If an allegation is made orally, the recipient should endeavour to obtain written confirmation from the informant. Where this is not feasible, the recipient should document the allegation with due diligence to ensure accuracy. Allegations may be reported directly to Centres, their employees, Institute staff, or associates. They may also be raised indirectly via third parties, such as the police or a regulatory authority. In cases where malpractice is alleged within a Centre, the Centre’s malpractice policy shall initially be applied. However, some instances may necessitate direct notification to the Institute. All allegations should, where possible, include:

The name, address, and registration number of the Centre.
The name and registration number (if applicable) of the learner involved.
The name and job title of any Centre or Institute staff involved.
Details of the affected qualification or service.
The nature and date of the suspected malpractice or maladministration.
Any initial findings from an internal investigation, including mitigating circumstances.

The Institute shall protect the confidentiality of informants in accordance with its duty of confidentiality and applicable legal obligations.

3. Anonymous Allegations

Anonymous allegations shall only be acted upon if substantiated by sufficient supporting evidence. However, depending on the nature of the allegation, an investigation may still be warranted in the absence of such evidence. While the Institute is committed to investigating concerns raised anonymously or by whistle-blowers, it will seek to corroborate allegations through independent enquiries before engaging with the implicated parties. Informants who prefer to remain anonymous should be encouraged to disclose their identity and contact details to the Institute. However, if they fear adverse repercussions, the Institute shall reassure them that, in line with Ofqual recommendations, their identity will not be disclosed where such disclosure would constitute a breach of confidentiality or other legal duties.

4. Suspected Malpractice or Maladministration

Suspicion of malpractice or maladministration may arise during the assessment of a learner’s work or through other means, such as the review of assessment records.

5. Application of Procedures

These procedures are intended to address a broad spectrum of scenarios, including:

The nature of the allegation or suspicion
The individual making the allegation or forming the suspicion
The recipient of the allegation
The severity of the suspected malpractice or maladministration

In instances where these procedures are not entirely applicable, adjustments may be required to accommodate the specific circumstances. Where an allegation or suspicion concerns centre malpractice, the Institute shall promptly inform the regulatory authority, irrespective of whether an investigation has been completed.

6. Sanctions and Penalties

The Institute reserves the right to impose sanctions both during and following an investigation into suspected malpractice or maladministration. Sanctions shall be based solely on the available evidence and must be justifiable, proportionate, and consistently applied. Examples of sanctions include:

Suspension of individual or group registrations
Withholding of results
Revocation of approval for assessors or internal verifiers found to have engaged in malpractice
De-registration of centres, ensuring due consideration of learners’ interests

7. Alleged or Suspected Malpractice by Learners

7.1 Initial Response

Centres discovering irregularities in internally assessed work are not required to report them to the Institute, provided they have established and robust malpractice policies. These policies should outline the actions to be taken in cases of malpractice, including the potential refusal to accept a learner’s work for assessment. External verifiers who identify or suspect malpractice during centre visits or while sampling learner evidence shall record their findings comprehensively and provide initial oral feedback to the centre. A formal report shall then be submitted to the Institute’s Head of Quality and Assessment for review. The Institute will notify the Head of Centre in writing, requesting further information to facilitate an investigation.

7.2 Centre-Led Investigations

As the awarding organisation, the Institute is mandated by regulatory authorities to conduct or oversee investigations into all instances of alleged or suspected malpractice. Depending on the circumstances, the Institute may:

Advise the centre on how to conduct a preliminary investigation
Require the direct involvement of Institute staff
Conduct the investigation itself, particularly in cases reported by an external verifier or where the alleged malpractice is severe or has widespread implications

7.3 Investigative Procedures

If a centre undertakes a preliminary investigation before notifying the Institute, it must ensure that those involved have the requisite competence and no conflicts of interest. Regardless, the centre must notify the Institute immediately upon suspecting learner malpractice, as the Institute is responsible for ensuring rigorous and effective investigations. The centre’s internal procedures should include the following actions:

Informing the learner in writing of the allegation, the procedures to be followed, and the potential consequences
Conducting an investigation into the allegation
Allowing the learner the opportunity to respond in writing or at a hearing
Permitting the learner to be accompanied by a friend at any hearing
Ensuring impartiality in the investigation, hearing, and decision-making process
Informing the Institute if impartiality cannot be assured, so that external oversight can be arranged
Notifying the learner of the outcome in writing
Reporting confirmed malpractice to the Institute
Maintaining a comprehensive case record and making it available to the Institute upon request
Ensuring the assessed work is included in samples reviewed by internal and external verifiers

7.4 Institute’s Role

Upon receiving the centre’s investigation findings, the Institute shall confirm the outcome and recommend an appropriate penalty. Where necessary, severe cases may be referred to the Chair of the Quality and Standards Committee for independent advice. The centre shall be notified of the final decision within ten working days of receipt of the complete investigation documentation.

7.5 Penalties for Learner Malpractice

Sanctions imposed for learner malpractice shall reflect the severity of the offence and may include:

A formal written warning
Loss of credit for the affected unit
Disqualification from the qualification
A temporary bar from registering for qualifications
A combination of the above penalties

If a criminal offence appears to have been committed, the Institute may, following legal advice, report the matter to the police.

7.6 Case Records

Records for learner malpractice cases shall include:

A factual summary of the case
Detailed accounts of the circumstances
Names and roles of all individuals involved
Copies of written statements from learners and staff
Investigation details and findings
Records of any hearings
Copies of the implicated learner’s work
The final decision and associated penalties
Evidence of the centre’s policies on assessment and malpractice

7.7 Appeals

Learners wishing to appeal against a decision should follow the Institute’s Academic Appeals Policy and Procedures.

8. Alleged or Suspected Malpractice or Maladministration by Centre Employees

8.1 Initial Response

In instances where a centre employee is suspected of malpractice or maladministration, or an allegation is made (whether by a fellow employee, a learner, or a member of the public), the centre must immediately notify the Institute in writing. Should the Institute suspect that an employee of the centre has engaged in malpractice or maladministration, or if it receives an allegation of such behaviour, the Director of Operations at the Institute will promptly inform the centre in writing.

8.2 Centre Investigation

Upon receiving an allegation or suspicion, it is the centre’s responsibility, as the employer of the individual concerned, to:

Conduct an investigation
Determine the outcome of the investigation
Establish the appropriate penalty
Adhere to its own employment and disciplinary procedures
Comply with relevant employment legislation

In carrying out the investigation, the centre should consult with the Institute and take into account any evidence provided by the Institute. If mutually agreed between the centre and the Institute, it may be deemed appropriate for an Institute staff member to provide testimony during any hearings held as part of the investigation. If the malpractice or maladministration appears to constitute a criminal offence, the centre and the Institute should confer on whether it is appropriate to report the matter to the police. Regardless of the investigation’s outcome regarding the employee’s conduct, the Institute reserves the right to conduct a thorough investigation of the centre, as the employer, to fulfil its responsibilities to the regulatory authorities. This investigation will follow the procedures outlined in Section 9.

9. Alleged or Suspected Malpractice or Maladministration by Centres

9.1 Initial Response

If the Institute suspects malpractice or maladministration by a centre, receives an allegation from a learner, employee, or member of the public, or determines that a centre’s investigation is inadequate, it will initiate an investigation. All notifications of suspected malpractice or maladministration will be forwarded to the Programmes Manager, who will acknowledge receipt to external parties, where appropriate, within three working days.

9.2 Responsibility

The Institute Programme Director is responsible for ensuring a prompt, effective, and procedurally sound investigation. A relevant staff member will lead the investigation, assess whether malpractice or maladministration occurred, and examine any supporting evidence. Throughout the process, the Programme Director will oversee the investigation, ensuring due process is followed and evidence is properly evaluated. The Director will also liaise with relevant external parties as necessary. Investigators will be selected based on their expertise and must have no prior involvement or personal interest in the case.

9.3 Notification

In all cases of suspected or confirmed malpractice, the Institute will inform the relevant centre (typically the Head of the Centre) of the investigation. However, the identity of the complainant may be withheld to protect confidentiality and legal obligations. Where applicable, the Institute will notify relevant regulatory authorities, such as Ofqual, if the malpractice or maladministration affects the integrity of a qualification or involves another awarding organisation.

