CILEX Professional Qualification Approved Standards 2021
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CILEX Professional Qualification Approved Standards – 2021
Section Standard Performance Indicator Indicative evidence
1. Entity status The Training Provider • Companies House Registration • Company registration number
must be a recognised
legal entity with a clear • The Training Provider has a clear financial • Details of Directors
company structure strategy to preserve programme delivery and
protect resourcing levels on programmes • Copy of insurance certificate and policy cover
• Demonstrates financial viability through • UK Register of learning providers UK provider
verified ‘going concern’ status reference number (UKPRN)
• The provider maintains adequate indemnity • Audited accounts, auditors’ report
insurance management information
2. Governance The Training Provider • The programme fits within the overall • Evidence of support for the Approved
must have an effective Training Provider’s vision Training Provider application form signed by
governance structure in Head of Training Provider/CEO Senior
place with oversight and • Demonstrates a clear approach to identifying Management. Statement, business plan,
clear accountability for and managing conflicts of interests, whether organisational strategy from the Head of
all key functions potential or realised Training Provider/CEO Senior Management,
confirming how a CPQ Provision fits within
• The governance and decision-making the overall Training Provider vision
structure is clearly defined, documented, and
understood, including the role and extent of • Conflicts policy and procedure
authority of any owners, trustees or
governing body of the organisation • Conflicts register (completed)
• The company directors are aware of the • Up-to-date organisation chart, memorandum
fiduciary and regulatory duties and articles, trustee agreements and/or
other governance documents3. Management and Policies, procedures and • Roles, responsibilities, and accountabilities • Details of programme budget
Staffing resources must be in are clear for all staff and communicated to
place to enable the Trainees • Evidence senior management understand
development and and commit to the required resourcing levels
delivery of high-quality • Demonstrates a thorough and consistent for the programme
learning programmes approach to staff recruitment, retention, and
development • Staffing data including CVs detailing
academic and teaching qualifications, staffing
• Experience and qualifications are structure and student: staff ratio
appropriately checked and verified before
recruitment and records are accurately • Recruitment policies and procedures
maintained
• Staff disciplinary and grievance procedures
• Staffing levels are kept under review with
appropriate student: staff ratio documented • Evidence of attendance monitoring, including
and maintained class registers for each course/programme
*Please note this cannot be provided until
• Staff turnover levels are appropriate to the Training Provider has completed its first
ensure stability and consistency of tuition year of CPQ deliverance*
• Staff must have appropriate level of • Up-to-date signed contracts of employment
academic and/or practice experience to for all self-employed staff
deliver the programme
• Staff turnover data
• Staff have a level of subject knowledge,
pedagogic and communication skills which
allows them to deliver the programme
effectively
4. Risk Management The Training Provider • The Training Provider has an effective and • Risk policy and full risk register (completed)
must operate an effective comprehensive approach to risk
and comprehensive management • Contingency planning documents, including
approach to risk the plan(s) and how it/they are testedmanagement and • The Training Provider has a clear and
contingency planning comprehensive approach to contingency
planning
5. Quality Monitoring, The quality of programme • Systems and policies in place to include: • Formal system of review that feeds into
Review and delivery is monitored and entry requirements future programme improvements and
Evaluation reviewed in a systematic quality of teaching, learning and evidence of related action plans
and developmental way assessment
appraisal and feedback systems for • Examples of how reviews have led to
Trainees improvements
Trainees performance reviews
resources and capacity • Quality assurance policy and procedure
• Maintains a robust and effective approach to • Student survey
quality assurance which feeds programme
improvement • Minutes of relevant committee and/or board
meetings
• Demonstrates a robust approach to
malpractice and maladministration that is • Minutes of staff meetings
consistent, fit for purpose, and understood
and implemented by all staff • Input from external stakeholders, employers
*Please note this cannot be provided until
• The Training Provider ensures Trainees have the Training Provider has completed its first
access to a published complaints procedure year of CPQ deliverance*
of which they are informed in writing at the
start of the programme • Quality monitoring data
• Trainees are advised of CILEx’s own • Malpractice and maladministration policies,
complaints procedure procedures; records and related
correspondence.
