Pastoral Care Code of Practice self-review

All education providers must support the wellbeing and safety of their learners. This is Step by Step’s self-review against the Code of Practice, published as the Code requires.

Provider	Step by Step Training (SBS)
MOE number	8367
Code contact	Steve Whitaker
Report date	20 January 2024
Overall compliance	Implemented

Background

SBS is a nationwide private training establishment with a remote network of 39 trainers across New Zealand. Our students are adults, often second-chance learners who need re-training or upskilling in digital and vocational skills so they can re-enter work that is physically and vocationally suitable. Subject areas include foundation computing, numeracy and literacy, smartphone skills, accounting software, and vocational courses in sales, customer service, office administration, stock and inventory management, and project management for trades.

SBS’s directors are based in Gisborne. Two directors, a full-time CEO and four training coordinators support the training programmes of approximately 800 adult students per year, delivered by contracted trainers across most towns and cities in New Zealand.

Around a quarter of learners sit NZQA unit standards at Levels 1 to 3, or complete our micro-credential in computing essentials (Level 2, 8 credits over 8 weeks). SBS does not receive TEC, ACE or MSD funding, does not offer StudyLink, and fees are paid after training.

Training is delivered one to one: face to face with the student travelling to the trainer, face to face with the trainer travelling to the student, at a neutral location, or remotely by Zoom or MS Teams. Students are provided with all training resources, and SBS offers rental laptops so learners have access to technology and connectivity during their programme. Several hundred rental laptops are currently in circulation. The average student age is 49.

SBS has no international students and does not provide student accommodation.

Pastoral care philosophy

Our pastoral care philosophy is centred on creating a learning environment that is safe, inclusive and supportive, where students can thrive. With a focus on individualised attention and student-centred support, we aim to meet the unique needs of each student enrolled at any given time.

We prioritise building strong relationships with our students to foster open communication and support. Through email, phone and virtual platforms, we offer personalised guidance and assistance as needed.

Our approach to student wellbeing and safety is grounded in Te Whare Tapa Whā, a holistic Māori health model that conceptualises wellbeing as a wharenui. The model focuses on caring for four interconnected aspects of wellbeing:

• Taha Tinana — physical
• Taha Hinengaro — mental
• Taha Whānau — family and social
• Taha Wairua — spiritual

Outcome 1 — Learner wellbeing and safety

Stage of implementation: Developing

Process 1 — Strategic goals and plans

Our learner wellbeing and safety system sits within our policy and procedures manual, student handbook and quality management system. The student handbook details course structure, key learning steps, health and safety information, company policies and expectations, the needs assessment process, the NZQA assessment process, the student appraisal process, and the complaints process including dispute resolution.

Each student is assigned a trainer and a dedicated coordinator who acts as liaison between the referrer, student and trainer. After every session the trainer submits an online session report noting any health, safety or wellbeing issues, or confirming the student remains on track. Where needed the coordinator acts promptly to resolve the issue.

At the end of training, graduates receive a post-training evaluation covering training quality and satisfaction, preparation for employment, clarity of instruction, tailoring to individual needs, trainer subject knowledge and preparation, the teaching environment, and the quality of resources.

Gaps identified and action planned. A self-review survey of students and graduates covered the enrolment process, cultural appropriateness of service, and learner wellbeing, safety and voice. Neither the post-training evaluation nor the graduate surveys collected feedback on wellbeing or cultural appropriateness, so both have been updated to capture cultural needs, wellbeing needs and disability needs, and how each was met, including at enrolment. Session reports now also capture whether any wellbeing or safety concerns arose and whether disability and cultural needs are being met. The student handbook was updated to improve the complaints resolution process, require students to sign the code of conduct, and explicitly mention support people at training sessions.

Process 2 — Self-review of practices

The system is reviewed annually in October following NZQA guidelines. The review analyses feedback from students, graduates and referrers, along with notes from staff meetings and correspondence, to monitor effectiveness and identify improvements.

Gaps identified and action planned. No gaps identified. The CEO will attend NZQA Code workshops and other relevant training.

Process 3 — Publication requirements

Wellbeing and safety goals and plans are contained within the documents listed above. Students are provided with the relevant information, and copies are available to other stakeholders on request.

Gaps identified and action planned. No gaps identified.

Process 4 — Responsive wellbeing and safety systems

SBS monitors achievement, engagement and wellbeing at every session, allowing staff to respond and offer timely assistance. Our students are mature learners often juggling rehabilitation programmes and family commitments, and staff are highly responsive to email and phone contact.