9.4 Investigation Timescales and Procedures

The Institute aims to complete the investigation within 10 working days of receiving the allegation and no later than 20 working days. If additional steps, such as a centre visit, are required, concerned parties will be notified of any adjustments. Investigations will be conducted fairly, impartially, and lawfully, with the following key objectives:

Establishing the facts and determining whether irregularities occurred
Identifying responsible parties
Assessing the scale of irregularities
Evaluating any actions already taken by the centre
Determining remedial actions to protect learners and uphold qualification integrity
Reviewing the validity of issued certificates
Gathering evidence to support any imposed sanctions
Identifying patterns or trends

The investigation may involve information requests and interviews. The Institute will securely store all evidence and retain records for at least five years. All parties must fully cooperate. If non-cooperation or complexity hinders progress, the Institute may consult regulatory authorities for further action.

9.5 Investigation Report

Upon completion, the Institute will draft a report for factual verification. After necessary amendments, the final report will be shared with relevant parties, regulatory authorities, and external agencies. Complainants will be informed of the outcome within 10 working days. If an Institute staff member is involved, the CEO and relevant manager will review the report and initiate disciplinary action as required.

9.6 Investigation Outcomes

If malpractice or maladministration is confirmed, the Institute will:

Implement corrective actions with deadlines
Impose sanctions on the centre with clear justification
Notify regulatory authorities and revoke invalid certificates if necessary
Require the centre to inform affected learners and return invalid certificates
Update databases to prevent reissuance of invalid certificates
Adjust qualification and assessment processes to prevent recurrence
Inform relevant third parties and regulatory bodies

The Institute may charge centres for reissued certificates or additional verification visits, based on standard rates. The Director of Operations will document lessons learned to prevent future occurrences. Appeals may be made following the Institute’s Appeals Policy.

10. Alleged or Suspected Malpractice or Maladministration by Institute Employees

10.1 Institute Investigation

If an Institute employee is suspected of malpractice or maladministration, or if an allegation is made against them, the Institute will:

Conduct an investigation
Determine the outcome and appropriate disciplinary action
Follow its employment and disciplinary procedures
Adhere to relevant employment laws

Guidance from regulatory authorities may be sought. If a criminal offence is involved, the case may be reported to the police. The employee may be suspended or reassigned during the investigation.

10.2 Investigation Outcomes

If malpractice or maladministration is confirmed, the Institute will:

Notify relevant centres and regulatory authorities if issued certificates are invalid
Request affected learners return invalid certificates
Adjust internal procedures to prevent recurrence

The Programme Manager will document lessons learned and share insights with staff to prevent similar issues.

Summary of Investigation Timelines

Centre report alleging malpractice: Acknowledge within 3 working days
Institute investigation into malpractice: Complete within 10–20 working days (subject to centre visits)
Decision on sanctions: Inform centre within 5 working days of investigation completion

Student Feedback Form

Footprint School of Business (FSoB) – Student Feedback Form

Confidential Student Feedback Form

Your feedback helps us improve the quality of our teaching, support, and overall learner experience. Please answer all questions honestly. Your responses will remain confidential and will be used for continuous improvement purposes.

Section A: Personal Information (Optional)

Name (optional): Course Title: Module Name: Tutor’s Name: Date:

Section B: Teaching and Learning

Statement	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
The tutor explains concepts clearly.
Teaching methods are engaging and inclusive.
The pace of the course is appropriate.
The tutor encourages participation and discussion.
The learning materials are clear and helpful.

Section C: Assessment and Feedback

Statement	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
I understand the assessment criteria.
The assessments are fair and relevant.
I received timely feedback on assignments.
The feedback helps me improve my performance.

Section D: Learning Support and Resources

Statement	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
I know where to access academic support.
Digital and learning resources are easily accessible.
The virtual learning environment (VLE) is user-friendly.
I feel supported by the programme team.

Section E: Overall Experience

Statement	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
I am satisfied with the quality of this module/course.
My views are respected by tutors and staff.
I would recommend this course to others.

Section F: Open Feedback

1. What has been the most positive aspect of your learning experience so far? 2. What could be improved in this module/course? 3. Have you faced any difficulties accessing support or resources? Please explain. 4. Do you have any other comments, suggestions, or concerns?

I confirm that the information provided above is accurate to the best of my knowledge and submitted voluntarily. Thank you for your feedback. It is greatly valued and will be used to improve your learning experience.

Online / Distance Learning Policy

Footprint School of Business (FSoB) Online / Distance Learning Policy

Effective Date: 23 March 2025 Review Cycle: 22 March 2026 Website: www.fsob.co.uk Email: admin@fsob.co.uk

1. Purpose

This policy sets out the principles, expectations, and responsibilities for online and distance learning at the Footprint School of Business (FSoB). It ensures that all remote learners receive a consistent, engaging, and high-quality experience.

2. Scope

This policy applies to all students enrolled in Ofqual-regulated qualifications delivered fully online, including:

Level 3 Foundation Diplomas
Level 4 and 5 Diplomas
Level 6 Diplomas

It also covers staff involved in delivering, assessing, and supporting these programmes remotely.

3. Delivery Model

FSoB uses a structured online learning approach via a secure Virtual Learning Environment (VLE) and supporting tools. Students access:

Pre-recorded lectures, tutorials, and presentations
Live webinars and online workshops
Digital resources and downloadable materials
Online assessments and assignment submission tools
Discussion forums and direct messaging for tutor and peer support

4. Aims of Online Learning

Provide flexible, location-independent learning opportunities
Promote independent learning with structured tutor guidance
Ensure equal access to academic content and support
Maintain academic rigor and fair assessment
Develop digital literacy and time management skills

5. Student Responsibilities

Area	Expectation
Engagement	Log into the VLE at least 3 times per week
Communication	Check messages regularly and respond promptly
Attendance	Attend live sessions or watch recordings as required
Academic Integrity	Submit original, independent work
Submission	Meet all deadlines using the online system
Technical Readiness	Have reliable internet and an appropriate device

6. Staff Responsibilities

Ensure timely availability of learning materials
Provide clear, constructive feedback on assessments
Reply to student queries within 48 working hours
Deliver sessions as per published timetables
Monitor and support student progress proactively

7. Support for Online Learners

Academic: Access to tutors, academic skills sessions, and personalised guidance
Technical: Helpdesk support via support@fsob.co.uk
Wellbeing: Mental health and student welfare guidance
Careers: Online career advice, CV help, and 1-to-1 consultations

8. Monitoring and Attendance

Engagement tracked via VLE login, attendance, and submissions
Three weeks of non-engagement triggers a welfare check
Ongoing inactivity may lead to withdrawal or awarding body notification

9. Assessment and Feedback

All assignments must be submitted online by the stated deadline
Feedback provided within 15 working days
All work is quality-checked internally and may be externally moderated

10. Academic Integrity

Students must comply with FSoB’s Academic Integrity and Plagiarism Policy. Use of ghostwriting, impersonation, or undeclared AI-generated content is prohibited and may result in disciplinary action.

11. Data Protection and Privacy

FSoB follows UK GDPR regulations. Data from participation and assessments is securely stored. Online sessions may be recorded for quality assurance.

12. Policy Review

This policy is reviewed every two years or sooner if needed due to legal, technological, or awarding body changes.

13. Related Policies

Student Handbook
Assessment Policy
Complaints and Appeals Policy
Conflict of Interest Policy
Safeguarding Policy

14. Contact Information

For queries or support, email: admin@fsob.co.uk

Conflict of Interest Policy

Footprint School of Business (FSOB) Conflict of Interest Policy

Effective Date: 21 March 2025 Review Cycle: 20 March 2026 Website: www.fsob.co.uk

1. Purpose

This policy sets out the principles and procedures for identifying, disclosing, and managing conflicts of interest involving students enrolled in fully online programmes at Footprint School of Business (FSOB). It ensures that academic integrity, fairness, and transparency are upheld across all teaching, learning, assessment, and support processes.

2. Scope

This policy applies to all online learners, regardless of their country of residence, enrolled in our Ofqual-regulated:

Level 3 Foundation Diplomas
Level 4 and 5 Diplomas
Level 6 Diplomas

3. Definition of Conflict of Interest

A conflict of interest arises when a student’s personal circumstances, relationships, or external commitments interfere with, or appear to interfere with, their academic responsibilities or fair engagement in learning and assessment. These can be:

Actual: A real conflict currently exists.
Perceived: Others may reasonably perceive a conflict.
Potential: A conflict could arise in the future.

