Teacher for the sensory impaired

This document explains the requirements for end-point assessment (EPA) for the Teacher for the sensory impaired apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA. It will also be of interest to Teacher for the sensory impaired apprentices, their employers, and the Department for Education (DfE) approved training providers.

Teachers for the sensory impaired are subject to statutory regulation by the DfE through their mandatory qualification (MQ). The DfE sets the standards of proficiency required for entry to the professional registers, and these are the occupational standards for registered teachers for the sensory impaired.

This apprenticeship has a statutory integrated plus EPA. The EPA is delivered by a DfE approved higher education provider. Alignment of the integrated EPA is permitted because the following criteria are met:

1. the occupation (profession) must be regulated by a statutory regulator.

2. the statutory regulator carries out functions for the occupations they regulate. This includes:

• making sure individuals have the necessary qualifications and experience to practise the occupation.
• taking any necessary enforcement action.

3. the statutory integrated apprenticeship meets the apprenticeship requirements (IfATE’s apprenticeship policy).

This apprenticeship leads to the relevant Qualified Teacher for the Sensory Impaired status (Qualified Teacher for the Deaf or Qualified Teacher for the Visually Impaired or Qualified Teacher for the Multi-sensory Impaired) from the DfE.

This statutory integrated plus apprenticeship must be delivered by a higher education provider (HEP) that is on the apprenticeship providers and assessment register (APAR). The apprentice's employer must select an HEP that is an approved EPAO from the APAR. Only HEPs approved by DfE to deliver the mandatory post-graduate diploma for specialist teachers can deliver and assess this apprenticeship (Mandatory qualifications, (PG Dip): specialist teachers - (www.gov.uk)).

For assessment method 1 (case study report with presentation and questioning) and assessment method 2 (professional discussion underpinned by a portfolio of evidence) of the EPA both must contribute to the total credit value of the MQ (PG Dip), and must be delivered in accordance with this assessment plan. However, the number of credits devoted to the EPA may vary across HEPs. The recommended EPA contribution is 12.5% of the total credit value.

A full-time teacher for the sensory impaired apprentice typically spends 24 months on-programme (this means in training before the gateway). The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.

The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.

This EPA has 3 assessment methods.

The grades available for each assessment method are below.

Assessment method 1 - case study report with presentation and questioning:

• fail

• pass

• distinction

Assessment method 2 - professional discussion underpinned by a portfolio of evidence:

• fail

• pass

• distinction

Assessment method 3 - examination board:

• fail

• pass

The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:

• fail

• pass

• distinction

The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 3 months.

The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.

The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the apprenticeship. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.

The apprentice must meet the gateway requirements before starting their EPA.

They must:

• confirm they are ready to take the EPA
• have achieved English and mathematics qualifications in line with the apprenticeship funding rules

• have completed and passed all elements of the Post-graduate diploma for specialist teachers except the EPA element, which forms the final element of the qualification

• submit a case study title and scope for the case study report with presentation and questioning

• The EPAO must sign-off the case study title and scope at gateway to confirm its suitability for the assessment method

• submit a portfolio of evidence for the professional discussion underpinned by a portfolio of evidence

Portfolio of evidence requirements:

The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 7 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.

Evidence sources may include:

• lesson resources, schemes of work, individual learning plans
• assessments undertaken with sensory impaired (SI) children and young people
• a learner profile written by the apprentice, typically one page in length
• an end of placement report written by the supervisor
• a lesson plan with commentary on how they have met the needs of the learner, with the commentary typically 500 words in length
• a report on the use of technology to support SI learners, typically one page in length

This is not a definitive list; other evidence sources can be included. Evidence should be anonymised before it is submitted.

The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.

The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.

The apprentice must submit the gateway evidence to their EPAO, including any organisation specific policies and procedures requested by the EPAO.

The assessment methods must be delivered in the following order:

The case study with presentation and questioning and the professional discussion must be completed and passed before examination board can be completed.

The reason for this order is to help ensure that apprentices complete end-point assessment. Passing assessment method 3 (the DfE approve providers examination board) lawfully permits the apprentice to work as a teacher for the sensory impaired. However only the combination of (at least passing) all assessment methods affirm full occupational competency for the purposes of this apprenticeship. It is the responsibility of the EPAO to ensure that assessment method 3 is booked once the apprentice has achieved a minimum of a pass in assessment method 1 and assessment method 2.

