Topic outline

  • Recognising and Recording Progress and Achievement

    Every provider and tutor delivering Adult Community Learning (ACL) programmes (Thrives, Works, Learns) which fall under the criteria detailed in this document must implement the RARPA process into their practice. Evidence of RARPA will form part of the Contract Management and Quality Monitoring process. This learner-centred staged process aims to improve the learning process for each learner by providing reflection of learning and progress at key points.Tutors have a key role in making RARPA engaging and beneficial for every learner; and to ensure that the methods used to record and recognise progress and achievement are appropriate and have value for the learner. The criteria for RARPA applies to non-accredited learning which does not lead to any form of external accreditation (Customised Qualification) or qualifications, irrespective of course duration (for accredited/qualification courses please see relevant sections within the Teaching, Learning Assessment Policy and Procedure.
    • The Six Stage Process of RARPA

      Recognising and Recording Progress and Achievement is a staged approach to ensure that the learner is at the centre of learning, and the learner’s goals are recognised and count towards the success of their learning.  All tutors must follow RARPA and ensure they have sufficient evidence to support all five stages.

      Stage 1 Identifying Learning Aims & Objectives

      Stage 2 Initial Assessment

      Stage 3 Challenging Learning Goals

      Stage 4 Recording Progress

      Stage 5 End of Programme Assessment – a review of overall progress and achievement

      Stage 6 Next steps

      • Stage 1 Identifying Learning Aims & Objectives

        The aims and objectives of the course must be made clear to the learner; the course information sheet should state what the course is about and what learners can progress onto after the learning programme.  Evidence will include some or all of the following:-

        • Clearly stated learning aims

        • Group Learning objectives

        • Individual Learning Goals

        • Challenging learning objectives

        • Identify how this will be recorded (course info sheets/ pre-course marketing/SOW/Session plans

        • Stage 2 Initial Assessment

          Establish the learner’s starting point; what do they already know? What is their previous experience, knowledge or skills of the subject? Identify additional needs in English and maths.  Evidence will include some or all of the following:-


          • Pre-course questionnaire or telephone call

          • Identify learner styles

          • Identify how this will be recorded (learning logs/skills check/SOW/session plans/RARPA Toolkit)

          • Stage 3 Challenging Learning Goals

            The setting of learning objectives for individuals or groups should emerge from the initial assessment process; they need to be sufficiently challenging to encourage effort but not so challenging that they de-motivate learners.  Evidence will include some or all of the following:-


            • Agreeing targets – group and individual

            • Setting SMART targets

            • Revising targets

            • Methods of recording (learning plans/SOW/session plans)

            • Stage 4 Recording Progress

              Formative assessment is recognising and recording progress and achievement during a programme. It provides feedback to the learners and tutors alike about the ‘distance travelled’ and ‘value added.’  Evidence will include some or all of the following:-

              • Record the progress of your learners

              • Show evidence of change to SOW and SP

              • Make time to provide written and verbal feedback; clear feedback so they can improve their performance

              • Keep evidence in a course file

              • Encourage learners to self assess

              • Review individual and group progress

              • Review attendance

              • Identify types of individual or group learning plans (new ones developed to suit specific programme areas)

              • Stage 5 End of Programme Assessment – a review of overall progress and achievement

                Summative assessment is the review of overall progress and achievement at the end of the programme and indicates the ‘value added’ and ‘distance travelled’ by learners during a course or programme.  Evidence will include some or all of the following:-

                • Learner self assessment

                • Learner evaluations

                • Tutor summative assessment to include written feedback on their assessed work / learning activities (ILPs) 

                • Evidence of achievements in course files

                • Photos/video/CD/online

                • Written documents

                • Audio

                • Examples of learners work/ products

                • Witness statements

                • Discuss progression and next steps

                • Documenting advice and guidance

                • Stage 6 Next Steps

                  Supporting learners to make informed choices about their next steps into further learning, volunteering or employment by providing appropriate individual and/or group information, advice and/or guidance tailored to need and desired outcomes.

                  • Marking and Feedback

                    To ensure all stages of the RARPA process are met we require tutors to mark work (where appropriate), and to provide all learners with high quality feedback on any assessed work / learning activities:

                    • feedback can be verbal or written, through peer marking or self assessment 

                    • feedback should be clear on where a learner has done well and provide guidance on how a learner can improve

                    • feedback should include areas such as English and maths, especially grammar, spelling and basic arithmetic (where appropriate)

                    • feedback should include areas where a learners can develop their skills/understanding/knowledge independently.

                    Marking will also enable tutors to plan future learning for groups and individuals.

                    • RARPA In Practice

                      All ACL programme areas need to use the RARPA toolkit.

                      Exceptions are for, where appropriate, based on the learner’s needs:

                      • courses of 10 hours or more, or where a more detailed individual learning plan could be used (QD15)

                      • family learning courses when the joint family learning plans (QD17a, b, or c) must be used. 


                      • where a provider wishes to use their own resources that cover all the elements contained in the RARPA Toolkit above; in which case they will need to seek agreement from Hampshire Futures who will require evidence of the provider’s own resources being fully implemented.

                      Current supporting Quality Documentation can be downloaded from the Hampshire Futures VLE.

                    • Success Measures

                      For non-accredited learning Hampshire Futures has set the following criteria for its success measure for all courses.  Hampshire Futures requires sub-contracted providers must ensure the following measures are used to support the RARPA process:

                        • Attendance & Punctuality data (80% target)

                        • Incl. learner retention meeting expectations

                        • Learner success rates (90% target)

                        • Course information sheets including progression opportunities

                      • Course aims and SMART objectives being set

                      • Group objectives and individual goals set and met

                          • Any ‘achieved’ objectives must be fully met

                          • Any ‘achieved’ individual goals must be fully met

                      • Individual learning plans in place

                          • Regular learner reviews taken place

                      • Final products evidence or

                      • Complete portfolios of evidence

                      • Completed learner evaluations reviewed and summarised

                      • Certificates of Achievement presented.


                      Achievement is to be calculated at 90% of learning objectives set.

                      Example 1

                        The following learning objectives have been set:

                      ·        5 group learning objectives

                      ·        2 individual learning goals


                      90% of 7 objectives = 6.3 objectives. (rounded down to 6).  

                      Therefore, the learner needs to achieve 6 learning objectives in total, of which at least 1 must be an individual goal.

                      Example 2

                        The following learning objectives have been set:

                      ·        4 group learning objectives

                      ·        3 individual learning goals


                      90% of 7 objectives = 6.3 objectives. (rounded down to 6).

                      Therefore, the learner needs to achieve 6 learning objectives in total, of which at least 2 must come from individual goals. 

                      • Quality Assurance of the RARPA Process

                        The contents of this policy are an integral part of the Hampshire Futures Quality Improvement Framework, and supports the Education and Skills Funding Agency requirements which states Where you are not delivering a regulated qualification you must ensure that you have appropriate and robust quality assurance processes in place’.  

                        All ACL providers must have robust processes in place to review and monitor RARPA as part of their programmes.  Hampshire Futures will also undertake quality assurance exercises to ensure RARPA is being effectively implemented across the delivery through for example:


                        • Reviews of achievement/success data

                        • Observations of Teaching and Learning

                        • Monitoring use of Quality documentation

                          • Course Information sheets

                          • Schemes of work

                          • Individual Learning Plans

                        • Course evaluations and learner surveys

                        • Contract review meetings.

                        • General