4. Common Student-Related Conflicts of Interest

Scenario	Conflict Type
A student is assessed by a tutor who is a relative or close associate	Academic
A student receives external help on an assignment from someone involved in their programme	Academic Integrity
A student’s employer directly influences their coursework submissions	Professional/Academic
A student impersonates another student in an exam or submits work on their behalf	Ethical Breach
A student participates in internal quality assurance or moderation activities	Procedural Conflict

5. Policy Statements

Students must avoid situations where personal interests conflict with academic responsibilities.
Students must not participate in academic or administrative decisions in which they have a vested interest (e.g., appeals, complaints, peer assessment).
All declarations will be reviewed fairly and confidentially.
Undisclosed or dishonestly declared conflicts may result in disciplinary action under FSOB’s Student Disciplinary Policy.

6. Declaration and Resolution Process

6.1 Declaration Procedure

Students must declare conflicts as early as possible by completing the Conflict-of-Interest Declaration Form, available at www.fsob.co.uk/policies.
Declarations should be submitted to the Centre Manager via email: admin@fsob.co.uk.

6.2 Review and Decision

The Centre Manager and relevant Programme Leader will assess the declaration.
If needed, the Academic Quality Panel will propose reasonable measures, such as:
- Reassigning assessors or tutors
- Excluding certain sources of support
- Restricting access to certain student services

6.3 Appeal

If a student disagrees with the outcome, they may submit a written appeal to the Centre Manager, who will make a final decision within 10 working days.

7. Confidentiality and Data Protection

All conflict declarations will be:

Treated confidentially in line with the UK GDPR and FSOB’s Privacy Policy.
Stored securely for a minimum of 3 years after course completion.

8. Student Responsibilities

Responsibility	Expectation
Awareness	Understand this policy and how it applies to their circumstances
Integrity	Declare any conflict truthfully and promptly
Engagement	Cooperate with FSOB in resolving declared conflicts
Academic Honesty	Uphold the standards of independent work, fair submission, and ethical conduct

9. Institutional Responsibilities

FSOB will:

Provide clear policy access and declaration channels
Handle student declarations confidentially and fairly
Ensure no student is disadvantaged for making an honest declaration
Monitor and review conflicts annually as part of quality assurance

10. Policy Review

This policy will be reviewed biennially or as required by updates to Ofqual guidance, awarding body regulations, or institutional needs.

Contact Information

For questions or to submit a declaration: Email: admin@fsob.co.uk Website: www.fsob.co.uk

Student Refund Policy

Footprint School of Business (FSoB)
Student Refund Policy

Effective Date: 23 March 2025
Review Cycle: Annual
Website: www.fsob.co.uk
Email: finance@fsob.co.uk

1. Purpose

This Refund Policy outlines the circumstances under which students enrolled in online programmes at Footprint School of Business (FSoB) may be eligible for a refund. It ensures transparency and fairness in financial dealings between the institution and learners studying from any global location.

2. Scope

This policy applies to all online students enrolled in:

Level 3 Foundation Diplomas
Level 4 and Level 5 Diplomas
Level 6 Diplomas

3. General Policy Principles

FSoB operates a fair and transparent refund process in line with consumer protection and awarding body regulations.
All refund requests must be made in writing and submitted to: finance@fsob.co.uk
Non-refundable elements of tuition (e.g. registration fees) are clearly stated at the time of enrolment.

4. Refund Eligibility

Scenario	Refund Entitlement
Withdrawal before course start date	100% refund (minus non-refundable registration/admin fees)
Withdrawal after course start	No refund
Course cancelled by FSoB or awarding body	Full refund or alternative placement offered
Exceptional personal circumstances (e.g., bereavement, illness)	Considered on a case-by-case basis with supporting evidence

5. Non-Refundable Charges

The following are non-refundable under any circumstances:

Registration fees charged by awarding bodies
Administrative processing fees
Costs of learning materials already provided or accessed
Any instalments already due under a payment plan

6. Instalment Payment Plans

Students who withdraw while on a payment plan must still settle any outstanding fees due at the point of withdrawal.
Refunds (if eligible) will be calculated based on payments made to date and deduction of applicable non-refundable items.

7. Refund Application Procedure

Submit a written refund request to: finance@fsob.co.uk
Include full name, student ID, programme title, reason for refund, and supporting documents
The Finance Team will review within 14 working days
If approved, refund will be processed to the original payment method within 21 working days

8. Appeals

Students who wish to challenge a refund decision must submit an appeal in writing to the Finance Team (finance@fsob.co.uk) within 10 working days of receiving the outcome.
A final decision will be made by the Centre Manager within 10 working days of appeal submission.

9. Data Protection and Confidentiality

All refund applications are handled in accordance with UK GDPR. Financial and personal information will be securely stored and accessible only to relevant staff.

10. Contact Details

For all refund-related enquiries or submissions, please contact: finance@fsob.co.uk

Conflict of Interest Declaration Form

Footprint School of Business (FSoB) Conflict of Interest Declaration Form

Website: www.fsob.co.uk Email: admin@fsob.co.uk

Section A: Student Information

Field	Response
Full Name
Student ID Number
Programme Title
Level of Study (3, 4, 5, 6)
Module(s) Affected (if any)
Tutor(s) Involved (if any)
Date of Submission

Section B: Nature of Conflict

Tick the type of conflict being declared (✓ all that apply):

Academic (e.g., assessed by a relative/tutor connection)
Academic Integrity (e.g., external help with assignments)
Professional/Employment (e.g., employer influence on coursework)
Ethical (e.g., impersonation or submission by another student)
Procedural (e.g., involved in moderation or internal processes)
Other (please specify): ___________________________________________

Section C: Description of Conflict

Provide a brief and factual explanation of the conflict of interest. Include names, relationships, timelines, and any relevant context. Use additional pages if needed.

………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………

Section D: Proposed Resolution (Optional)

If you have a suggestion for managing the conflict (e.g., changing assessor, avoiding certain sources), you may outline it here:

Section E: Declaration

I declare that the information provided above is true and complete to the best of my knowledge. I understand that:

Failure to declare a known conflict may result in disciplinary action under FSoB’s policies.
The information will be treated confidentially in line with GDPR and stored securely.
A resolution process will be initiated to manage the declared conflict appropriately.

Signature (Type full name): ……………………………………………………………… Date: __________________________________

Office Use Only

Field	Response
Date Received
Assessed By Centre Manager
Action Required	Yes No
Referred to Academic Quality Panel	Yes No
Resolution Summary
Final Decision Authorised By
Decision Date

Student Handbook

Footprint School of Business

Student Handbook

Mode of Delivery: Online

Welcome Message

Welcome to the Footprint School of Business (FSOB)! We are delighted to have you join our diverse and dynamic learning community. Whether you are embarking on a new academic journey or building on previous learning, you are now part of a school committed to helping you achieve your personal, academic, and professional goals. At FSOB, we believe education should be accessible, relevant, and enriching. Through flexible online delivery and expert-led instruction, we provide a structured yet adaptable learning experience that caters to the needs of modern learners.

1. About Footprint School of Business

Footprint School of Business is a UK-based centre accredited to deliver Ofqual-regulated qualifications via an accredited awarding organisation. We focus on academic programmes across fields such as Business Management and Health and Social Care. We pride ourselves on being inclusive, forward-thinking, and student-centred. Our online learning platform is designed to support learners globally, including recent school leavers, mature students, and professionals seeking career advancement.

2. Understanding Online Learning at FSOB

At Footprint School of Business, all learning takes place online via our secure and easy-to-use Virtual Learning Environment (VLE), accessible at www.fsob.co.uk. This dedicated online platform is the digital home for your entire educational journey. Key Features of the VLE Include:

Recorded Lectures and Live Tutorials: High-quality video lectures and weekly live sessions for real-time interaction.
Downloadable Study Materials: Access to core texts, readings, templates, and case studies.
Assignment Submission and Feedback: Submit coursework and receive tutor feedback via the platform.
Interactive Learning Forums: Module-based forums moderated by tutors for academic discussion.
Announcements and Notifications: Stay informed of updates, deadlines, and events.
Virtual Office Hours and Tutorials: Book one-to-one or group sessions with teaching staff for personalised support.

How Online Learning Works at FSOB: FSOB combines self-paced learning with structured support, ensuring learners can work flexibly while benefiting from guided instruction and peer engagement.

3. Accessing Courses and Student Registration

Step-by-Step Guide to Registration:

Visit the Student Registration Portal to browse courses.
Choose your programme of interest based on your goals.
Create a student profile using a valid email address.
Secure your place by paying the tuition or deposit.
Receive login credentials to access the VLE.
Start learning and engage with modules, materials, and tutors.

Support During Registration: For help, contact admin@fsob.co.uk or call +44 7386 767578.

