Policy handbook
Draft 0.2 · 18 September 2026 · Approval and effective date pending
Proposed policies for planned Level 3 and Level 4 provision. Contacts, appointments and course arrangements must be confirmed before enrolment.
Status and approval
Status and scope
Version 0.2 | Prepared 18 September 2026 | Draft pending approval. This handbook describes proposed arrangements for IQ Global’s planned Level 3 and Level 4 provision, recruitment and academic support. It replaces the short version 0.1 drafts for review purposes. No operational approval, awarding-body recognition or university partnership is asserted. The procedures take effect only after the release requirements below have been completed and signed off.
How to use this handbook
Each named role is a proposed responsibility, not a confirmed appointment. All service targets are proposed internal standards, subject to feasibility and applicable qualification rules. A working day means Monday to Friday excluding bank holidays in England. Staff must tell learners about delays and revised dates. Urgent safety issues and statutory deadlines take precedence. Forms are optional aids where an equivalent clear request is sufficient.
Approval and review
Proposed approver: Head of Centre, with a competent independent check of academic, safeguarding, privacy and contract arrangements. Names, signatures and approval date are pending. Proposed review: annually after approval and sooner following an incident, legal change, awarding-body change or material service change. Keep a policy register with owner, version, approval, effective date, review date, change history and archive location. Train staff and record learner induction before applying the policies.
Release requirements
Before enrolment opens, confirm the legal provider and address; publish tested contact routes; appoint competent staff, the safeguarding lead and deputy, and independent reviewers; select exact qualifications and obtain necessary approvals; complete the course annex; approve fees and course terms; complete privacy and retention schedules; test the platform and backups; and sign off the policy register. Unresolved items must remain marked pending. Do not publish fictitious contacts or advertise approval that has not been granted.
Admissions and university progression
Scope and responsibility
This procedure covers applicants to planned Level 3 and Level 4 courses and referrals for academic support. The Admissions Lead checks suitability; a reviewer uninvolved in the original decision handles challenges. Neither role has yet been assigned. Recruitment agents must use approved course information and must not promise admission, funding, visas or progression.
Application and decision
Before accepting applications, publish the exact award title, qualification number, awarding organisation, approval status, credits, hours, minimum age, English requirements, delivery method, assessment, full price and support available. Record the evidence used to assess each criterion. Verify qualifications proportionately and investigate discrepancies with the applicant before deciding. Explain any interview or diagnostic assessment in advance. Offer accessible alternatives where needed. Send a written offer, conditional offer or reasoned refusal and retain the decision record.
Prior learning and progression
Requests for recognition of prior learning must go to the Academic Lead before exemptions are promised. Map current, authentic evidence against the exact learning outcomes, obtain any awarding-body permission and record the assessor and verifier decisions. Explain any effect on fees, duration, certification or progression. University entry and credit transfer remain decisions of the receiving institution; keep dated evidence for any published progression claim.
Review and records
Proposed service targets: acknowledge an admissions review request within five working days and provide an independent outcome within 15. Applicants should normally request review within ten working days of the decision; consider justified late requests. Review omitted evidence, bias or procedural errors and explain the remedy or reasons for refusal. Keep application and review records under the approved retention schedule. Before activation: confirm age range, course specifications, contacts and authority to approve offers.
Course terms and student responsibilities
Before a contract is agreed
Give the learner a durable copy of the offer and terms identifying the legal provider and address, award, dates, timetable, delivery location, access period, equipment, support, assessment arrangements, all compulsory charges and cancellation rights. Identify which organisation awards the qualification and who handles each complaint or appeal. Provide time to consider the documents before payment. These drafts are not an offer and do not confirm centre approval.
Learning and conduct
Explain at induction the agreed timetable, assessment rules, access needs, support routes and acceptable online behaviour. Learners must protect accounts, respect others, submit authentic work and notify the centre of circumstances affecting study. Staff must act professionally and provide the teaching, feedback and support specified in the offer. Academic support must develop the learner’s own work and must not become assignment writing.
