Lincolnshire Lifelong Learning Service

RARPA Strategy 2008-09

Lincolnshire Lifelong Learning Service (LLLS) is committed to providing high quality, learner
focused teaching and learning and recognises the benefits of an embedded RARPA process
for learners, Tutors and the service as a whole. Through a robust quality system LLLS quality
assures the five stages of RARPA throughout its learning offer of both directly delivered and
commissioned learning.
LLLS map the RARPA standards to the Common Inspection Framework (CIF), as detailed
below, which are used as a basis for the fortnightly LLLS Learning Team and Curriculum
Team meetings. In Direct Delivery the LLLS has responsibility for the planning, delivery,
quality monitoring and development of all aspects of the RARPA system. In Contracted
Provision the LLLS has responsibility for the quality monitoring and development of providers
capacity to plan, deliver and quality monitor their own RARPA systems.
RARPA standard
Stage 1
Clearly stated aims for all programmes
appropriate to an individual learner or group
of learners
Stage 2
Initial assessment to establish the
learners starting point

CIF reference(s)
3. How well do programmes and activities meet
the needs and interests of learners?
1. How well do learners achieve?
2. How effective are teaching, training and
learning?
4. How well are learners guided and supported?
1, 2, 3

Stage 3
Identification of appropriately challenging
learning objectives
Stage 4
1, 2
Recognising and recording progress and
achievement during the programme
(formative assessment)
Stage 5
1, 2, 4
End of programme learner self-assessment;
tutor assessment; review of overall
progress and achievement (summative
assessment)
Stage 6
5
Quality assurance to monitor the quality of
learning provision (internal verification,
effectiveness of the systems in place and
reviewing of targets)

Learners: RARPA makes learning more effective for learners by encouraging them to
take responsibility for their own learning and achievements by helping them to set their
own goals and monitor their own progress towards them. It raises learners awareness of
the learning process, builds their confidence and encourages enthusiasm for learning by
enabling learners to recognise the distance they have travelled on their learning journey.

April 2009

In Direct Delivery a Learner Diary is provided for

Learners to record their targets, monitor
their progress and record achievements made. In commissioned learning, a Personal
Learning Record has been designed for providers who dont have appropriate paperwork
in place to evidence target setting, monitoring and recording of learner achievements.
Learners views on recording their progress towards achievement of their learning
outcomes are gathered through the teaching and observation process, through learner
evaluations and forums, through partner evaluations and Tutor feedback. These views are
fed back to Learning Team Meetings and inform the RARPA process.

Tutors: The RARPA approach is an integral part of the learning process that provides
scope for creative teaching and encourages staff development. By following the 5 stages
in the RARPA process Tutors can ensure that learning is taking place, that the learner is
making progress and to recognise the achievement arising from this learning.
LLLS provides Tutors with scheme of work, session plan and recording documentation
which supports Tutors in monitoring and recording learner progress. LLLS also
provides information in its Tutor Handbooks and through its website to support the
RARPA approach.
Tutors directly employed to deliver provision are provided with assessment material to
support initial assessment and target setting.
RARPA standards through Directly Delivered provision are upheld through the various
processes of Quality Monitoring of paperwork, teaching observations and Learning Diary
moderation outlined in the service Quality Manual.
RARPA is at the centre of the services staff development policy. Training and support of
target setting, assessment, teaching methods, differentiation, recording and evidencing
learner progress is made available on a regular basis to ensure all Tutors can access it.

LLLS: RARPA supports quality improvement and promotes good practice. Through its
RARPA Quality Standards LLLS outlines minimum expectations for the learners
experience ensuring consistency of provision across both commissioned and directly
delivered learning. RARPA is at the heart of the LLLSs Quality Manual which outlines all
policies supporting learning and learners. The RARPA process enables the service to
capture and review achievements and uses them to inform the course planning process
and learner progression.

Partners (Contracted and Direct Delivery): The RARPA approach raises capacity to
monitor the effectiveness and recognise impact of learning at an individual learner level
and provides a framework and principles for managing and improving the quality of
learning.
Contracted Partners are made aware of their responsibilities to RARPA through the
service-level agreement which outlines LLLS standards and minimum RARPA
expectations. RARPA standards are upheld by the Contract team through its quality
monitoring arrangements.

April 2009

Partners in Direct Delivery are informed about how recording and recognising the
learners progress and achievement will take place through a service handbook, in the
service level agreement and evaluated through the Partner Review process.

Achievements: The LLLS benchmark for a learner achievement, monitored through the
RARPA process, is when an individual has achieved 60% of their learning outcomes (both
group and individual). This benchmark is for reporting purposes only and is not
communicated to the learner. Learner achievements made are recorded by the Tutor and
reported through Aqua. This benchmark does not apply to accredited achievements.

Roles and Responsibilities for RARPA

Learning Manager: The Learning Manager has a strategic overview of the learning service,
is responsible for setting benchmarks, compiling the Quality Manual and ensuring the Aqua
MIS provides relevant, up to date information to monitor learner progress and impact.
Contracted Providers: It is the Contracted Providers responsibility to adhere to the RARPA
standards set out in the Service Level Agreement. Contracted Providers can use their own
RARPA documentation to deliver learning, record learners progress and achievements and
quality assure its provision provided it meets and complies with the standards set out by
LLLS. It is also the responsibility of Contracted Providers to attend RARPA training provided
by LLLS, to identify and raise issues for support and to share best practice.
For Curriculum, Tutor and Learner responsibilities refer to the appropriate flow-charts.

April 2009