4. Qualifications Offered

Business Management
Health & Social Care

All qualifications are regulated by Ofqual and awarded by an accredited awarding organisation.

5. Programme Structure

FSOB qualifications follow the Regulated Qualifications Framework (RQF) and are equivalent to one full academic year of full-time study. Flexible and part-time options are also available. Learning Experience Includes:

Core concepts and case studies
Peer collaboration
Critical thinking and reflective learning

Assessment Model:

Written assignments
Scenario-based tasks
Reports and learning logs

6. Entry Requirements

Level 3:

4 GCSEs (grade C/4+) including English and Maths
OR mature learners (21+) with work experience

Level 4:

Recognised Level 3 qualification (e.g., A-Level, BTEC)
OR international equivalent
OR substantial experience via RPL or interview

English Proficiency (if required):

IELTS 5.5+
TOEFL iBT 72+
OR prior study in English-medium institution

7. Assessment & Feedback

Assessment Methods:

Coursework and problem-solving tasks
Projects and presentations
Journals and logs
Research reports

Grading Scale:

Pass: Meets learning outcomes
Merit: Demonstrates deeper insight
Distinction: Exceptional understanding and creativity

Feedback: Tutors provide constructive, detailed feedback. Tutorials and office hours support improvement.

8. Learner Support & Tutorials

Support Services Include:

One-to-One Tutorials
Academic Coaching
Induction & VLE Orientation
Technical Support
Career Development
Well-being & Peer Support

Learners are encouraged to make full use of available support and never hesitate to ask for help.

9. Policies & Expectations

Key Policies:

Academic Integrity Policy
Fair Assessment & Submission Policy
Appeals & Complaints Procedure
Equality, Diversity & Inclusion Policy (EDI)

Student Expectations:

Engage actively
Communicate respectfully
Submit work on time
Apply tutor feedback

10. Academic Progression

Progression Opportunities:

Level 3: Progress to Level 4 or university Year 1
Level 4: Progress to Level 5 or university Year 2
Level 5: Progress to Level 6 or university final year
Level 6: Progress to Level 7 or Master’s programmes

Progression Support:

University applications
Academic CVs and statements
Career guidance
References and documentation

11. Staying Connected

We are here to support you. For help, contact us at: Email: admin@fsob.co.uk | info@fsob.co.uk Phone: +44 (0)7386 767 578 Website: www.fsob.co.uk

We look forward to seeing you thrive as a member of our academic community. Best wishes for a fulfilling and successful learning journey with Footprint School of Business. Welcome on board!

Candidate Access Policy and Procedure

Footprint School of Business (FSOB)
Website: www.fsob.co.uk
Policy Review Date: 21/03/2025
Next Review Date: 20/03/2026

1. Policy Statement

Footprint School of Business (FSOB) is committed to providing fair, transparent, and equal access to assessment and learning opportunities for all candidates. This policy outlines how FSOB ensures that all learners can access the qualifications and assessments offered, regardless of personal characteristics, background, or additional needs.

2. Scope of the Policy

This policy applies to all learners, staff, tutors, assessors, and administrative personnel involved in the delivery, support, and assessment of qualifications at FSOB. It covers:

Access to learning materials and support
Assessment arrangements and adjustments
Appeals and feedback
Equality and inclusion considerations

3. Objectives

To ensure all learners have equal opportunity to access and complete their qualification.
To identify and respond to individual needs through reasonable adjustments and support mechanisms.
To uphold the integrity of qualifications while supporting diverse learners.
To comply with all regulatory expectations including Ofqual and Equalities legislation.

4. Principles

Equality: Learners will not be disadvantaged due to disability, age, gender, race, religion, sexual orientation, or any protected characteristic under the Equality Act 2010.
Transparency: All learners will receive clear information about course access, assessment criteria, and support services.
Confidentiality: Learner data and requests for access arrangements will be handled confidentially.
Support: Reasonable adjustments will be offered where needed, without compromising assessment validity.

5. Candidate Access Procedures

5.1 Registration and Initial Assessment

Learners complete a registration form that includes optional disclosure of additional needs.
An initial needs assessment may be conducted to identify access requirements.
Learners are informed of available support services during induction.

5.2 Assessment Access and Adjustments

FSOB will implement reasonable adjustments such as:
- Extra time
- Assistive technology
- Modified materials (e.g., large print)
- Alternative assessment formats
Adjustments are approved based on evidence (e.g., medical reports, educational psychologist assessments).
Requests should be made at least 2 weeks before the scheduled assessment.

5.3 Access to Feedback and Appeals

Learners can request feedback within 5 working days of receiving assessment results.
If dissatisfied, learners may appeal via the Assessment Appeals Procedure, accessible on the VLE and FSOB website.

5.4 Access to Records

Learners may request access to their learning and assessment records by submitting a request in writing to admin@fsob.co.uk.
Requests will be handled in accordance with the FSOB Data Protection Policy and UK GDPR.

6. Monitoring and Review

The Centre Manager and Quality Lead are responsible for reviewing this policy annually.
Feedback from learners and staff is actively sought to ensure the policy remains effective and inclusive.
All incidents, requests, or complaints related to candidate access are logged, monitored, and reviewed regularly.

7. Contact for Access Support

For any questions or requests related to access arrangements, please contact:
Email: quality@fsob.co.uk
Phone: +44 (0)7386 767 578

CASS Strategy and General Moderation Policy

Footprint School of Business (FSOB)

CASS Strategy and General Moderation Policy

Website: www.fsob.co.uk
Policy Review Date: 21/03/2025
Next Review Date: 20/03/2026
Version: 1.0
Approved by: Academic Quality Committee

1. Purpose of the Policy

This policy outlines the approach FSOB takes to Centre Assessment Standards Scrutiny (CASS) and moderation activities. It ensures that all internal assessments are fair, consistent, and meet the required national standards as defined by awarding bodies and Ofqual. The strategy also aims to identify, address, and prevent potential risks to assessment integrity and learner outcomes.

2. Scope

This policy applies to:

All qualifications delivered at FSOB that involve centre-marked assessments
All tutors, assessors, internal quality assurers (IQAs), and senior managers responsible for quality
All learner assessment and grading processes

3. Objectives of the CASS Strategy

FSOB’s CASS Strategy aims to:

Ensure internal assessment judgements are valid, reliable, and consistent
Maintain public confidence in FSOB’s awarding practices
Support continuous improvement through data-driven review and feedback
Minimise the risk of malpractice, misjudgement, and inconsistency
Align with Ofqual’s General Conditions of Recognition and awarding body requirements

4. Roles and Responsibilities

Academic Director:
Oversees the implementation and review of the CASS Strategy
Internal Quality Assurer (IQA):
Monitors assessment consistency, samples work, provides feedback
Assessors/Tutors:
Mark work according to standardised criteria and follow assessment guidance
Quality Lead:
Maintains central records, supports CPD, oversees moderation processes
External Verifiers/Awarding Body:
Provide independent scrutiny, identify risks or inconsistencies

5. Moderation and Internal Verification Process

Initial Sampling: A minimum of 20% of assessed work will be internally verified for each unit/module.
Diverse Sampling: The sample will cover different assessors, learner profiles, grades (Pass, Merit, Distinction), and formats (written, oral, practical).
Feedback Loop: Assessors receive clear, constructive feedback from IQAs within five working days.
Action Plan: Where inconsistencies are found, remedial actions are implemented, and work is re-sampled after adjustments.
Record Keeping: All moderation activities are logged using the FSOB IQA/Moderation Record Form, securely stored in line with FSOB’s Data Protection Policy.

6. Risk Management

FSOB identifies and manages risks to assessment credibility by:

Keeping an up-to-date Risk Register of assessment-related risks
Assigning mitigation actions
Reporting high-risk cases to the Academic Quality Committee and external partners if required

7. Standardisation

Quarterly standardisation meetings are held to align assessor judgements and share best practices
Meetings include reviewing anonymised learner work, grade boundary clarification, and scenarios
Attendance is compulsory for all assessors and IQAs

8. Continuous Improvement

Outcomes of moderation and CASS reviews are presented annually to the Academic Quality Committee
Trends and inconsistencies are analysed to inform training
Learner feedback is reviewed to identify gaps in fairness or clarity

9. External Quality Assurance

FSOB cooperates with External Quality Assurers and regulators
Records of moderation, assessor training, and risk mitigation are made available
Required actions are tracked and implemented in a timely manner

10. Policy Review

This policy will be reviewed annually or sooner if needed due to changes in regulations or operations. Revisions will be approved by the Academic Quality Committee.