Fair response to concerns
For conduct concerns, explain the allegation and evidence, offer a reasonable opportunity to respond and consider support needs. Use a proportionate response such as guidance, a support agreement or a written warning. Any temporary restriction must be necessary, time limited and reviewed; it is not a finding of guilt. Serious sanctions require an uninvolved decision-maker, written reasons and access to review under the complaints procedure. Safeguarding concerns follow the safeguarding route immediately.
Changes and accountability
Consult affected learners before material changes and explain the reason, impact and genuine choices. Do not use a general variation clause to impose unrestricted changes. Apply the continuity and refunds policies where delivery cannot proceed. Keep the accepted terms, change notices and decision records. Before activation: approve the student contract, conduct decision roles, course schedules and review arrangements. Nothing in these documents excludes statutory rights.
Fees cancellation and refunds
Price information
Publish the complete tuition price and any registration, assessment, resit, certificate or other compulsory charge before a learner agrees. Explain payment dates and the effect of deferral or withdrawal. No IQ Global fee schedule, deposit or refund deduction has yet been approved. Finance staff must check the terms accepted by the learner rather than apply a later version retrospectively.
Cancellation
Where the UK distance or off-premises service-contract rules apply, the usual cancellation period is 14 days after the contract is made. A clear cancellation statement is sufficient; the form is optional and a reason is not required. Starting services during that period requires the necessary express request. Any lawful proportionate charge must reflect what was actually supplied and the required prior information. Digital content has separate consent and acknowledgement rules. A login alone does not automatically remove cancellation rights.
Handling a request
Record receipt, contract date, payments and the service supplied. Acknowledge within the proposed target of five working days, but do not let internal targets delay a statutory deadline. Explain the calculation and legal or contractual basis for any deduction. Where the applicable cancellation rules require it, reimburse within 14 days of notification, normally using the original payment method without a refund fee. Verify the recipient securely; never request full card details through the form.
Withdrawal and provider failure
Outside statutory cancellation, assess the published contract, service delivered, exceptional circumstances and fairness of any retained charge. Do not treat every deposit as automatically non-refundable. For course cancellation or failure to supply agreed services, consider the learner’s applicable remedies separately from voluntary withdrawal. Provide a reasoned decision and complaints route. Before activation: approve course-specific schedules, the legal provider details, secure request channel and refund authority. Maintain a payment and refund audit trail.
Complaints procedure
Who can complain
Applicants, learners and former learners may complain about recruitment, administration, teaching, support or staff conduct. A representative may act with the person’s authority. Assessment decisions normally follow the appeals procedure; identify and coordinate overlapping issues so the person is not passed repeatedly between routes. Informal resolution is optional. Safeguarding and immediate safety concerns must be escalated without waiting for a complaint investigation.
Submission and investigation
Use form F1 or a clear written account giving dates, the concern, available evidence and the outcome sought. Offer assistance or an accessible alternative. Proposed targets: acknowledge within five working days and issue a reasoned outcome within 20. Normally submit within three months of the event or discovery; consider late cases where there is a good reason. Allocate an investigator with no conflict. Where the complaint concerns the Head of Centre, use an independent reviewer arranged before opening.
Decision and review
Keep a case log, obtain relevant accounts fairly and share information only as necessary. Allow a reasonable response to material adverse evidence. State findings, reasons, remedies, action owners and completion dates. Explain delays and give a revised date. A review may be requested within ten working days because of procedural error, new material evidence or an unreasonable outcome. An uninvolved reviewer should acknowledge within five working days and respond within 20, with reasons and any revised remedy.
Closure and learning
The final response must name the applicable external route, scope and deadline after these are confirmed for the course. Do not promise OIA access without confirming eligibility. Good-faith complaints must not cause disadvantage. Record outcomes and recurring causes, then check that remedies were completed. Before activation: publish an email and postal route usable without Moodle, identify investigators and an independent reviewer, and approve retention and external escalation arrangements.
Assessment and academic appeals
Scope and grounds
Learners may question an assessment decision, including whether evidence was judged against the published criteria correctly. Other grounds include procedural error, bias, overlooked evidence or an approved adjustment not being implemented. A request for a higher grade does not itself prove an error, but it must not prevent review of how criteria were applied. Course-specific awarding-body rules determine the permitted review, reassessment and external appeal routes.
