Supporting reviews

Terminology guide

Learning aim

Found in Profiler
The individual components that make up the learning programme of an apprentice. These are likely to include Functional Skills, an NVQ, a Certificate (under the Qualifications and Credit Framework), Reviews and Introduction.

In Learning Assistant the individual components are called “Courses” and in Profiler they can also be referred to as “Qualifications”.


Found in Learning Assistant
See "Learning Aim".

Learning programme

Found in Profiler
A term given to the collection of Learning Aims (see above) that a learner must complete to achieve success in their Apprenticeship. The Learning Programme is what learners are enrolled onto. In Profiler this is also referred to as a “Programme Template”.


Found in Profiler
An individual responsible for supporting a student in completing their apprenticeship. A key part of this role is to ensure evidence is provided (normally by the learner) to demonstrate that a learner has met all their learning requirements.

Primary Assessor

Found in Learning Assistant
The assessor who will lead on the support of a learner for a specific Learning Aim (course). The assessor is the primary point of contact and check that evidence meets the requirements.


Found in Profiler and Learning Assistant
Sometimes referred to as an IV (Internal Verifier), these staff members check (via sampling) that the evidence sign off judgements made by assessors are accurate and adhere to the necessary standards.

IQA staff

Internal Quality Assurance staff is another term for verifiers, commonly used by City and Guilds.

External Verifier

An individual external to the delivery organisation (normally from the awarding body) who will check the internal verification process is robust and accurate in its judgements.

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A core requirement of apprenticeship delivery and therefore PIVOT is the assignment and management of learner reviews. From a qualifications perspective there is no requirement for reviewing an apprenticeship qualification but they are an important element for Ofsted and Skills Funding Agency compliance.

The review must be a three-way discussion between the learner, assessor and line manager (note assessors and line managers are often the same person). The review must include elements of equality and diversity, safeguarding and health and safety.

Different clients meet the requirements in different ways and there is no rule upon how it should be done but it must be done.

This document sets out a robust yet flexible solution for setting up and delivering reviews that can be applied consistently to all clients.

Structure of the review component

The structure of a review component (aka course / aim) and the number of units and tasks within it will vary depend upon the client, the average programme duration and the required frequency of reviews.

As a general rule, within a review component there would be a mandatory unit that is assigned to all learners, this unit contains enough review tasks for the average programme duration. If a learner needs more time to complete their programme then they will need additional review tasks to be assigned to them, this can be achieved by adding an optional unit. This optional unit can be assigned, via Learning Assistant, to an individual learner.

The illustration below provides an example of a review component.


Overview of the review process

The review process for each client will vary considerably. Reviews can be conducted online and/or offline and the output from the review can be captured by open input questions within a review task, completion of a document based review form (Word, PDF etc) or an audio recording. There is no recommended standard and it is up to the client to dictate how they want the review process to be run.

If the review is to be conducted online, the review tasks must contain open input questions that can be completed by the learner, often sitting alongside their assessor. Once all of the questions have been completed the learner submits the task, which counts as their digital signature, and the assessor accepts the task in LA, which counts as their digital signature. This process is exactly the same as any normal qualification based task.

If the review is completed offline, the completed review document or audio recording of the review discussion must be attached to the relevant review task page by the assessor (or secondary assessor) by attaching the file to a message linked to the review task. The learner is then able to view the file via the review task page and add any additional comments either via an open input activity or directly on the review document. The learner must then submit the task and the assessor accepts the task in LA.

Overview of a typical review task

Depending upon the frequency of the review periods, tasks could be called:

  • Week 12 Review, Week 24 Review, Week 36 Review
  • Month 1 Review, Month 2 Review, Month 3 Review
  • Review One, Review Two, Review Three

There are no specific rules on what must be included within the review tasks but for general guidance a typical review task that would enable both on and offline process would be structures as follows:

Task Title Review One
Summary An important part of your learning journey is to review the progress you are making and give you an opportunity to discuss any difficulties you are having with your trainer/assessor as well as capture all of your great progress and achievements to date.

Your trainer/assessor will let you know when your review will take place, this could be in a workshop, at work or over the phone.

If your trainer has completed a paper-based review with you, this will be available through the message centre on the right hand side. You need to download this and then complete the ‘Review Upload’ section at the bottom of this page.

If you do not have a paper-based review, you need to complete questions 1 to 6 on this page.

Topic Section Your review

The following topics will be covered in your review:

  • Are you on track with your learning plan?
  • If there is any outstanding work, what is it and when do you need to complete it by?
  • How are you getting on with Functional Skills?
  • Have you undertaken any additional learning activities since your last review?
  • Do you have any feedback?
  • Do you have any concerns around health, safety, welfare or equality and diversity?
Open Input 1. Progress to date

Are you on target with your individual learning plan? If the answer is no, please record what work is agreed to be completed by the next review date (12 weeks from now).

Open Input 2. Additional learning

What additional learning or development have you undertaken since your last review e.g. reading, research, e-learning, attending meetings etc.?

Open Input 3. Health, safety and welfare

Do you have any health, safety or welfare concerns? If so, please provide details below. If none, please state ‘none’ below.

Topic Section Equality and Diversity

You need to be able to demonstrate a good understanding of equality and diversity. In order to do this, you need to select a question from the list below and answer it in the following open input box. If you have already completed a review, you should avoid a question you have already answered.

1.     What does equality mean to you?

2.     What does diversity mean to you?

3.     What is meant by the term bullying?

4.     What is meant by the term harassment?

5.     Give one example of either bullying or harassment in the workplace

6.     What would you do if you felt you were being bullied or harassed in the workplace?

7.     Name 4 types of discrimination

8.     What does the term ‘safeguarding’ mean?

9.     What would you do if you had a grievance i.e. about pay, holiday, working conditions etc.?

10.  Where would you find company policies i.e. disciplinary, equality and diversity, health and safety etc.?

Open Input 4. Equality and Diversity – knowledge

Now you have selected a question from above, make a note of the question number and record your response to that question below.

Open Input 5. Functional Skills

Only applicable if you are working towards or have achieved level 1 functional skills in English and/or maths since your last review.

If you have completed level 1 functional skills English and/or maths since your last review, do you wish to progress to level 2? Please record ‘Yes’, ‘No’ or ‘N/A’.

Open Input 6. Comments/feedback

You need to record some comments about your learning journey. Think about your progress, are you pleased with the progress you are making or would you benefit from additional support? If you have any general feedback, this can also be recorded here.

Topic Section Review upload

If you have completed a paper based review with your trainer, a copy of your completed review will be available for you in the message section of this page.

In order to successfully complete your review, you need to download the word document and check what has been recorded in your review. If you want me make any comments or provide feedback, you can do so by either typing directly into the box below or onto the word document and re-uploading once complete.

Open Input Completing your paper based review

Complete any comments below or if you have no comments to make, you must still return your review to your assessor to record your agreement with the content using the submission button below.

How to create and assign the reviews component

The creation and assignment of the reviews component works in the same way as the rest of the programme. See the Qualification/Programme set up and Create and enrol learners guides for details.

How to assign additional units in Learning Assistant

  1. Login into Learning Assistant as Primary or Secondary Assessor
  2. Select the Manage Learners link in the top menu bar and search for the Learner
  3. Select the Review component
  4. Select Modify Selected Units
  5. Find the optional unit and check the tick box to add the unit
  6. Click save

Attaching documents to review tasks

If the review is completed offline, the completed review document or audio recording of the review discussion must be attached to the relevant review task page by the assessor (or secondary assessor) by attaching the file to a message linked to the review task. See the Using the message centre and contact diary guide for details on how to do this.


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