Signed:
Academic Director
Footprint School of Business
Date: 21/03/2025

Whistleblowing Policy

Footprint School of Business (FSOB)
www.fsob.co.uk
Effective Date: 21 March 2025
Next Review Date: 20 March 2026

1. Policy Statement

Footprint School of Business (FSOB) is committed to the highest standards of integrity, transparency, and accountability. This Whistleblowing Policy is designed to encourage and enable staff, students, contractors, and other stakeholders to raise concerns about wrongdoing in the workplace without fear of victimisation, harassment, or retaliation.

2. Purpose of the Policy

Provide clear guidance on how to raise concerns responsibly.
Ensure concerns are addressed promptly and effectively.
Protect whistleblowers from detrimental treatment.
Promote a culture of openness, honesty, and ethical conduct.

3. Scope

This policy applies to:

All FSOB employees (including part-time and temporary staff)
Tutors, assessors, and IQAs
Learners
Contractors and suppliers
Volunteers and service providers

It covers concerns that are in the public interest, including (but not limited to):

Criminal offences (e.g., fraud, bribery)
Misuse of funds or public money
Academic malpractice (e.g., falsification of records)
Breach of FSOB or awarding organisation regulations
Failure to comply with legal or regulatory obligations
Danger to health and safety
Environmental harm
Attempts to cover up wrongdoing

4. What Is Not Covered

This policy is not intended to replace:

Grievances (e.g., personal complaints or disputes about employment) — see the FSOB Grievance Policy.
Complaints regarding services or teaching — see the FSOB Complaints Procedure.

5. Raising a Concern

Concerns should be raised at the earliest opportunity using one of the following methods:

Email:
admin@fsob.co.uk

Post:
Private & Confidential
Whistleblowing
Centre Manager
Footprint School of Business
20 Wenlock Road, London, N1 7GU

Phone (for urgent concerns):
+44 (0)7386 767578

Whistleblowers may choose to remain anonymous, but anonymity may limit the scope of an investigation.

6. Investigation Procedure

Upon receiving a whistleblowing report:

Acknowledgement will be sent (if contact details are provided).
Preliminary assessment will be conducted by the Centre Manager or appointed Whistleblowing Officer.
If the concern is valid, a full and fair investigation will be initiated.
The whistleblower will be updated on the progress, where possible.
Outcomes may include internal action, referral to external bodies, or no action (with justification).

All investigations will be conducted in accordance with due process and confidentiality.

7. Protection for Whistleblowers

In accordance with the Public Interest Disclosure Act 1998 (PIDA), FSOB will not tolerate harassment, victimisation, or unfair treatment of anyone who raises a concern in good faith.
Any staff member found to have retaliated against a whistleblower may face disciplinary action, up to and including dismissal.

8. Malicious Allegations

If an individual is found to have deliberately made a false or malicious allegation, this will be treated as a serious disciplinary offence and may result in disciplinary action.

9. Reporting to External Authorities

If a whistleblower feels FSOB has not addressed their concern appropriately, they may escalate it to relevant external bodies such as:

Ofqual
Awarding Organisations
The Education and Skills Funding Agency (ESFA)
The Health and Safety Executive
The Charity Commission

10. Review and Monitoring

This policy will be reviewed annually or as required in response to legal, regulatory, or organisational changes. The Centre Manager is responsible for ensuring that all staff are aware of and trained on the whistleblowing procedure.

Approved by:
FSOB Senior Leadership Team
Date: 21 March 2025

Staff Handbook

Footprint School of Business (FSOB)
www.fsob.co.uk

Supporting Excellence in Online Teaching, Assessment, and Quality Assurance

1. Introduction

Welcome to the Footprint School of Business (FSOB). This handbook provides you with essential information about your role, our systems, and the ways we support one another to deliver high-quality education.
FSOB is a fully online provider delivering programmes in Business, Health & Social Care, Digital Technologies at Levels 3 to 6. We are committed to providing accessible, inclusive, and high-standard education through qualified staff, strong digital systems, and robust internal processes.

2. Communication Systems and Procedures

Effective communication is vital to how we operate as a distributed team. FSOB has set up multiple systems to ensure that all staff stay connected and informed:

Weekly Operational Bulletins: Sent each Monday to all staff, these contain key updates on learner progress, deadlines, and policy changes.
Microsoft Teams & Zoom: Used for live meetings, project discussions, and internal chats. Each programme has a dedicated Teams channel.
SharePoint: Secure storage and document control for assessment templates, IQA forms, and policy documents.
Academic Query Forms: A digital form that allows tutors and IQAs to raise academic or delivery concerns. Responses are managed by the Quality Lead or Centre Manager.

3. Meetings and Standardisation Activities

To maintain quality and alignment across programmes, FSOB schedules the following collaborative activities:

Monthly Team Meetings: Centre-wide updates, learner engagement, and sharing of best practices.
Quarterly Standardisation Workshops: Led by IQAs to ensure consistent application of assessment criteria.
Fortnightly Drop-in IQA Clinics: Informal sessions for discussing assessment issues and getting guidance.
Annual Programme Review: Reflective session at the end of each academic year to assess success rates and areas for development.

4. Staff Induction and Ongoing Development

4.1 New Staff Induction

All new staff undergo a structured induction process that includes:

An overview of FSOB’s mission, structure, and qualification expectations.
Training in FSOB’s systems: TutorPro (LMS), e-Portfolio, Teams, and SharePoint.
Briefings on key policies: academic integrity, learner support, appeals, and assessment.
Assessment guidance: includes templates, planning tools, and examples of good practice.

4.2 Continuous Professional Development (CPD)

Termly CPD Workshops: Cover areas such as inclusive pedagogy, online delivery, and effective feedback.
Annual Appraisal and Development Plan: Each staff member is supported to identify goals for professional growth.
Progression Pathways: FSOB funds staff to pursue qualifications like TAQA, DET, PGCE, or membership in bodies such as SET or HEA.

5. Staffing Structure and Roles

FSOB operates with a competent and qualified team distributed across the UK. All teaching and assessment are delivered remotely.

All academic staff are qualified to teach and assess at least one level above their delivery level and are supported with ongoing CPD.

6. Delivery Model and Digital Tools

FSOB is a 100% online centre. We use the following platforms to deliver teaching, assessment, and support:

TutorPro (LMS): Hosts learning materials, submission points, and learner progress tracking.
Microsoft Teams: Used for all live sessions, tutorials, and staff communication.
Cloud Storage: Secure and encrypted document storage with role-based access.
Compliance: All platforms adhere to UK GDPR and internal data handling policies.

7. Safeguarding and Risk Management in Digital Delivery

FSOB takes digital safeguarding seriously and maintains a clear framework to protect learners and staff in the online space:

Staff Training: Includes induction and refresher courses in safeguarding, data protection, and online protocols.
Learner Induction: Covers digital safety, responsible use of platforms, and how to report concerns.
Incident Reporting: Any issues must be reported promptly to the Centre Manager via the designated procedure.
Safeguarding Officer: Oversees all concerns and ensures procedures are followed.

8. Workload and Capacity Planning

To ensure sustainable and high-quality delivery:

Assessor-Learner Ratio: Maintained at 1:15 to allow detailed and timely learner feedback.
Workload Monitoring: Each staff member has a termly reviewed allocation for teaching, marking, and learner support.
Recruitment Planning: Staff levels are reviewed regularly, and recruitment/training decisions are made to meet learner demand.

9. Code of Conduct and Expectations

All FSOB staff are expected to:

Uphold the values of integrity, fairness, and respect.
Maintain professional and timely communication.
Engage fully in CPD and team activities.
Follow all FSOB policies and quality assurance procedures.

10. Contact and Support

If you need support, please contact:

Academic or IQA Concerns: quality@fsob.co.uk
Administrative Issues: admin@fsob.co.uk
General Enquiries: info@fsob.co.uk
Financial Queries: finance@fsob.co.uk

Thank you for your continued commitment to learner success and educational excellence. We are pleased to have you as part of our FSOB academic community.

Centre Manual

Footprint School of Business (FSOB)

Centre Manual

Welcome

Welcome to the Footprint School of Business (FSOB). This Centre Manual is designed to consolidate key information from our Student and Staff Handbooks into one reference guide for all stakeholders.

1. About FSOB

FSOB is a UK-based centre accredited to deliver Ofqual-regulated qualifications in Business, Health & Social Care, and Digital Technologies via an accredited awarding organisation. We offer accessible and inclusive online education designed for school leavers, mature learners, and professionals.