Initial enquiry and formal appeal
Explain the decision and criteria promptly on request. An enquiry must not remove formal appeal rights or shorten an awarding-body deadline. Proposed internal deadline: submit form F2 or equivalent within ten working days of the decision; consider justified late requests. Record the decision challenged, grounds, relevant criteria and evidence. Acknowledge within five working days. Preserve the original work, marking, feedback, adjustment decisions and version history.
Independent consideration
A competent reviewer who did not make the disputed decision checks the assessment evidence and applicable rules. Where appropriate, arrange independent reassessment under the awarding organisation’s procedure. Proposed outcome target: 20 working days, with updates if delayed. Explain whether the original decision stands, is corrected or requires further action, and how other affected learners will be protected. Do not invent a new grade or promise that a result cannot change where the applicable rules allow it.
Review and escalation
Offer an internal procedural review within ten working days of the outcome, unless the course annex specifies a different required route. The reviewer must have no prior involvement. The closing letter must explain any awarding-body escalation, submission method, deadline and published fee. Keep evidence for the confirmed awarding-body retention period and any longer justified legal hold. Before activation: complete the course annex, contacts, reviewer arrangements and external routes. Appeals must not result in retaliation.
Assessment and feedback
Planning and access
Before teaching, approve an assessment plan for each qualification showing units, outcomes, briefs, hand-in dates, feedback dates, assessor and verifier. Use the current specification and confirm the rules of combination. Internally check centre-devised briefs before issue for coverage, accessibility, clarity and authenticity. Resolve conflicts of interest before allocation. Publish the plan and explain how to seek adjustments, extensions or special consideration.
Submission and assessment
Verify learner identity proportionately and collect an authenticity declaration with assessed work. Preserve the original submission and receipt date in a controlled repository. Assess against the published criteria, record the evidence supporting each decision and distinguish developmental feedback from assistance that would compromise an assessment. Suspected misconduct follows the malpractice process; do not impose an automatic penalty from a similarity or AI score.
Feedback and further attempts
Proposed routine target: feedback within 15 working days of the submission deadline, unless the published course plan specifies otherwise. Inform learners of unavoidable delays and a revised date. Explain achievement, unmet criteria and permitted next steps without writing answers for them. Resubmission, reassessment, retakes and grade restrictions must follow the specific award rules. Record authorisation before offering another attempt; no universal number of attempts is promised.
Results and control
Complete required internal quality checks before final certification claims. Correct errors transparently and inform affected learners. Preserve evidence during appeals and external review. The Academic Lead monitors overdue feedback and assessment outcomes each term. Retain plans, checked briefs, submissions, assessor decisions and feedback under the approved schedule. Before activation: approve course assessment rules, staff competence, secure storage, deadlines and arrangements for external assessment where applicable.
Internal quality assurance and staff competence
Responsibility and independence
Appoint a competent Quality Lead and the internal verifiers or quality assurers required by the selected awarding organisation. Retain evidence of subject knowledge, assessment experience, qualifications and continuing development. A person must not verify their own assessment decisions. Where staffing is small, arrange suitable independent capacity before delivery rather than waive the check.
Sampling and standardisation
Create a risk-based sampling plan before assessment. Cover assessors, units, grades, learner groups, delivery modes and new or previously inconsistent practice. Increase sampling when concerns arise; document the reason for coverage rather than assume a fixed percentage fits every award. Hold standardisation meetings before delivery and when criteria or performance concerns require them. Record discussion of sample evidence and agreed interpretations.
Review and action
Check briefs before issue and sample assessment decisions while there is time to correct practice. Record evidence reviewed, agreement or disagreement, required actions, owner and due date using F6. Assessors must complete actions and the verifier must check closure. Hold affected result or certificate claims until concerns are resolved under the award rules. Escalate possible systematic error or malpractice to the Head of Centre and awarding organisation when required.
