01432359244
  • About
    • Why Riverside
    • Work With Us
    • Case Studies
    • Meet The Team
    • Subcontractors
  • Apprentices
    • Apprenticeship Vacancies
    • Learner Journey
    • FAQs
    • Policies
    • Mental Health – Be Inspired
    • Safeguarding
  • Employers
    • Apprenticeship Levy
    • Remote Delivery Features and Benefits
    • Adult Education Budget (AEB)
    • Employer Journey
    • Apprenticeship Recruitment
    • Apprenticeship Training
    • 20% off-the-job
    • Refinitiv – Testimonial
    • Nasstar – Testimonial
  • Fully Funded Training
    • ESF Application Form
    • ESF Photography – Master Manual Mode
    • ESF Emotional Intelligent Leadership Training
    • ESF Emotional Intelligence And How To Influence Others Training
    • ESF Post Lockdown Work Life – How to Remain Positive, Focussed and Productive
    • ESF Emotional Intelligence Training
    • ESF Stress Management Training
    • ESF Principles Of Sales Certificate
    • ESF Presentation Skills Training
    • ESF Team Leader Training
    • ESF Certified Level 3 Leadership and Management Training
    • ESF Microsoft Excel Intermediate Training
    • ESF Microsoft Excel Introduction Training
    • ESF Coaching And How To Be An Effective Leader Training
    • ESF Level 2 Team Leading Diploma Training
    • ESF Work Smart and Make More Sales Training
    • ESF Sales Made Easy Training
    • ESF Optimise Your Social Media Profiles To Attract Clients Training
    • ESF Marketing To Attract Local Clients Training
    • ESF Digital Marketing To Generate Sales Training
  • Qualifications
    • Learning & Development Consultant Business Partner Level 5
    • HR Consultant Partner Level 5
    • Operations Departmental Manager Level 5
    • Assessor or Coach Level 4
    • Associate Project Manager Level 4
    • Community Sport and Health Officer Level 3
    • Teaching Assistant Level 3
    • Senior Financial Services Level 3
    • Customer Service Specialist with Sales Level 3
    • Early Years Educator Level 3
    • Customer Service Specialist Level 3
    • Team Leader Supervisor Level 3
    • Business Administrator Standard Level 3
    • Learning & Development Level 3
    • Human Resources Support Level 3
    • Assistant Accountant Level 3
    • Dental Nurse Level 3
    • Financial Services Level 2
    • Customer Service Practitioner With Sales Level 2
    • Customer Service Practitioner Level 2
    • Early Years Practitioner Level 2
      • Level 2 Accounts or Finance Assistant
    • Level 2 Adult Care Worker
    • Level 3 Lead Adult Care Worker
    • Level 5 Leader in Adult Care
  • Learning Zone
    • Why BUD
    • Why Cognassist
    • Useful Links
  • Support Hub
  • News
    • Monthly Staff Awards
    • Newsletters
  • Contact
    • AEB Application Form
    • ESF Application Form
  • Close
  • About
    • Why Riverside
    • Work With Us
    • Case Studies
    • Meet The Team
    • Subcontractors
  • Apprentices
    • Apprenticeship Vacancies
    • Learner Journey
    • FAQs
    • Policies
    • Mental Health – Be Inspired
    • Safeguarding
  • Employers
    • Apprenticeship Levy
    • Remote Delivery Features and Benefits
    • Adult Education Budget (AEB)
    • Employer Journey
    • Apprenticeship Recruitment
    • Apprenticeship Training
    • 20% off-the-job
    • Refinitiv – Testimonial
    • Nasstar – Testimonial
  • Fully Funded Training
    • ESF Application Form
    • ESF Photography – Master Manual Mode
    • ESF Emotional Intelligent Leadership Training
    • ESF Emotional Intelligence And How To Influence Others Training
    • ESF Post Lockdown Work Life – How to Remain Positive, Focussed and Productive
    • ESF Emotional Intelligence Training
    • ESF Stress Management Training
    • ESF Principles Of Sales Certificate
    • ESF Presentation Skills Training
    • ESF Team Leader Training
    • ESF Certified Level 3 Leadership and Management Training
    • ESF Microsoft Excel Intermediate Training
    • ESF Microsoft Excel Introduction Training
    • ESF Coaching And How To Be An Effective Leader Training
    • ESF Level 2 Team Leading Diploma Training
    • ESF Work Smart and Make More Sales Training
    • ESF Sales Made Easy Training
    • ESF Optimise Your Social Media Profiles To Attract Clients Training
    • ESF Marketing To Attract Local Clients Training
    • ESF Digital Marketing To Generate Sales Training
  • Qualifications
    • Learning & Development Consultant Business Partner Level 5
    • HR Consultant Partner Level 5
    • Operations Departmental Manager Level 5
    • Assessor or Coach Level 4
    • Associate Project Manager Level 4
    • Community Sport and Health Officer Level 3
    • Teaching Assistant Level 3
    • Senior Financial Services Level 3
    • Customer Service Specialist with Sales Level 3
    • Early Years Educator Level 3
    • Customer Service Specialist Level 3
    • Team Leader Supervisor Level 3
    • Business Administrator Standard Level 3
    • Learning & Development Level 3
    • Human Resources Support Level 3
    • Assistant Accountant Level 3
    • Dental Nurse Level 3
    • Financial Services Level 2
    • Customer Service Practitioner With Sales Level 2
    • Customer Service Practitioner Level 2
    • Early Years Practitioner Level 2
      • Level 2 Accounts or Finance Assistant
    • Level 2 Adult Care Worker
    • Level 3 Lead Adult Care Worker
    • Level 5 Leader in Adult Care
  • Learning Zone
    • Why BUD
    • Why Cognassist
    • Useful Links
  • Support Hub
  • News
    • Monthly Staff Awards
    • Newsletters
  • Contact
    • AEB Application Form
    • ESF Application Form
  • Assessor or Coach Level 4