2. Mode of Delivery

FSOB delivers all programmes 100% online using our Virtual Learning Environment (VLE) hosted at www.fsob.co.uk. Key digital tools include TutorPro (LMS), Microsoft Teams, and SharePoint.

3. Registration & Access

Students register through the online portal. Once registered and payment is received, login details are provided. Support is available at admin@fsob.co.uk.

4. Programme Structure

All qualifications align with the RQF and are delivered with flexibility to accommodate different learner needs. Assessment includes written assignments, presentations, and reports.

5. Entry Requirements

Level 3: 4 GCSEs or equivalent or relevant work experience (21+).
Level 4+: Recognised qualifications or RPL.
English proficiency may be required (IELTS 5.5+ / TOEFL 72+).

6. Assessment & Feedback

Assessments are criterion-referenced and feedback is constructive and developmental.
Grades: Pass, Merit, Distinction.

7. Learner Support

Support services include tutorials, academic coaching, technical support, and wellbeing resources.

8. Staff Communication

Weekly bulletins, Microsoft Teams, Zoom, and SharePoint facilitate communication. Academic issues are logged using digital forms and escalated to the Quality Lead or Centre Manager.

9. Standardisation & CPD

Includes monthly meetings, quarterly standardisation workshops, termly CPD, and an annual appraisal and development plan.

10. Safeguarding and Risk Management

FSOB ensures all learners and staff are trained in digital safeguarding. Issues are reported to the Safeguarding Officer.

11. Quality Assurance

A robust IQA system includes verification of 20% of marked assignments, staff training, and continuous policy review. Policies include academic integrity, appeals, data protection, and EDI.

12. Contact Information

Academic Issues: quality@fsob.co.uk
Admin: admin@fsob.co.uk
General: info@fsob.co.uk
Finance: finance@fsob.co.uk
Website: www.fsob.co.uk

Provider Contingency and Adverse Effects

FSOB Policy: Provider Contingency and Adverse Effects

Effective Date: 21 March 2025
Review Date: 21 March 2026
Responsible Officer: [Quality Assurance Manager]

1. Purpose

This policy outlines FSOB’s framework for responding to provider-related risks and adverse effects, specifically:

The withdrawal or suspension of a provider’s approval status.
Circumstances where the ability of a provider to deliver FSOB-validated or affiliated programmes is compromised.
Any significant disruption that could negatively affect the quality, continuity, or integrity of student learning.

The policy aims to:

Safeguard student interests by ensuring fair treatment and continuity of study wherever possible.
Maintain academic standards by ensuring all FSOB awards are delivered in line with regulatory and quality assurance requirements.
Ensure clear, transparent, and timely communication to all affected stakeholders.
Provide a structured contingency process for managing transitions and mitigating adverse effects.

2. Scope

This policy applies to:

All approved and partner providers delivering FSOB affiliated programmes.
All students (current and prospective) registered with, or holding an offer from, an affected provider.
All staff and departments within FSOB responsible for oversight of provider relationships and student support.

3. Definitions

Provider: An institution, organisation, or partner entity approved to deliver FSOB-validated or affiliated programmes.
Approval Status: The formal authorisation by FSOB to deliver one or more specified programmes.
Withdrawal of Approval: The permanent or temporary revocation of approval status, preventing the provider from continuing delivery of FSOB programmes.
Suspension of Approval: A temporary restriction on a provider’s ability to deliver FSOB programmes pending further investigation or remediation.
Adverse Effects: Any occurrence—planned or unplanned—that disrupts delivery, quality, or recognition of a programme, or materially impacts student learning and achievement.

4. Principles

FSOB will:

Protect student learning opportunities by prioritising arrangements that allow students to complete their studies or transfer without disadvantage.
Ensure academic integrity by maintaining alignment with FSOB’s quality standards and external regulatory requirements.
Act transparently by providing timely, clear, and accurate information to students, staff, and stakeholders.
Work collaboratively with affected providers, regulatory bodies, and other institutions to s

Learner Recruitment, Registration & Certification

Footprint School of Business (FSoB)

www.fsob.co.uk

Policy Review Date: 21 March 2025
Next Review Date: 20 March 2026

1. Recruitment of Learners

At FSoB, our recruitment ethos is rooted in openness, clarity, and respect for each individual’s aspirations. We aim to connect with learners who are motivated by personal growth and academic achievement.

Right-fit over volume – Our course information, whether in prospectuses or online, clearly articulates course demands, entry criteria, progression routes and career possibilities. This ensures learners make informed, meaningful choices.
Accessible guidance – Prospective students are invited to engage via our online enquiry channels or FAQs, helping them decide with confidence whether a programme aligns with their goals.
No barriers to join – We do not require interviews. A straightforward application form is all that’s needed to begin the journey.

2. Registration

Once learners are drawn in by clarity and opportunity, our registration approach ensures they feel supported from the very first click.

Step-by-step enrolment – Applicants visit the Student Registration Portal, choose their programme, set up a profile, pay the deposit or fees, and receive access credentials to begin learning.
Proof and protection – Learners may be asked to provide identity verification promptly after enrolment, helping to preserve the integrity of our programmes.
Transparent confirmation – We ensure that learners are kept well informed of their registration status, helping them plan their start without uncertainty.
Support from the outset – Induction activities and access to tutorials help ease learners into their studies, ensuring they’re familiar with policies on academic integrity, appeals, reasonable adjustments, and more.

3. Certification

Achieving and celebrating learner success underpins our mission at FSoB.

Aligned with awarding standards – We adhere closely to awarding body requirements, making sure learners are entered correctly and on time for any external assessments.
Secure and accurate records – Certificate claims are made carefully, based on verified assessments. Accuracy and learner detail are double-checked before submission.
Timeliness and responsibility – Claims are submitted by set deadlines, and certificates are stored securely for the recommended duration, often up to three years.
Partial recognition where needed – If learners complete individual units without finishing a full award, we still support and record unit-level certification.

Bringing It All Together

At Footprint School of Business:

Recruitment is more than marketing: it’s about connecting with the right learners through clear, honest communication.
Registration is smooth and supportive, offering structure and reassurance from day one.
Certification is thorough and respectful, preserving academic standards while celebrating each learner’s achievement.

This triad—recruit, register, certify—is where FSoB shines, honouring everyone’s journey with transparency, care, and professional integrity.

Learner Support & Protocol

Footprint School of Business

www.fsob.co.uk

Policy Review Date: 21 March 2025
Next Review due: 20 March 2026

1. A Welcome as Individual as You

At Footprint School of Business (FSOB), you're not just another learner—you’re part of a rich, global community. Our online platform (LMS) is your learning home, offering recorded lectures, live tutorials, downloadable resources, and student forums—all designed to support you every step of the way.

2. Tailored Academic Support

We understand that each learner has unique needs. That’s why FSOB offers:

Academic Help via Zoom – Book a 30-minute session with a skilled tutor to sharpen your assignment work, especially academic writing.
Interactive Learning Forums – Join global learner discussions, ask questions, share insights, and deepen your understanding.
Webinars On-Demand – Need extra guidance? Access free, tutor-led webinars whenever you wish.
Responsive Tutor Network – Should you hit a snag, reach out via forums or contact your tutor directly for focused guidance.

3. Inclusive and Equitable Learning

Your needs matter. FSOB commits to:

Support for SEND Learners – Tailored help is available for students with special educational needs and disabilities.
Flexible Pacing – With fully online, self-paced courses, you can study evenings or weekends. Take a pause when life demands it and come back when you’re ready.
Career and Academic Guidance – Beyond academics, our team can assist with CVs, applications, and references to support your next steps.

4. Clear, Kind Protocols & Communication

FSOB’s operations ensure clarity and fairness:

High-Quality Teaching – Tutors are encouraged to use inclusive strategies, clear lesson plans, and formative assessments to shape learning.
Fair, Consistent Assessment – Work is marked against defined criteria, and timely, actionable feedback is provided.
Internal Verification – A proportion of assignments are carefully reviewed by a second marker to maintain fairness and thoroughness.
Supportive Appeals Process – If you feel your grade is unfair, there’s a clear, three-stage route to raise concerns.

5. Well-Being and Sense of Belonging

Not only do we care about your progress—we care about you:

Holistic Learning Environment – Your educational journey is enriched through technology, collaboration, and thoughtful design.
Safety and Professional Conduct – Though our learning is online, policies ensure that FSOB remains inclusive, respectful, and professionally attentive.
We’re Here for You – Whether it’s personal, technical, or academic – a friendly ear and helping hand are always within reach via admin@fsob.co.uk or +44 7386 767578.