External assurance and improvement
Provide authorised external reviewers with secure access to records. Log recommendations and conditions, assign owners and verify completion. Review complaints, appeals, feedback timeliness, learner support, retention and achievement each term without disclosing unnecessary personal data. Complete an annual evaluation and action plan. Before activation: confirm staff appointments, qualification-specific quality requirements, sampling schedules, independent cover and evidence retention. This policy does not establish that IQ Global has already passed external quality assurance.
Learner registration and certification
Before registration
Check centre and qualification approval, permitted location and delivery mode, learner eligibility and enrolment consent or contractual authority as appropriate. Match the learner’s identity and chosen qualification to the correct current code. Explain when registration occurs and what evidence the awarding organisation receives. Maintain a deadline calendar with a deputy for absence cover.
Registration and changes
Use authorised accounts only. A second competent person checks names, dates of birth where required, qualification codes, units and start dates before submission. Keep the confirmation and tell learners how to report errors. Reconcile the enrolment list against awarding-body registrations at the start of delivery and before relevant deadlines. Log transfers, withdrawals and corrections with the authority and date; do not silently overwrite the original record.
Achievement and certification
Maintain a unit-level achievement record traceable to assessment and quality assurance evidence. Before claiming, check completion, any unresolved appeal, external verification conditions and qualification rules. A second authorised person verifies the claim. Never claim unearned achievement or use an unapproved qualification code. Inform the awarding organisation promptly if an inaccurate claim or certificate is identified and follow its correction process.
Issue and records
Record receipt and secure dispatch or digital release of certificates, verify the recipient and retain an issue log. Explain replacement requests and any approved charge before the learner agrees. Protect access credentials and preserve a recoverable copy of registration and achievement records. Before activation: assign account permissions, separation of checks, registration deadlines, certificate arrangements and retention periods. The Quality Lead samples the accuracy of records each term; administrative failures follow the malpractice and maladministration procedure where appropriate.
Academic integrity malpractice and conflicts of interest
Standards and prevention
Learners must submit authentic work and acknowledge sources and permitted collaboration. Prohibited conduct includes plagiarism, purchased work, impersonation, fabricated evidence and unauthorised sharing. Staff must not alter records dishonestly, provide assessed answers, claim false achievement or conceal errors. Administrative failures such as incorrect registrations must be recorded and corrected. Explain the rules and reporting route at induction.
AI and academic support
Each brief must state whether AI use is prohibited, limited or permitted and what disclosure is required. Where allowed, learners should retain the relevant prompts or outputs and explain their own contribution. Verify sources and factual claims. Do not upload confidential data, another person’s work or restricted assessments to public AI services. An AI detector score alone is not proof of misconduct; evaluate the submission, process evidence and the learner’s explanation.
Reporting and investigation
Report concerns promptly through the confirmed confidential channel. Preserve originals and restrict access. The Head of Centre checks the awarding organisation’s notification requirements immediately; do not wait for a completed internal investigation where earlier reporting is required. An independent investigator gives written allegations, material evidence and a reasonable opportunity to respond, with accessible support. Record findings and proportionate proposed sanctions under the actual qualification rules. Give a written outcome and appeal route; protective interim measures are not a finding of guilt.
Conflicts and learning
Staff must declare personal, financial or other interests affecting recruitment, assessment, quality checks or investigations using F7. Reallocate work where independence cannot be secured. An allegation involving the Head of Centre goes to the appointed independent reviewer and the awarding organisation where appropriate. Protect good-faith reporting and examine whether other learners are affected. Before activation: appoint independent cover, approve notification and sanction schedules, reporting channels and secure case retention.
Equality accessibility and reasonable adjustments
Access and inclusion
Plan recruitment, teaching and digital materials to reduce avoidable barriers. Do not rely only on a learner volunteering a diagnosis before considering support where difficulties are known. Treat requests privately and assess individual needs. Harassment, discrimination and victimisation may be raised through complaints or safeguarding as appropriate. Staff must not promise an adjustment that changes the competence being assessed.
Request and decision
Use F3 or an accessible conversation to describe the barrier and requested support. Request only necessary evidence; consider interim help while evidence is obtained. Proposed targets: acknowledge within five working days and decide within ten working days after sufficient information is available, with urgent assessment needs prioritised. Consult the learner and relevant teaching staff. Identify which adjustments the centre may approve and which require awarding-body permission before implementation.
