IVOSA Model Provider Quality Handbook

This handbook brings the IVOSA model policies into one document.

A provider may adopt it, adapt it or use existing equivalent arrangements. Sections marked only where applicable may be removed where the provider does not carry out that activity.

The responsible person reviews the handbook at least once a year and records important changes.

1. Quality of Training

We provide first-aid training that is accurate, practical, inclusive and suitable for the course being delivered.

We use trainers who have the qualifications, knowledge, practical skills and teaching ability needed for their role. Competence is checked before independent delivery and kept under review through qualifications, experience, continuing professional development, observation, feedback or another proportionate check.

We deliver the required learning outcomes and allow enough time for explanation, practice, questions and assessment. We do not shorten courses in a way that prevents learners from meeting the required outcomes.

Group size must allow proper supervision, practice and individual assessment. We consider trainer numbers, equipment, room size, learner needs and course type.

We use enough clean, safe and suitable equipment. Venues must be safe and appropriate for the activities being carried out.

We review learner feedback, complaints, incidents, assessment concerns and quality checks. Important improvements are recorded and acted on.

2. Assessment and Certification

We assess learners fairly and consistently. A certificate is issued only when the learner has met the required course outcomes.

Learners must personally demonstrate required practical skills. A written test or watching another learner is not a substitute for practical competence.

Learners are told what they need to demonstrate and are given a fair opportunity to do so. Where an outcome is not yet met, the assessor explains what is missing and, where practical, allows further practice and reassessment.

Reasonable adjustments may change how assessment is carried out but must not remove an essential competence requirement.

Certificates are checked before issue and recorded. Errors are corrected and replacements are documented. A certificate may be withdrawn where it was issued in error, based on false information or affected by serious malpractice. The learner is told the reason and may appeal.

3. Learner Support and Adjustments

We treat learners fairly and aim to remove avoidable barriers to learning and assessment.

Learners can tell us about a disability, health condition, language need, learning need or other support requirement. We ask only for the information needed to arrange suitable support.

Possible adjustments include accessible information, extra explanation, written prompts, rest breaks, additional practice, adapted materials or another valid way to show knowledge.

We agree support with the learner where possible. If a requested adjustment cannot be made or would remove an essential competence requirement, we explain why and consider another option.

We do not tolerate discrimination, harassment or disrespectful behaviour.

4. Complaints and Appeals

We welcome concerns and deal with them fairly, promptly and without disadvantaging anyone for raising them.

A complaint is a concern about our service or conduct. An appeal asks us to review an assessment, certification, adjustment or other formal decision.

Concerns may be raised verbally or in writing through [contact details]. We may first try to resolve a simple matter informally.

Formal complaints and appeals are acknowledged promptly. We aim to respond within [10 working days] or explain why more time is needed.

The reviewer considers the available information fairly and should not review their own disputed decision where another suitable person is available.

We explain the outcome and main reasons. A further internal review may be requested from [name or role]. We keep a simple log and use learning from concerns to improve.

5. Integrity and Malpractice

We act honestly and expect trainers, assessors, staff, associates and learners to do the same.

Concerns may include false records, issuing certificates without proper assessment, dishonest changes to dates or results, cheating, impersonation, hidden quality problems, false declarations or repeated serious process failures.

Concerns are reported to [contact details]. We may pause certification or delivery where needed to protect learners, evidence or public confidence.

We gather relevant information, give the person involved a fair chance to respond and record the outcome and reasons. Action may include correction, retraining, reassessment, supervision, certificate withdrawal, suspension from delivery, ending an associate arrangement or reporting a serious matter to the appropriate body.

A person who raises a genuine concern is not penalised because it is not upheld. Knowingly false or malicious allegations may be treated as misconduct.

6. Information and Record-Keeping

We keep accurate training records, protect personal information and avoid collecting information we do not need.

Records may include learner details, course information, attendance, assessment, certificates, trainers, agreed adjustments, feedback, complaints, quality checks and significant incidents.

Records are completed promptly and corrected honestly. Electronic information is protected by suitable passwords, access controls and backups. Paper information is stored securely.

We keep information only while there is a clear operational, contractual, insurance, legal or quality reason. Retention periods are recorded and reviewed. Information that is no longer needed is securely deleted or destroyed.

People may ask how their information is used and request access or correction where applicable. We provide a separate short privacy notice.

Information incidents are reported immediately to [responsible person]. Relevant records may be shared during a valid audit or justified investigation with suitable confidentiality controls.

7. Blended and Online Learning — only where applicable

Online learning supports the course but does not replace practical teaching and assessment where hands-on competence is required.

We identify which outcomes may be learned online and which require live explanation, supervised practice or practical assessment. The full course covers the same required outcomes as the equivalent face-to-face course.

Learners are told what must be completed online and live, the expected time, technology needed and how to obtain help.

We use proportionate checks of identity and completion. Online progress or quiz completion alone is not proof of practical competence.

Online content is clear, current and accessible. Required practical skills are taught, practised and assessed live by a competent person.

We keep records of online completion, live attendance, practical assessment and certificate issue.

8. Safeguarding — only where applicable

We take reasonable steps to protect children, young people and adults at risk during our training activities.

Our safeguarding lead is [name and contact details]. Concerns are reported promptly. Staff and trainers listen calmly, avoid leading questions, do not promise confidentiality, record facts and pass the concern to the safeguarding lead.

Trainers do not investigate possible abuse themselves. Where someone is in immediate danger, the emergency services are contacted.

The safeguarding lead decides whether a referral is needed to the relevant authority, police, employer, school, care organisation or other safeguarding body.

Training arrangements, supervision, communication, photography and one-to-one contact are managed safely. Relevant recruitment and criminal-record checks are completed where required.

Safeguarding records are factual, secure and shared only where needed to protect someone or manage the concern.

9. Associate Trainers and Subcontractors — only where applicable

Work delivered in our name must meet the same standard whether it is delivered by an employee, associate or subcontractor.

Before independent delivery, we check identity, competence, qualifications, experience, insurance, continuing professional development, safeguarding requirements and any conflicts relevant to the role.

Written expectations cover the work, standards, materials, certificates, records, confidentiality, use of our name and IVOSA registration, incident reporting and when the arrangement may be paused or ended.

Associates return complete and accurate records and must not issue certificates or make claims outside the authority given to them.

We monitor delivery proportionately through observation, feedback, sampling or review. The registered provider remains responsible for work delivered under its name and declared scope.

Records this handbook expects a provider to keep

• courses and attendance;
• learner assessment;
• certificates issued;
• trainer competence and continuing professional development;
• quality checks;
• learner adjustments;
• complaints and appeals;
• integrity concerns and significant incidents.

Approval

• Approved by: [Name or role]
• Approval date: [Date]
• Next review: [Date]
• Version: [Version]

Changes are made when standards, guidance, delivery methods or experience show that an update is needed.