Your FSOB Support at a Glance

Support Area	What You Can Expect
Academic Support	Zoom tutoring, feedback, webinars, forums
Accessibility & Flexibility	SEND provisions, self-paced study, ability to pause and resume
Guidance & Progression	Career advice, CV help, academic references
Fair Processes	Structured assessments, internal reviews, appeals pathways
Community & Safeguarding	Inclusive design, safe learning culture, open communication channels

At FSOB, we’re more than a school—we’re your partner in learning. We’re proud to offer flexible, meaningful, and caring support, ensuring you feel seen, heard, and empowered throughout your journey.

Transfer of Credits, Exemptions & Withdrawal of Learners or Qualifications

Footprint School of Business

www.fsob.co.uk

Policy Review Date: 21 March 2025
Next Review Date: 20 March 2026

1. Transfer of Credits & Recording of Exemptions

While FSoB does not currently publish a formal credit-transfer policy, our pathways structure—and the need to recognise prior learning—suggests that a clear, empathetic policy in this area would be beneficial.

Purpose

To celebrate and acknowledge past academic achievements or professional learning, ensuring learners do not repeat equivalent material and can progress with purpose and efficiency.

Principles

Learner-focused – We respect your prior accomplishments, ensuring fairness and avoiding unnecessary duplication.
Transparent & Consistent – Any credit awards or exemptions are thoroughly documented and explained.
Academic Integrity – Exemptions are granted only when learning outcomes have been demonstrably met through past study or experience.

Proposed Process

Initial Enquiry – Before enrolling, learners are invited to discuss potential credit transfers or exemptions with our Admissions team.
Submission of Evidence – A clear portfolio may include transcripts, module descriptors, certificates, or professional documentation.
Evaluation – Academic staff assess the evidence against our module outcomes and national credit frameworks.
Decision & Documentation – Learners receive a detailed outcome letter, confirming awarded exemptions, partial credits, or next steps. All decisions are recorded formally in learner records.

2. Withdrawal of Learner or Qualifications

This is well documented within FSoB’s Deposits, Fee Payments & Refunds policy.

Regulations & Learner Care

You may need to withdraw from your programme due to unforeseen circumstances—FSoB treats every case with empathy and clarity.

Withdrawal must be submitted in writing and is formally logged by Admissions.

Refund Conditions

Withdrawal ≥ 2 weeks before course start: Refund issued minus the non-refundable deposit.
Withdrawal within 2 weeks before start: Refund at FSoB’s discretion.
Withdrawal after course commencement: No refund granted under any circumstances.

Non-Refundable Circumstances

No refunds are available if withdrawal is due to:

Personal reasons, including bereavement.
Full enrolment in the course.
Disciplinary expulsion.
Legal proceedings or criminal convictions.

Confirmation of Withdrawal

After processing, learners receive:

A formal confirmation of withdrawal.
Details of any outstanding fee obligations (if applicable).
Guidance on whether any partial credit, certificate, or other formal acknowledgement is possible, subject to academic evaluation.

At-a-Glance

Area	Approach & Philosophy
Transfer of Credits / Exemptions	Learner-centred, rigorous, transparent; proposed process supports prior learning
Withdrawal & Refunds	Highly structured, time-sensitive, and considerate—aligned with FSoB’s existing policy

Crafting a Human-Centred Future

At FSoB, we value each learner’s journey—including past achievements and current challenges. A clear policy on credit transfers and exemptions would honour your existing knowledge and support smoother progression. And our withdrawal policy already reflects thoughtful structures balanced by academic and financial responsibility.

Recognised Prior Learning (RPL)

Footprint School of Business

www.fsob.co.uk

Policy Review Date: 21 March 2025
Next Review Date: 20 March 2026

Introduction – Celebrating Your Already-Gained Expertise

At Footprint School of Business, we believe that learning isn't solely confined to formal classrooms. Your prior knowledge—whether drawn from work, life experience, or other qualifications—is valuable. Our Recognised Prior Learning (RPL) policy exists to ensure that your previous achievements are honoured and, where appropriate, integrated into your FSoB learning journey.

1. Purpose & Principles

No need to repeat what you already know – If a previous learning experience has enabled you to meet the learning outcomes of a module or qualification, you shouldn’t have to re-enrol for it.
Fair, transparent, and rigorous – We adhere to the same standards for assessing prior learning as we do for standard assignments, focusing on relevance, currency, authenticity, and sufficiency.
Supporting lifelong learners – RPL complements our flexible, self-paced model, helping career-shifters, professionals, and mature learners progress smoothly through our pathway programmes.

2. Who Can Apply

RPL is open to learners who can demonstrate they have fulfilled the intended learning outcomes of a module or level through one or more of the following:

Completed accredited qualifications (e.g. university modules, professional awards)
Demonstrable professional or experiential learning (e.g. managerial responsibilities, business project work)
Other recognised achievement relevant to the module level

3. How to Apply

Initial Enquiry – Contact our Admissions Team at the outset—ideally before registering for your module.
Submit Your Evidence Portfolio, which might include:
- Academic transcripts, syllabi, or certificates
- Work reports, projects, case study write-ups, reflective accounts, or employer testimonials
Assessment by Programme Lead – A member of academic staff reviews your portfolio, focusing on:
- Relevance – Does the evidence directly mirror the module’s learning outcomes?
- Currency – Is the prior learning recent and still valid?
- Authenticity – Can the evidence be independently verified?
- Sufficiency – Does it genuinely demonstrate competence at the required level?
Outcomes & Progression
- Module Exemption or Credit Awarded – Successfully assessed prior learning may allow you to skip or receive credit for a module, reducing time and effort while ensuring academic integrity.
- Partial Recognition – If your evidence matches some—but not all—learning outcomes, recognition may be granted at unit level, potentially requiring you to complete supplemental work.
- Feedback & Next Steps – You’ll always receive clear guidance on the decision and, if partially recognised, what actions you can take to complete the requirements.

5. Governance & Integrity

Documented Process – All RPL applications and decisions are recorded and stored with the same care as regular module assessments.
Fairness Assured – Where needed, a second academic reviewer may be involved to maintain consistency and fairness in decision-making.
No Additional Charges – We believe in equitable access, so RPL applications are free of administration fees—reflecting our commitment to fairness and learner support.

6. Integration with FSoB’s Flexible Pathways

Accelerated Learning – RPL helps accelerate your journey through our Foundation to Postgraduate Diploma pathways—helping you progress more swiftly toward your ideal level.
Life-Friendly Design – Since our programmes are already self-paced and entirely online, RPL simply enhances the flexibility you enjoy.

RPL at a Glance

Category	What It Means for You
Recognition of Prior Learning	Previous learning counts toward current modules or levels
Evidence Required	Certs, transcripts, professional portfolios, employer statements
Assessment Criteria	Relevance, currency, authenticity, sufficiency
Possible Outcomes	Module exemption, partial mapping, or full recognition
Learner Benefit	Faster progression, less duplication, more flexibility
Governance	Transparent, recorded, and free from additional fees

In essence, our RPL policy is rooted in respect for your existing knowledge and commitment to ensuring your time is valued. Whether you're returning to study after years in business or juggling career transitions with family life, we want to support your journey with recognition and flexibility—not unnecessary repetition.

Footprint School of Business (FSoB)

Evaluation & Feedback Handbook

A collection of evaluation forms and surveys designed to improve the learner and staff experience at FSoB.

Review Date: 20 March 2026

All responses are confidential and will be used only to improve learning and teaching at FSoB.

Contact: admin@fsob.co.uk | +44 7386 767578

Student Course Evaluation Form

Course/Module: _____________________________ Date: __________________

1. Overall, how would you rate this module?

☐ Excellent ☐ Good ☐ Satisfactory ☐ Poor

2. Course Content & Delivery

☐ The module content was clear and well organised

☐ The pacing and workload felt appropriate

☐ Materials supported my learning

3. Tutor Support & Feedback

☐ The tutor explained concepts clearly

☐ Feedback was helpful and timely

☐ I felt supported and able to ask questions

4. Online Learning Experience

☐ The VLE was straightforward to use

☐ Discussion forums and tutorials added value

5. Strengths & Improvements

What did you appreciate most about the module? ___________________________

What could we do better in future? _____________________________________

6. Looking Ahead

Would you recommend this module to a friend?