Overview

A case study report with presentation and questioning involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The case study report must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship.

This assessment method has 2 components:

• a case study report

• presentation with questions and answers

Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method. They are assessed by an independent assessor.

Rationale

This assessment method is being used because:

• it allows the apprentice to demonstrate report writing skills which is a skill in their everyday work. Writing reports that convey complex information succinctly for a range of audiences is a typical responsibility of the role
• the use of a case study report allows for a range of KSBs to be assessed that may not be possible in other methods (such as observations) as the work cycle is too long to be reasonably observed
• the case study report allows for the testing of KSBs holistically, (including the potential to assess a wide range of practical, analytical and interpretive skills) in an occupationally relevant way
• it exemplifies the ability to write succinct, appropriate reports and presentations for an intended audience, conveying complex information in clear and pertinent way
• it provides the opportunity to reflect authentic workplace contexts which increases assessment validity in relation to the occupation. For example, delivering presentations, responding to questions and engaging different audiences are typical responsibilities of the role
• the presentation and questioning component can be conducted live or remotely, potentially reducing cost and can be recorded if required to support internal or external quality assurance
• the report with presentation and questioning complement each other in terms of providing an assessment that is pitched at the appropriate level of demand. Whilst the report is shorter than is typical at level 7, the accompanying presentation and questioning enhances assessment overall as it provides an opportunity to assess the KSBs at a deeper level, building off the apprentice's report.

Delivery

The apprentice must complete a case study report based on any of the following:

• a child or young person from the age of 0-25 years, in a home, school, or college setting

To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO must sign-off the case study report’s title and scope at the gateway to confirm it is suitable. The EPAO must refer to the grading descriptors to ensure that case study reports are pitched appropriately.

The case study report output must be in the form of a written report and presentation.

The apprentice must start the case study report after the gateway. The employer should ensure the apprentice has the time and resources, within the case study report period, to plan and complete their case study report.

The apprentice may work as part of a team to complete the case study, which could include internal colleagues or technical experts. The apprentice must however, complete their case study report and presentation unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the case study report and any presentation materials are submitted.

Component 1: Case study report

As a minimum, the case study report must contain:

• a profile or case history
• the child or young person's type and degree of sensory impairment
• the current personal and assistive technologies used by the child or young person
• the assessment and monitoring of the child or young person's development
• assessment data and its uses
• the barriers to learning experienced by the child or young person
• the actions taken, interventions employed, or advice provided to support the child or young person
• reference to partnership working
• person centred outcomes set for the child or young person

The case study report must have a word count of 2000 words. A tolerance of 10% above or below is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The apprentice must produce and include a mapping in an appendix, showing how the report evidences the KSBs mapped to this assessment method.

The apprentice must complete and submit the report and any presentation materials to the EPAO by the end of week 8 of the EPA period.

Component 2: Presentation with questions

The presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

The apprentice must prepare and deliver a presentation to an independent assessor. After the presentation, the independent assessor must ask the apprentice questions about their case study report and presentation.

The presentation should cover:

• an overview of the case study report
• a summary of assessment of the child and young person and assessment data
• summary of barriers and actions taken to support the child or young person
• a summary of outcomes

The presentation with questions must last 60 minutes. This will typically include a presentation of 30 minutes and questioning lasting 30 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.

The independent assessor must ask at least 5 questions. They must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow up questions are allowed where clarification is required.

The purpose of the independent assessor's questions is:

• to verify that the activity was completed by the apprentice
• to seek clarification where required
• to assess those KSBs that the apprentice did not have the opportunity to demonstrate with the report, although these should be kept to a minimum
• to assess level of competence against the grading descriptors

The apprentice must submit any presentation materials to the EPAO at the same time as the report - by the end of week 8 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.

During the presentation, the apprentice must have access to:

• audio-visual presentation equipment
• flip chart and writing and drawing materials
• computer, interactive whiteboard, or other type of screen
• a dedicated room
• if appropriate, access to a radio microphone, BSL interpreter or other reasonable adjustments
• any other requirements as previously notified to the EPAO

The independent assessor must have at least 2 weeks to review the project report and any presentation materials, to allow them to prepare questions.

The apprentice must be given at least 7 days’ notice of the presentation with questions.

Assessment decision

The independent assessor must make the grading decision. They must assess the case study report with presentation and questioning components holistically when deciding the grade.