One-to-one delivery allows trainers to build strong relationships and effective communication. The CEO is a registered addiction and mental health clinician and has completed NZQA Code workshops, Lifekeepers suicide prevention training, Te Pou mental health and substance use in older adults, and Blueprint for Learning Mental Health 101.

Gaps identified and action planned. No gaps identified.

Outcome 2 — Learner voice

Stage of implementation: Implemented

Process 1 — Learner voice

Students can contact their trainer, coordinator, head office or the CEO at any time by phone via our 0800 number, or by email. Students are invited to complete a post-training evaluation, reviewed as responses arrive, with aggregated data reviewed every six months and fed into planning.

Gaps identified and action planned. Since January 2022 the response rate has been 24 per cent (329 of 1,364), which is too low. Trainers now send the evaluation at the final session, with a follow-up link after a week if there is no response. The goal is a 60 per cent response rate, tracked over the first three months.

Process 2 — Learner complaints

No formal complaints have been received. One complaint relating to NZQA assessment authenticity was made and later withdrawn following effective handling. The complaints process is detailed in the student handbook, which is emailed to all students before their start date.

A critical incident is a serious occurrence requiring notification — an incident, illness, injury or death at our facilities. This includes loss of life on our premises, hospitalisation due to severe injury or illness arising from the condition of the workplace or an organised work activity, and events posing an immediate and significant risk to health and safety. SBS reports such events promptly to WorkSafe under our incident and accident reporting protocols.

Complaints and critical incident data is accessible to students and the public, and students are advised how to make a complaint in their handbook.

Gaps identified and action planned. No gaps identified.

Process 3 — Compliance with the dispute resolution scheme

Gaps identified and action planned. No gaps identified. Staff are aware of the Dispute Resolution Scheme and it is provided to students in the student handbook.

Outcome 3 — Safe, inclusive, supportive and accessible learning environments

Stage of implementation: Implemented

Process 1 — Safe and inclusive communities

Training is delivered from a trainer’s home-based training area (44 per cent), online by Zoom or MS Teams (52 per cent), at a student’s home (2 per cent), or at a neutral location (2 per cent).

One-to-one delivery gives staff and students the opportunity to build trust and a sense of community. Feedback from evaluations and email gives us confidence the learning environment is safe, supportive and meets student needs.

Gaps identified and action planned. None at this stage.

Process 2 — Supporting learner participation and engagement

Enrolled students receive a handbook detailing course structure, health and safety information, how to access course material and the trainer, company policies, tips on learning styles, and how to access other services. Regular monitoring of engagement and achievement highlights issues early.

Gaps identified and action planned. None at this stage.

Process 3 — Physical and digital spaces and facilities

SBS provides safe, supportive and accessible environments by:

• ensuring physical and online security to create a safe and respectful learning environment
• promoting health, hygiene, hazard management and safe practices, including tutor upskilling
• offering courses that cater to diverse learner needs and promote inclusive learning practices
• implementing policies that support learner participation and engagement, including varied teaching methods
• conducting regular student progress reviews and providing timely feedback
• providing real-time trainer feedback, which one-to-one teaching makes possible

Gaps identified and action planned. None at this stage.

Outcome 4 — Learners are safe and well

Stage of implementation: Implemented

Process 1 — Information about assistance to meet basic needs

Pre-enrolment information, the welcome letter, needs assessment information, the training approval letter and the student handbook cover what a student needs. SBS does not have access to StudyLink or student loans, as all fees are paid at completion of training. Staff provide advice and assistance options as needed, on a case-by-case basis.

Gaps identified and action planned. None at this stage.

Process 2 — Promoting physical and mental health awareness

Health and wellbeing has been a significant focus over recent years, including regular support emails to all students during the Covid period.

Gaps identified and action planned. None at this stage.

Process 3 — Proactive monitoring and responsive practices

The annual review of our wellbeing and safety system, post-training evaluations, real-time session reports, achievement monitoring and less formal communication with students give us confidence that our systems meet the Code requirements and the expectations of our students.

Gaps identified and action planned. None at this stage.

Conclusion

Taking account of our size and student base, our compliance with the Code is Implemented. Information is provided to students at key points in the enrolment process and throughout their time with us. Well-used and monitored communication channels enable students to connect easily with staff, and staff are able to respond quickly when assistance is required.

The self-review took place in late October 2023, and staff training followed to improve the system.

Action plan

• Continue to review and adjust policies and procedures as necessary.
• Continue to engage with students by email and phone as needed.
• Action tasks as outlined in Outcome One and Outcome Two.