    Summary

    The AC role has emerged within the Education and Training Sector (ETS), over the last 30 years, originally as a result of the implementation of vocational (competence-based) qualifications (notably NVQs) and formalised work-based education and training. The AC is a dual professional, using their up-to-date professional knowledge and skills to support vocational and professional development across the formal ETS as well as in any employer setting, and at any level. They may, for example, coach and assess apprentices, trainees or new recruits (ranging from young entrants, to new CEOs) in the workplace, commensurate with their own level of experience and qualifications, as required by their employer or their sector.  ACs coach and assess vocational learners, usually on a one-to-one basis, in a range of learning environments.  Coaching skills involve complex communication techniques to actively listen, provide feedback and to engage learners in planning their individualised learning programme. These skills are also integral to assessing learners’ competence in-relation to work-related/industry standards and life skills.

    ACs work co-operatively with other ETS or professionals (such as teachers, human resource professionals and mentors/supervisors in the workplace) in supporting the learner’s development of vocational competence and the wider skills that relate to employability and professionalism.

    Within the sector, ‘coaching’ is seen as a more complex set of interpersonal skills, compared with ‘mentoring’.  It is more learner-centred, exploring the learner’s understanding and needs rather than simply giving advice. (See the Level 3 Learning Mentor Standard for further clarification about these two different roles.)

     

    The AC apprenticeship requires the development of following professional behaviours, knowledge and skills:

    Professional behaviours. The Assessor-Coach will:

    1. Inspire, motivate and raise learners’ aspirations through their passion for the sector
    2. Operate at all times to ethical and legal standards and within professional boundaries
    3. Model and encourage mutual respect, displaying a deep understanding of equality and diversity, with and between learners, colleagues and appropriate agencies
    4. Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control
    5. Value the importance of maths, English and ICT skills in the learners’ future economic and social well-being
    6. Evaluate and improve their own professional practice in relation to the Professional Standards for Teachers and Educators in the Education and Training Sector

    The Assessor-Coach will be able to:

    The Assessor-Coach will understand:

    Plan coaching and assessment Procedures for planning coaching and assessment
    S1   facilitate access to relevant, current information advice and guidance (IAG) K1   sources of and how to access up-to-date and valid IAG
    S2   apply or reference relevant initial and diagnostic assessment K2   relevant forms of assessment to identify individual needs
    S3   agree a programme of development and assessment, setting realistic but challenging goals that meet learners’ and employers’ needs K3   how to agree individual programmes that inspire and challenge learners to achieve current work-related knowledge and skills
    S4   liaise with employers, colleagues and others to support learners’ development K4   additional support for learners available through workplace and provider-based colleagues
    Deliver coaching support Effective coaching practice
    S5   anticipate and overcome barriers to progress and inspire achievement, ensuring that learning is inclusive and supports diversity K5   strategies for inspiring learners, increasing their resilience in overcoming barriers and obstacles, and in raising concerns
    S6   highlight learners’ mathematics and English needs, and signposts to appropriate support K6   maths and English underpinning vocational skills and how to access additional support
    S7   give timely feedback on progress towards mastery of relevant skills and knowledge K7   effective practice in giving feedback to guide progress and achievement
    S8   provide access to pastoral support and guidance K8   ways of supporting the learner’s well-being
    S9   promote the safe and effective use of digital and mobile technologies to support learners and the Assessor-Coach role K9   current and emerging technologies that could safely and effectively support learner autonomy and the Assessor-Coach role
    S10  agree and record targets and progress, complying with quality, confidentiality and data protection requirements K10  administrative procedures for recording, storing and sharing information that is legally compliant
    Assess learners Effective vocational assessment
    S11  use effective listening, assertiveness and questioning to support learners’ to engage with their learning plans and with assessment criteria and processes K11  the effective use of active listening, assertiveness and questioning skills to support retention, progress and achievement
    S12  comply with awarding organisation requirements and local quality and safety guidelines K12  the quality and safety requirements of assessment and procedures for reporting concerns
    Support quality improvement Ways to support quality improvement
    S13  support peer review and quality assurance procedures K13  Internal and External quality procedures and the role of peer review
    S14  report concerns about quality and safeguarding through appropriate channels K14  organisational and legislative requirements for reporting concerns about quality and safeguarding
    S15  maintain the currency of their own knowledge and skills, with reference to workplace practice and feedback from others K15  how to maintain occupational currency and ways to improve coaching and professional practice

     

    Overview

    Duration

    15 Months

    Funding

    Levy – £7,000
    80% Training – 20% Assessment

    Non-Levy – £350 Contribution

    Level of Apprenticeship

    Level 4

    Entry Requirements

    individual employers may set any entry requirements which may include:

    • (As a dual-professional) – A qualification, at an appropriate level, and relevant up-to-date experience in the candidate’s vocational/subject specialism.
    • Many candidates will already possess a Level 3 qualification in Assessing. Depending on the specific education and training context, employers (and/or Awarding Organisations) may require candidates without an Assessor qualification, to achieve this prior to completion of their apprenticeship.

    Candidates may have achieved maths, English and ICT skills at Level 2 (equivalent to GCSE Grade C, or above) prior to commencing their training. Those that have not must achieve this prior to taking the end-point assessment.

    Employers involved in creating the standard

    ACL Essex, Activate Apprenticeships, Basingstoke College Bedford College, Birmingham Metropolitan College, City & Guilds Derbyshire Adult Community Manager, Doncaster College, Education & Training Foundation, IPS International Ltd, ITC Skills, Halesowen College, HIT Training, Hull Training & Adult Learning Leeds College of Building, Leicester College/De Montford, University Partnership, London Borough of Hillingdon, Michael john Training School, National Skills Academy for Health, Newcastle College, South Devon College, Swindon College, Youth Force

     ‘They have all been really relevant to my role and very interesting. I feel so much more confident with this knowledge behind me.’

    Find out more now!



    Speak to a training specialist

    Speak to our friendly team today to find out what options are available for you and your business.

    Alternatively, take a look at any of the below:
    Qualifications
    Apprenticeship Vacancies




    Address

    • Riverside Training Ltd
    • 4-6 St Martins Street
    • Hereford
    • Herefordshire
    • HR2 7RE

    Important Links

    • Policies
    • Safeguarding

    Contact Us

    01432 359244

    hello@riverside-training.co.uk

    Social

    • Facebook
    • Twitter
    • LinkedIn
    • Instagram