Learner Support Policy

LAST UPDATED 28 FEBRUARY 2025

All learners will be given all reasonable and appropriate support throughout their programme in order to achieve their potential. Whilst elements of this policy apply to learners on Tes Institute’s Initial Teacher Training (ITT) Programmes or other school-based programmes, other elements apply to all learners, regardless of programme. Where relevant, this policy should be read in conjunction with the handbook for the relevant programme.

Tes Institute is committed to promoting positive mental and emotional health and wellbeing for all its learners and to developing an open culture in which mental and emotional wellbeing is taken seriously and learners are supported in seeking help when needed. Specifically, Tes Institute will:

comply with all relevant statutory requirements;
provide relevant training to Tes Institute staff and others involved in the management and delivery of Tes Institute programmes;
together with school partners where appropriate, put in place and follow procedures that recognise and deal with the issue of common mental and emotional health conditions, such procedures to include: consideration of organisation of work, a health risk assessment where appropriate, early recognition for learners with common mental and emotional health conditions (which may require training) and interventions that include short-term rehabilitation and return-to-work plans, as well as longer-term reasonable adjustments;
take into account the equality implications of any policies and implement effectively and monitor such policies on a regular basis;
demonstrate commitment, via systems and practices in place in partner schools, to learners maintaining a good work/life balance, and ensure that such practices are communicated to all learners;
pay attention to any indication of changes in performance or behaviour in learners which may indicate stress;
conduct an annual survey of learners, including a section on health and wellbeing, and act upon results;
encourage learners to accept responsibility for their own mental and emotional wellbeing;

Learners should:

seek support or help as early as possible when they think they are experiencing a problem;
act in a manner that respects the health and safety needs of themselves or others;
consider wellbeing support mechanisms offered by their school or Tes Institute; e.g. counselling;
consider attending training on health and wellbeing conditions where they feel that this is appropriate;
where possible, be watchful of any indication of changes of behaviour in colleagues and promote sympathetic alertness to colleagues who show signs of stress.

Tes Institute recognises that a learner may be struggling with emotional or mental health and wellbeing that would not be classified as, or the learner does not recognise as, a disability and therefore are not disclosed as such. Wherever possible, however, a learner should advise Tes Institute of their circumstances at the earliest opportunity, so that Tes Institute can discuss ways of providing support to the learner.

For ITT learners, details of the role of the ITT Support Tutor in supporting learners with specific needs are set out in Appendix A of this policy.

A learner who is experiencing difficulties may struggle with the demands of their programme, resulting in a formal support process being implemented. The purpose of this process is to support learners in improving their performance on the programme, so that they have the best possible chance of completing the programme successfully. A summary of the process can be found at Appendix B of this policy.

Learners can also request a programme extension or deferral or withdraw from their programme altogether. Information about these options is set out in Appendix C of this policy.

For all day-to-day queries regarding their course, learners should initially contact their Pathway Tutor (however, see below if employed in a school). Additionally, the Tes Institute Head of Programme, who has overall responsibility for the programme, and the Programme Team are available to provide support to learners.

Learners who have a salaried ITT place or are on a Tes Institute Apprenticeship Programme are encouraged to contact their school first.

The Education Support Partnership is a UK charity that provides practical and emotional support to staff in the education sector and their families. Information, support and coaching are offered and the Education Support Partnership provides over 1000 factsheets covering a wide range of issues, including money advice, how to cope with bereavement, mental health, diet and nutrition and how to manage stress.

The main website can be found here: https://www.educationsupportpartnership.org.uk/

To access the free support line, learners should call 08000 562 561 or go to:

https://www.educationsupportpartnership.org.uk/helping-you/telephone-support-counselling

Tes Institute hopes to provide learners with a positive experience throughout the duration of their studies and works with learners to gather feedback and address any issues on an ongoing basis throughout the programme. Nonetheless it recognises there are occasions where learners may wish to make a complaint. Tes Institute appreciates that sometimes a learner may feel more comfortable discussing any issues with their Pathway Tutor in the first instance but encourages learners in school to speak directly to their school contact initially, who will discuss the matter informally with them to try and resolve the issue. If the issue is not resolved, the learner should then contact Tes for further details of how to make a formal complaint.

Regardless of how the issue is raised, Tes Institute will always treat the matter seriously and seek to reach a rapid and satisfactory resolution. It is important to note, however, that Tes Institute may refuse to handle a complaint where the learner has behaved inappropriately.

Bullying and harassment is behaviour that makes someone feel intimidated or offended. Harassment is unlawful under the Equality Act 2010 and updated guidance regarding employers’ positive legal duty to take reasonable steps to prevent sexual harassment of its workers has recently been published:
Sexual harassment and harassment at work: technical guidance | EHRC

Sexual harassment can be defined as conduct towards another person that is sexual in nature. Examples of sexual harassment include:

sexual gestures
displaying sexually suggestive material, such as pictures or sending suggestive or sexually explicit correspondence
unwelcome sexual comments or jokes
unwelcome physical conduct, such as unnecessary touching, pinching, etc.

An individual can also be harassed on grounds of their race, age, religious belief, marital/family status, sexual orientation, disability or membership of the travelling community.