☐ Definitely ☐ Maybe ☐ No

Final comments: _____________________________________

Tutor & Teaching Feedback Form

Tutor: __________________________ Module: __________________________

1.

The tutor explained topics clearly and made them relatable.

☐ Yes ☐ No

2.

The tutor encouraged participation and questions.

☐ Yes ☐ No

3.

Office hours or live sessions were helpful and well organised.

☐ Yes ☐ No

4.

Assignments were marked fairly and promptly.

☐ Yes ☐ No

What did the tutor do especially well? _______________________________

How could the tutor enhance your learning experience? _________________

Course Exit Survey

We’re sorry to see you go. Please help us improve by sharing your feedback.

1. What led to your decision to withdraw?

☐ Work commitments ☐ Personal reasons ☐ Course difficulty ☐ Technical issues ☐ Other: ______________

2.

Was there anything we could have done to support you better?

_________________________________________________________

3.

Would you consider returning to study with us in the future?

☐ Yes ☐ No ☐ Maybe

4.

If you’d like us to keep in touch, please provide your email (optional): ___________

Internal Staff Survey – Digital Learning Tools

1.

The VLE is user-friendly and reliable.

☐ Strongly agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly disagree

2.

Support materials for learners are easy to edit and update.

☐ Strongly agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly disagree

3.

I’ve received adequate training to use FSOB systems effectively.

☐ Strongly agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly disagree

4.

Any challenges or ideas for improving our digital platforms?

_________________________________________________________

Staff Continuing Professional Development (CPD) Policy

Footprint School of Business (FSoB)

www.fsob.co.uk

Policy Date: 21 March 2025

Review Date: 20 March 2026

1. Purpose

At FSoB, we believe that high-quality teaching and support for learners is only possible when our staff continue to grow professionally. This CPD policy sets out how academic and support staff are encouraged and enabled to develop their skills, knowledge, and professional practice.

The aim of CPD at FSoB is to:

Ensure our staff remain up to date with current developments in education, industry, and digital technologies.
Strengthen the quality of teaching, learning, and assessment across all programmes.
Support staff in achieving their personal and career development goals.
Promote a culture of reflective practice, inclusivity, and continuous improvement.

2. Scope

This policy applies to:

All academic staff (lecturers, tutors, assessors, internal quality assurers).
All professional and administrative staff supporting learner achievement.
Visiting or associate lecturers engaged on a temporary basis.

3. Guiding Principles

Learner-centred – CPD activities should enhance the experience and outcomes of our learners.
Fair and Accessible – All staff are entitled to opportunities for development, regardless of role or seniority.
Shared Responsibility – Staff are expected to take responsibility for their own professional development, while FSoB provides encouragement, time, and resources.
Reflective Practice – Staff are encouraged to reflect on their teaching and professional activities, identifying areas for improvement.

4. Types of CPD Activities

FSoB recognises that CPD can take many forms, both formal and informal. Activities may include:

Attendance at internal or external training workshops.
Professional qualifications, higher degrees, or specialist courses.
Participation in webinars and online learning events.
Engagement with subject networks or professional bodies.
Research, scholarly activity, or publication in the staff member’s discipline.
Peer observation of teaching and sharing of best practice.
Attendance at awarding body standardisation or verification meetings.
Reflective practice, including maintaining a CPD log or portfolio.

5. Procedures

Identifying Needs
CPD needs are identified through annual appraisal, self-reflection, feedback from learners, internal verification, and strategic priorities.
Planning CPD
Each staff member agrees a CPD plan with their line manager, setting out activities for the year.
Recording CPD
Staff must maintain a record of their professional development and submit this annually.
Support and Resources
FSoB will make every effort to provide funding, time allowances, or access to free CPD opportunities.
Review and Evaluation
CPD outcomes are reviewed during appraisal meetings and shared where appropriate to benefit colleagues.

6. Responsibilities

Staff Members – To actively engage with CPD, keep records, and apply learning to their work.
Line Managers – To support staff in identifying needs and approving CPD activities.
Senior Management – To ensure CPD is embedded in the culture of the organisation and aligned with strategic goals.
Quality Team – To monitor CPD records and ensure compliance with awarding body and regulatory requirements.

7. Monitoring and Compliance

A minimum of 30 hours of CPD per year is recommended for full-time academic staff (pro-rata for part-time staff).
Participation in awarding body standardisation and internal verification CPD is mandatory for assessors and verifiers.
Records will be reviewed annually to ensure completion and effectiveness.

8. Review of Policy

This policy will be reviewed every two years, or sooner if there are changes to regulatory or awarding body requirements.

Closing Statement

At Footprint School of Business, CPD is not a box-ticking exercise. It is part of our shared commitment to excellence, inclusivity, and innovation. By investing in our people, we strengthen our ability to deliver transformative learning experiences for every student.

Academic Staff Recruitment & Interview Policy

Footprint School of Business (FSoB)

www.fsob.co.uk

Policy Date: 21 March 2025

Review Date: 20 March 2026

1. Purpose

This policy sets out the principles and procedures for the recruitment and selection of academic staff at FSoB. Our aim is to attract, appoint, and retain highly qualified and motivated staff who are committed to supporting learners at different levels of study.

2. Principles

Fairness and Equality – All applicants will be treated equally, with respect for diversity and without discrimination.
Transparency – The recruitment process will be open, clear, and consistent.
Merit-based Selection – Appointments will be made on the basis of skills, qualifications, experience, and potential contribution to FSoB.
Learner-centred focus – Staff recruited must show commitment to high-quality teaching, student welfare, and continuous improvement.

3. Recruitment Procedure

Identifying Need
Heads of Department prepare a staffing request, setting out the reason for the vacancy and the required teaching levels.
Approval
Senior management authorises the recruitment request before the job is advertised.
Job Description & Person Specification
A clear description is drawn up, outlining duties, qualifications, and expectations.
Advertising
Vacancies are advertised on FSoB’s website, professional networks, and suitable job boards.
Shortlisting
Applications are reviewed against essential and desirable criteria. A panel of at least two people will shortlist candidates.
Interview
Shortlisted candidates are invited to a structured interview, which may include:
- A formal panel interview.
- A short teaching demonstration or case study activity.
- Discussion about safeguarding, inclusivity, and professional development.
Decision & Offer
The panel will recommend the preferred candidate. Centre Lead issues a conditional offer subject to reference checks, qualification verification, and right-to-work checks.
Induction
New staff receive induction on FSoB’s policies, teaching standards, and learner support expectations.

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Academic Appeals Policy

ACADEMIC APPEALS POLICY

Policy Review Date:

Next Review Date:

Purpose and Scope

Right to Appeal

Grounds for Appeal

Procedural Irregularity

Insufficient Opportunity to Demonstrate Competency

Manifestly Unreasonable Decision

Bias or Prejudice

Invalid Grounds for Appeal

Concerns about Teaching Quality

Challenging Academic Judgment

Disputing Marks Awarded

Administrative Errors

Submitting an Appeal

Academic Appeals Procedure

Stage 1 – Initial Appeal Review

Student Name:

Course of Study:

Assessor:

Reason for Appeal:

Response:

Outcome:

Stage 2 – Internal Verification

Reason for Appeal:

Response:

Outcome:

Stage 3 – Appeals Panel Review

Chair of Appeals Panel:

Date:

Contact Information

Anti-Bribery Policy

Anti-Bribery and Corruption Policy

Policy Review Date:

Next Review Date:

Introduction

Scope of the Policy

Prohibited Conduct

Forms of Bribery

Scope of Bribery

Responsibilities and Reporting Obligations

Anti-Slavery Policy

Anti-Slavery & Human Trafficking Statement

Introduction

Commitment to Ethical Employment Practices

Zero-Tolerance Approach to Modern Slavery

Proactive Measures

Enforcement & Accountability

Assessment and Coursework Policy

Assessment and Coursework Policy

Policy Review

Introduction

Policy Objectives

Scope of the Policy

Coursework Assessments

Assessment Criteria and Feedback

Submission of Coursework & Late Submissions

Academic Integrity

Reasonable Adjustments & Special Considerations

Data Protection & Confidentiality

Appeals Process

Commitment to Excellence

Assessment Policy

Assessment Policy

Policy Review Date:

1. Foundational Principles of Assessment

2. Student-Centred Assessment Principles

Key Student Benefits:

3. Modes of Assessment

A. Formative Assessment

B. Summative Assessment

4. Equity in Assessment & Support Mechanisms

5. Assessment Outcomes & Grading