Implementation and review
Record the agreed support, responsible staff, start date and review date in a support plan. Examples may include accessible documents, assistive technology or an approved assessment arrangement. Share functional support needs with staff on a need-to-know basis rather than circulate medical reports. Check implementation at the first relevant assessment and review at least each term or sooner when needs change. Explain any refusal and alternatives in writing.
Challenge and records
Learners may request an independent review through complaints, or appeal an assessment affected by missing support. Keep request, evidence, permission, implementation and review records securely under the approved retention schedule. Before activation: nominate support and decision roles, approve accessible contact routes, check the learning platform and resources, and confirm awarding-body adjustment rules. Illness or disruption affecting a particular assessment also uses the special consideration procedure.
Extensions special consideration and study breaks
Scope
This procedure addresses illness, bereavement, unexpected caring responsibilities, technical disruption and other circumstances affecting participation or assessment. Reasonable adjustments for ongoing access needs use the equality procedure. Special consideration is an awarding-body mechanism where applicable; it is not an automatic increase in marks. Explain available routes at induction and before each assessment.
Request and evidence
Use F3 or an accessible alternative as early as possible, normally before the deadline. Explain the impact, affected assessments, requested solution and available evidence. Accept that emergencies can prevent an advance request and consider the reason for lateness. Seek proportionate evidence and avoid unnecessary clinical detail. Record urgent decisions and temporary arrangements; the absence of an immediate medical letter must not automatically prevent consideration.
Decision and notification
Proposed acknowledgement target: three working days; decision target: five working days after sufficient evidence, or sooner where practicable before an assessment. The Academic Lead checks permitted extensions, deferrals, attempts and special consideration rules for the qualification. Refer requests needing external approval before promising an outcome. Record the rationale, adjusted deadline or next assessment opportunity, effects on fees or progression and any evidence still required. Explain delay and the escalation route.
Study breaks and return
Agree the proposed break, contact arrangements, registration limits, access to learning and conditions for return in writing. Confirm any charges under the published contract and arrange a return-to-study discussion and support plan. Do not withdraw a learner automatically because of disability or illness without considering support and the applicable rules. Decisions may be challenged through appeals or complaints as appropriate. Before activation: publish qualification-specific deadlines, contacts, decision authority and the financial terms of deferral.
Attendance engagement and learner support
Expectations
Publish the learning activities that are compulsory, how participation is measured, attendance reporting and the support available. For online learning, distinguish attendance, meaningful engagement and assessment progress. A Moodle login alone does not show learning. Do not introduce an arbitrary attendance percentage as a universal awarding-body rule.
Early intervention
Review missed required sessions and overdue work weekly during delivery. Proposed intervention trigger: two consecutive missed required activities or a missed assessment without contact. This triggers a supportive enquiry, not an automatic sanction. Try the learner’s agreed contact method, check access barriers and offer a discussion. Record attempts and consider safeguarding where the circumstances suggest risk.
Support plan and escalation
Agree achievable actions, support, responsible staff and a review date, normally within ten working days. Consider adjustments, temporary circumstances, caring duties and technical access. If disengagement continues, issue a written concern with the evidence, possible consequences and opportunity to respond. Refer welfare concerns appropriately. Only an authorised manager may propose withdrawal after reviewing support provided and the relevant qualification and contract rules.
Withdrawal and return
Provide written reasons, the effective date, academic and financial consequences, records available and a review route before finalising a contested withdrawal where practicable. Allow a proposed ten working days for review requests and consider justified late requests. Tell the awarding organisation where required and preserve earned achievement records. Before activation: confirm timetables, contact channels, staff capacity, course-specific participation requirements and transfer or return arrangements. Review engagement patterns each term to improve teaching and support.
Safeguarding professional boundaries and online safety
Readiness and scope
This is a proposed procedure for children under 18 and adults at risk, with safe conduct expectations for everyone. Appoint and train a Designated Safeguarding Lead and deputy before recruitment opens. Confirm age range, location-specific referral contacts, safer recruitment checks appropriate to roles and out-of-hours arrangements. The absence of these arrangements is a barrier to enrolment, not a minor administrative gap.