• Details of the Training Provider’s published
complaints procedure• Details of how Trainees are made aware of
CILEx’s own complaints procedure
• Website/information pack for Trainees
*This may need to be looked at as part of
the CPQ Approval Visit/Meeting, depending
on whether CPQ marketing had
commenced*
6. Programme Design The course structure • The course has clear objectives, is • Examples of course literature and student
and Structure must support Trainees to appropriately structured, with up to date handbook
enable them to achieve content reflecting the title and objectives *Please note this cannot be provided until
the qualification learning and being appropriate for the target the Training Provider has completed its first
outcomes audience year of CPQ deliverance*
• CILEx curriculum and core materials • Mapping of programme design to CILEx
(including assessment resources) are requirements to show how resources are
integrated into programme design integrated and how they are being used in
practice
*Please note this cannot be provided until
the Training Provider has completed its first
year of CPQ deliverance*
7. Programme Courses must be planned • All education and training is supported by a • Clear course documentation issued to
Planning and and managed through defined management plan with: Trainees
Management transparent processes a schedule of responsibilities *Please note this cannot be provided until
which must show who is defined structures and processes to the Training Provider has completed its first
responsible for what at manage the delivery of education and year of CPQ deliverance*
each stage training
• Service Level Agreements• Programme literature clearly reflects the *Please note this cannot be provided until
learning outcomes provided within CILEx the Training Provider has completed its first
resources year of CPQ deliverance*
• Staff are given sufficient training on the • Evidence of staff training sessions on
assessment tools and marking criteria assessment tools and marking criteria
• The Training Provider must demonstrate the • Samples of internal assessment
use of effective mechanisms for the procedures/samples of assessment
monitoring of student achievement and methods/assessment tools
progression
• Samples of marked participants’ work with
• Assessment outcomes are monitored to feedback to the participant
enable the identification of participants who
are not making satisfactory progress and • Records of Trainee progress
prompt intervention takes place if required
8. Teaching and Teaching and learning • Course structure is appropriate to allow • Submitted programme details
Learning must support progressive Trainee to develop understanding and *Please note this cannot be provided until
Trainee development competence incrementally through the the Training Provider has completed its first
programme year of CPQ deliverance*
• Tutors employ effective strategies to involve • Module delivery plans, Trainees feedback
all Trainees in active participation and to forms; records of Trainees performance
check their understanding of concepts and *Please note this cannot be provided until
programme content the Training Provider has completed its first
year of CPQ deliverance*
• Teaching takes account of different learning
needs of Trainees, applies various learning • Target group details, examples of how
styles appropriate to content delivered programme planning accommodates
Trainees needs*Please note this cannot be provided until
the Training Provider has completed its first
year of CPQ deliverance*
• Evidence tutors are using CILEx resource
materials and integrating into the
programme
*Please note this cannot be provided until
the Training Provider has completed its first
year of CPQ deliverance*
• Evidence of monitoring of teaching staff,
including completed classroom observation
records
*Please note this cannot be provided until
the Training Provider has completed its first
year of CPQ deliverance*
9. Student Experience The Training Provider • Trainees have access to advice, guidance, • Student survey results
must provide Trainees and support in relation to the programme
with a consistently high- • Evidence of changes made because of
quality learning • There is a clear strategy for retaining Trainees feedback
experience Trainees and an effective approach to
ensuring they have a positive experience and • Progression and achievement data
positive outcome
• Retention data
• Feedback from Trainees is obtained,
recorded and reviewed on a regular basis • Pass rate data
• Feedback from Trainees is analysed, and
action taken where necessary10. Staff Professional Those delivering • There must be a range of mechanisms in • Evidence that staff appraisal systems address
Development education and training place to support staff to develop in their performance issues (anonymised)
must be encouraged and professional role
supported to develop in • Evidence of peer reviews
their professional role • Induction programmes are provided for
tutors and university staff as appropriate • How are newly appointed tutors supported,
evidence of induction process
• Everyone involved in delivering and
supporting the programme (teaching, • Evidence that staff development systems
managerial and administrative staff) should affect programme delivery
have:
effective supervision • Staff development policy and procedures
an appropriate and realistic workload professional development for teaching and
effective personal support learning
mentoring peer support
time to pursue continuing professional • Evidence of how staff are supported in their
development opportunities continuing professional development and are
enabled to develop further pedagogic
techniques to enhance the learning of the
Trainees
• CPD records (anonymised)
11. Premises and Premises and facilities • Demonstrates that the required materials, • Resource list:
Facilities must be of a sufficient equipment, and facilities are fit for purpose rooms
and adequate and available to all Trainees to meet the facilities
standard to deliver CILEx specified learning outcomes IT
programmes and offer a virtual learning environment (VLE).
quality learning • The Training Provider has secure tenure on
experience any premises for the length of the approval • Tenancy/mortgage agreements
to the student and agreement
support the overall
student capacity• Training Provider premises are safe, clean, • Published guidance and instructions relating
accessible, appropriately maintained, and to safety and security, details of how the
signposted premises are restricted and secured
• Process in place to ensure that any external • Documented process/ venue details for use
venue(s) are suitable for programme delivery of external venues.
12. Equality, Diversity Delivery of CILEx • Systems and policies for capturing equality • Evidence EDA is integrated within
and Accessibility qualifications must be and diversity data should be in place programme delivery
based on principles of
equality and diversity and • Concerns should be documented, addressed • Copy of EDA policy
must be accessible to all and disseminated
regardless of background. • Evidence that barriers or issues have been
It must meet the • Staff training in equality and diversity is addressed where identified
requirements of all provided.
relevant legislation. • Evidence that staff, and trainees have been
• Trainees are not treated unfairly on grounds trained in equality and diversity issues and
of: are updated as necessary
age
disability
gender reassignment
marriage and civil partnership
pregnancy and maternity
race
religion or belief
sex
sexual orientation
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