The independent assessor must keep accurate records of the assessment. They must record:

• the KSBs demonstrated in the report and presentation with questions
• the apprentice’s answers to questions
• the grade achieved

Assessment location

The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. It should take place in a quiet room, free from distractions and influence.

The presentation with questions can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.

Question and resource development

The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.

The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.

The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.

EPAO must produce the following materials to support the project:

• independent assessor EPA materials which include:
  • training materials
  • administration materials
  • moderation and standardisation materials
  • guidance materials
  • grading guidance
  • question bank
• EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.

Overview

In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.

The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.

Rationale

This method is being used because:

• it allows knowledge, skills and behaviours which may not naturally occur in every workplace or may take too long to observe to be assessed and facilitate the assessment of a disparate set of knowledge, skills and behaviours
• it allows the apprentice to showcase their depth of understanding relating to the KSBs
• it includes the opportunity for the apprentice to refer to a portfolio of evidence which supports the apprentice when discussing the application of knowledge, skills and behaviours

Delivery

The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

An independent assessor must conduct and assess the professional discussion.

The purpose of the independent assessor's questions will be to demonstrate that the apprentice has sufficient underpinning competence for them to undertake their employment and to allow clarity and understanding of the KSB’s aligned to this method.

The professional discussion will assess the following themes:

• assessment
• communication and technology
• children and young person development
• interpersonal skills
• legislation and terminology
• professional advice and advocacy
• educational provision and intervention

The EPAO must give an apprentice 7 days' notice of the professional discussion.

The independent assessor must have at least 2 weeks to review the supporting documentation.

The apprentice must have access to their portfolio of evidence during the professional discussion.

The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.

The professional discussion must last for 60 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.

The independent assessor must ask at least 12 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.

The independent assessor must make the grading decision.

The independent assessor must keep accurate records of the assessment. They must record:

• the apprentice’s answers to questions
• the KSBs demonstrated in answers to questions
• the grade achieved 

Assessment location

The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.

The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.

The professional discussion should take place in a quiet room, free from distractions and influence.

Question and resource development

The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.

The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.

The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.

The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:

• independent assessor assessment materials which include:
  • training materials
  • administration materials
  • moderation and standardisation materials
  • guidance materials
  • grading guidance
  • question bank
• EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.

Overview

The examination board will be constituted in line with the HEP's academic assessment regulations and may have an external examiner present when considering achievement of the mandatory post graduate diploma for specialist teachers.

The independence of EPA will be assured through:

• the examination board, which may include the external examiner, being responsible for the final decision on the award of the qualification that confirms the apprentice has met the education outcomes required for the award of the post graduate diploma for specialist teachers
• the end-point assessment organisation (a DfE approved organisation) will conduct the EPA

Performance in the EPA determines the overall grade of:

• fail

• pass

• distinction

An independent assessor must individually grade the case study report with presentation and questioning, professional discussion underpinned by a portfolio of evidence and examination board in line with this EPA plan.

The EPAO must combine the individual assessment method grades to determine the overall EPA grade.

If the apprentice fails one assessment method or more, they will be awarded an overall fail.

To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall EPA ‘distinction,’ the apprentice must achieve a distinction in the case study report with presentation and questioning and the professional discussion assessment methods.

Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.

If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.

For assessment method 3, re-sits and re-takes are in line with the EPAO's (DfE recognised institution) procedures.

For assessment methods 1 and 2, the employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 3 months of the EPA outcome notification.

If the apprentice fails the case study report assessment method, they must amend the case study report in line with the independent assessor’s feedback. The apprentice will be given 6 weeks to rework and submit the amended report.

Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.

Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.

The apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.

The EPAO must have reasonable adjustments arrangements for the EPA.

This should include:

• how an apprentice qualifies for reasonable adjustment
• what reasonable adjustments may be made

Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.

Internal quality assurance refers to the strategies, policies and procedures that an EPAO must have in place to ensure valid, consistent and reliable EPA decisions.

EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table.

They must also appoint independent assessors who:

• have recent relevant experience of the occupation or sector to at least occupational level 7 gained in the last 2 years or significant experience of the occupation or sector

Affordability of the EPA will be aided by using at least some of the following:

• utilising digital remote platforms to conduct applicable assessment methods

• using the employer’s premises

• conducting assessment methods on the same day

This apprenticeship aligns with:

• Department for Education for Qualified Teacher of the Deaf or Qualified Teacher of the Visually Impaired or Qualified Teacher of the Multi-sensory Impaired