Immediate response
In immediate danger in the UK call 999. Do not wait for a centre form or internal meeting. For other concerns, listen calmly, avoid leading questions, record the person’s words and facts, and explain that information may need to be shared to protect someone. Staff must not promise absolute secrecy or investigate suspected abuse themselves. Use F4 as a recording aid and contact the safeguarding lead immediately through the confirmed route.
Referral and allegations
The lead assesses urgency and seeks advice or makes a referral to the relevant local children’s or adult safeguarding service or police as appropriate. Record decisions, reasons, recipients and follow-up. For allegations concerning staff working with children, obtain advice from the local authority designated officer where applicable. If the lead is implicated, contact the deputy or designated independent route; do not send the concern only to the person alleged to be responsible. Preserve evidence securely and follow external agency advice.
Prevention and review
Use approved communication channels, professional boundaries and clear rules for one-to-one online teaching, recordings and contact outside sessions. Address bullying, sexual harassment, exploitation and radicalisation concerns proportionately without profiling by belief or background. Confirm whether the statutory Prevent duty applies to IQ Global and document any applicable arrangements before launch. Train staff, test referral routes and review incidents. Restricted safeguarding records must have a specific access and retention schedule. Before activation: publish genuine contacts and a tested reporting route; the website currently accepts no safeguarding reports.
Course changes closure and continuity of study
Planning
Before enrolment, assess risks from loss of staff, premises, awarding-body approval, funding or technology. Assign contingency owners and maintain secure copies of teaching, assessment and learner achievement records. Check backup recovery and contract termination arrangements with the learning platform provider. A free trial must not be the only store of assessed work.
Incident response
The Head of Centre records the incident, affected learners, immediate safety or assessment risk and available options. Inform the awarding organisation within its required timescale and seek direction where qualification integrity or approval is affected. Proposed learner communication target: within two working days of confirming material disruption, sooner where urgent. Give the facts, interim support, next update date and a contact route. Do not imply a replacement course is equivalent without checking.
Options and remedies
Consider temporary rescheduling, supported alternative delivery within approval, teach-out or transfer with the learner’s informed agreement. Explain differences, costs, accessibility and recognition of completed work. Protect access to records and consider applicable refunds or other remedies for undelivered services. No transfer place or funding is guaranteed until the receiving organisation confirms it. Consult learners before material changes and record their choices.
Closure and assurance
If closure is unavoidable, agree an awarding-body plan for registration records, assessed work, certificates, remaining assessments and communication. Assign a records custodian and a contact route that survives closure. Review the cause and revise controls after each incident. Before activation: establish practical financial and staffing contingencies, platform recovery arrangements, records custody and course-specific transfer options. Do not describe this draft as an approved regulatory student protection plan.
Privacy data protection and records
Current position
The website provides information about planned provision and downloadable blank documents. It has no application, payment or reporting form and no active Moodle enrolment service. Hosting and security providers may process technical requests. The current page requests Google Fonts and a Pexels image. IQ Global’s full legal controller identity, address and privacy contact remain pending. This draft is not a completed learner privacy notice.
Before new collection
Complete a processing register identifying each purpose, data category, lawful basis, recipient, retention rule and security control. Assess additional conditions for sensitive information and any overseas transfers. Publish a notice covering the actual service before collecting applications, support evidence or Moodle records. Separate marketing choices from essential course administration. Confirm processor terms and platform locations. Do not insert guessed legal bases or blanket retention periods.
Operational controls
Limit staff access by role and use protected accounts. Keep support and safeguarding evidence apart from ordinary course files. Share only necessary information through approved channels. Maintain a retention schedule for applications, finance, assessment, appeals, quality checks, safeguarding and platform logs, recording the justification and disposal action for each category. Suspend routine deletion for an active dispute or lawful hold and review that hold. Investigate suspected data incidents promptly and assess applicable notification duties without waiting for a complaint.
