Quality Assurance

The most important aspects of our quality assurance is the safety of our students and teachers , alongside the quality of our lessons. For the reason this practise is under constant review for improvement.

If you feel, as a customer, that more can be done, please feel free to share your ideas or concerns with us via feedback@yeslearn.co.uk

Below are some of the provisions we are able to share publicly. However, our approach to QA extends beyond this:

Lessons and Yes, Learn Classrooms

Yes, Learn Classrooms are secure, monitored and routinely assessed. We record every lesson for QA, reflection and improvements. Only the invited students and teacher is granted access to the individual lesson along with a Yes, Learn Teaching Assistant or a Learning Supervisor. We use outstanding technology to ensure we can uphold this safeguarding practise. 

Teachers, Employees and Contact Contractors

For anyone involved in Yes, Learn live classes, we carry out extensive background checks and check the credentials of each party. External contractors who is granted student contact undergoes the same safeguarding checks.

All breaches, whether is be on a legal, decency or other basis is treated very seriously and the relevant authorities will be informs as necessary. 

Resources and Learning Material

Yes, Learn QA checks and reviews are continuous. We select and author resources based on their suitability, academic rigour and the alignment to our learning methodologies. This is a continuous process that will never come to an end. 

The aim of this practice is to ensure a coherent, comprehensive and efficient quality assurance cycle that underpins all Yes, Learn planning and supports classroom teachers, supporting staff and senior leaders in achieving consistently outstanding performance in all areas of Yes, Learn.

Key principles:

• We have developed our quality assurance cycle so that it is:
• comprehensive, consistent and accurate;
• efficient, transparent and understood by a range of audiences;
• based on effective and sensible use of evidence;

Furthermore that it:

• evaluates performance around all aspects of the quality of education in Yes, Learn locations
• is not onerous and does not significantly increase workload of all parties involved 
• shares responsibility among all management, supporting and teaching staff;

And above all it:

• leads to actions that improve outcomes for all students in Yes, Learn locations

Outcomes:

• Self-evaluation is an ongoing cycle that is inseparable from Yes, Learn planning and performance management; it is summarised in a Self-Evaluation Summary document annually. 
• Management and Academic leaders are secure in their judgements of all aspects of school performance, including those made by external regulation and advisory organisations’ guidance. 
• Judgements of performance draw on a wide range of evidence; they are robust, well-documented and consistent across all subjects and areas of Yes, Learn; they provide evidence for tackling underperformance and underachievement.
• Quality assurance identifies and celebrates a wide range of achievements of both students and staff.

This document describes the quality assurance processes, outcomes and actions that are used in the Yes, Learn annual cycles of review, the summary of which underpins the judgements in each section’s Self Evaluation Summary (SES) section. 

Yes, Learn Processes

Recruitment & Safeguarding

All contact and non-contact staff’s and contractors qualifications, credentials and backgrounds will be checked and verified prior to student engagement. This process will be review on a biannual basis. Ongoing monitoring of live classes and evaluations of class recordings will be reviewed on a continuous basis. All report of risk or causes for concern will be actioned by the management team in a timely manner and direction and guidance of external agencies may be sought if deemed necessary to ensure student and teacher safety is maintained. 

Performance Data

Sets of key data about Yes, Learns performance are collated following each data collection and a data pack is produced. The purpose of the data pack is to enable the Management team to identify trends in achievement, teaching, behaviour, attendance and punctuality by comparing data to similar periods in previous years and other regional factors. This provides early warning of any interventions that may be required that have not been identified through other processes of monitoring and evaluations.

Zoning

The Management and Supporting teams will carry out zoning throughout the week on a rota basis to support teaching staff and student services, particularly where there has been an identified cause for concern. The focus of zoning is agreed by the Management team and may be communicated to staff. It varies according to circumstances and need, but may include a review of behaviour, individual age and section groups or classes, subject areas and student movement thus giving a snapshot at particular points in the term and in the school week. Zoning also plays a crucial role in guaranteeing a high profile of the Management and Supporting teams supporting student progress and learning in all sections. The findings of zonings are recorded centrally and are reviewed weekly by the Management and Academic teams. Statistics and patterns of causes for concern will be shared with the Supporting team. 

Virtual Learning Walks

The Management, Academic and Supporting teams undertake virtual learning walks regularly and focus on a specific area of teaching and learning. The findings are shared with teaching colleagues periodically. The evidence from these virtual learning walks are shared with colleagues in the relevant sections and locations of Yes, Learn.

These observations are crucial in forming an accurate picture of teaching and learning through a focussed objective. Leaders regularly undergo training and review their practice to ensure they are consistent in their conversations and feedback to staff.

Floodlighting / Spotlighting

Periodically leaders will conduct floodlighting activities to gather evidence to review a particular aspect of provision. Feedback will be shared with staff as a group. As a follow up to this, an individually recorded virtual learning walk or work sample will be used as a spotlighting activity to re-visit areas for development or particular strengths. The floodlighting and spotlighting will inform subject specific CPD in Curriculum Development Time.

Curriculum Development Time

Self-assigned and designated time within departments, regions and location will be used to review and reflect current areas of strength and areas of development linked to specific priorities within the department. Yes, Learn priorities will be shared, and subjects will have the opportunity to work collaboratively to plan, share and design curriculum aspects with a key focus on improving the outcomes of all students through better subject specific knowledge and pedagogy. Where appropriate agendas, findings and developments may be rolled out organisation-wide to ensure consistency and effectiveness. 

Parent & Carer voice

A wide range of formal and informal methods is used to evaluate parental views including formal surveys, recorded instant messaging and email contact. Every parent and stakeholder has a readily available contact person to voice with. 

Student Voice

The views of students are collated from a range of activities involving students both directly and indirectly. Each student has access to a feedback cycle on individual lessons and directly with the Yes, Learn organisation. 

If you have any questions about our QA approach, please contact us using the email address above.

Yes, Learn 

Outstanding progress for every learner in every lesson, everyday.

…because every lesson shapes a life.