Rights and accountability
Provide a working route for access, correction and other applicable data-rights requests. Verify identity proportionately, log receipt and respond within the applicable legal timescale, explaining any lawful restriction. Explain consent withdrawal where consent is used and the right to complain to the ICO. Before activation: complete controller details, notices, lawful-basis and retention decisions, processor arrangements, breach responsibilities and a tested rights-request route. Recheck ICO guidance before approval because guidance is being updated following legislative changes.
Moodle and distance learning
Before access is provided
Confirm the hosted or self-hosted platform, accountable administrator, support arrangements, data processing terms, backup storage and an exit plan. Check permission to deliver the chosen qualification remotely. Give learners the equipment, connectivity, accessibility and participation requirements before enrolment. Test course navigation and submission using a learner account. No live Moodle service is established by publishing this policy.
Accounts and teaching
Provide individual accounts following proportionate identity checks. Grant staff only the permissions their duties require and use stronger authentication for privileged access where available. Prohibit account sharing and remove unnecessary access promptly. Provide induction and an alternative way to seek help if login fails. Explain recording purposes, access and retention before recording teaching; avoid recording sensitive support discussions by default.
Assessment and outages
Publish submission deadlines and time zone, permitted formats and a receipt process. Keep original files, timestamps and feedback history. When access fails, record the incident and provide a secure alternative submission route or adjusted deadline under the assessment rules. Do not penalise learners automatically for a verified centre outage. Staff must not use personal messaging accounts as an unapproved store for assessment or support evidence.
Recovery and exit
Proposed operating standard: automated daily backups during delivery and a documented restore test before launch and at least each term, subject to approval of hosting capacity. Keep a recovery copy outside the live service and protect it with restricted access. Test exports of course content, submissions and grades before migration or trial expiry; a course backup is not assumed to reproduce an entire site. Before activation: confirm support hours, outage contacts, retention, recovery targets and the approved learner privacy notice. Review access permissions and unresolved incidents regularly.
Course annex and release record
Course and approval record
For each course record: exact title and qualification number; awarding organisation; current specification and policy versions; centre and qualification approval evidence; approved locations and online delivery permission; age and entry requirements; credits and hours; start and finish dates; tuition and compulsory charges; and evidence for any progression statement. All fields are pending selection and verification.
Rules and responsibility map
Record the responsible centre role, awarding-body rule and source, deadline, required evidence and external contact for: registration; assessment and feedback; resubmission and retakes; internal and external quality assurance; adjustments; special consideration; malpractice reporting; appeals; certification; prior learning; withdrawal and record retention. State precisely when decisions belong to IQ Global and when they belong to the awarding organisation. Do not use one body’s limits for another course.
Contacts and retention register
Complete genuine service addresses and escalation contacts for admissions, complaints, academic appeals, support, finance, privacy, IT and safeguarding. Record role cover and an independent route for allegations about senior staff. For each record category, approve access permissions, retention duration or criteria, trigger date, legal or awarding-body basis, disposal method and any hold procedure. Sensitive records require separate access controls. Do not activate public reporting forms until channels, notices and security are ready.
Approval record
Head of Centre name and signature: PENDING. Academic and quality review: PENDING. Safeguarding review: PENDING. Privacy and contractual review: PENDING. Effective date: PENDING. Next review date: PENDING. Record exceptions, action owners and due dates. No pending mandatory release item may be treated as silently approved.
Practical forms
Blank templates only. No information is submitted through this website. Confirmed secure reporting routes must be published before use. In immediate danger in the UK call 999.
- F1: Complaint or complaint review
- F2: Assessment appeal
- F3: Support extension or special consideration
- F4: Safeguarding concern record
- F5: Cancellation withdrawal or refund request
- F6: Assessment quality check and action record
- F7: Conflict of interest declaration
References
Reviewed 18 September 2026. College examples inform the structure; qualification rules and operating details require separate confirmation.
- UKMC policy library and academic appeals
- LCCA regulations and policy library
- GBS policy library and reasonable adjustments
- Pearson Centre Guide to Policies and Procedures August 2026
- TQUK policies and procedures
- ICO privacy information guidance
- UK Government distance selling guidance
- UK Government Prevent duty guidance