Examples of bullying may include:

manipulating the victim’s reputation by rumour, gossip and ridicule
social exclusion or isolation
preventing the victim from speaking by voicing loud criticisms or obscenities
manipulating the nature of the work or the ability of the victim to perform their work e.g. by overloading, withholding information or setting meaningless tasks
allegations of bullying/intimidation will be treated seriously at all stages and with due regard to:

●   the dignity, respect and confidence of all concerned
●   the rules of natural justice, and
●   Tes Institute’s disciplinary procedures.

All of the above are viewed as unacceptable behaviour and allegations of harassment or bullying will be treated seriously at all stages. Tes Institute seeks to ensure that learners study in an environment without fear of bullying and harassment from any source. This policy covers bullying and harassment of learners on any of Tes Institute’s programmes by anyone engaged to work at or with Tes Institute, whether by direct contract with Tes Institute or otherwise, in person or remotely, e.g. online.

It is important to note that constructive criticism by a fellow professional of a learner’s work or conduct, whilst it may be difficult for the learner to receive, does not of itself constitute bullying or harassment.

It is important for learners on online forums to be supportive of one another and foster an open and supportive environment in which all feel equally able to contribute constructively to discussions. Abusive comments of any sort anywhere in the online environment will not be tolerated. All posts to Tes Institute online groups are monitored and Tes Institute reserves the right to delete posts of an inflammatory nature.

Schools will have an agreed ICT usage policy and learners may be asked to sign a declaration. The policy will cover issues such as accessing e-mails, private or otherwise; use of messaging services; access to chat rooms/personal messaging networks; copyright of materials; and use of school networks to access any inappropriate materials (i.e. materials that could be considered racist, sexist, sexual, anti-social or offensive in some way). Learners should remember that e-mail is a formal means of communication between colleagues in the workplace and must be used appropriately and that e-mails can be monitored and tracked. Any inappropriate use of email communications, messaging services, messages posted in online training or forums, messages added to chat rooms or similar communications may result in disciplinary action.

Tes Institute aims to ensure learners feel confident that they will be protected from harassment, sexual or otherwise, intimidation, victimisation, or discrimination resulting from the reporting of harassment or assisting with any consequent investigation. Provided that a learner is acting in good faith, i.e. they genuinely believe that what they are saying is true, they have the right not to be victimised for making a complaint or taking any action in relation to a complaint of bullying or harassment. Making a complaint, or giving evidence, which a learner knows to be untrue, may lead to suspension from the Tes Institute programme and/or disciplinary action being taken.

Learners should ensure that they are aware of their school’s policy for equality and diversity, including how to report any incident of discrimination or harassment. If an incident of discrimination or harassment occurs in school, the learner should follow school policy as well as reporting the matter to the Tes Institute Head of Programme. It is important that the learner follows the school’s policy regarding bullying and harassment but does not preclude the learner from reporting the matter to Tes Institute separately. The learner may also report the matter through Tes’ online safeguarding reporting system. A note should be kept of the dates and the alleged harassment and witnesses (if any). Tes Institute will liaise with the senior leader in school investigating the incident.

Tes Institute will handle the matter in confidence, only providing information to third parties (e.g. the school, the police) where appropriate. All reports of discrimination and/or harassment will be investigated and all incidents relating to accredited programmes, including the Apprenticeship Programme, will be reported to Tes Institute’s Governance Board, which includes school leaders and senior members of Tes Institute. The learner’s details will be anonymised when the incident is reported to the Board.

A learner who feels that they are being harassed or bullied should immediately ask the person harassing them to cease. If they feel they cannot do so directly, they should report the issue to Tes Institute (through their Head of Programme or Tes Institute’s online safeguarding reporting system) or, if they are on a school placement, follow the school’s procedure for reporting bullying or harassment.

Every effort will be made by Tes Institute to resolve any incidence of bullying or any complaint speedily. An attempt to resolve the matter informally should be made first, if appropriate. The alleged bully/harasser will be given details of the allegation and an opportunity to reply. In some cases, it may be appropriate and sufficient for Tes Institute to explain to the person engaging in the harassment that their behaviour is unwelcome. If appropriate and possible, Tes Institute will take steps to ensure that the learner has no further direct contact with the alleged bully/harasser while the complaint is handled.

Where a formal complaint is made, a full investigation will be undertaken in accordance with Tes‘ Complaints Procedure. If, after investigation, the complaint is upheld, disciplinary action may be taken against the bully/harasser. Any such action will be handled separately under appropriate disciplinary procedures.

Health and safety are everyone’s responsibility and this section sets out both Tes Institute’s and the learner’s responsibilities for complying with health and safety requirements.

Tes Institute takes the health and safety of its learners seriously at all times and is committed to ensuring that all programme activities are carried out with the highest practicable regard for the health, safety and welfare of its learners. Tes Institute recognises its duties under the Health & Safety at Work Act 1974 and the Regulations made under it. Tes Institute will comply with the above legislation and accepts its responsibilities for the health, safety and welfare at work of all its learners.

Tes is committed to:

providing a safe and healthy working and learning environment;
preventing accidents and work-related ill-health;
assessing and controlling risks from curriculum and non-curriculum work activities;
ensuring safe working methods and providing safe equipment;
providing effective information, instruction and training;
monitoring and reviewing systems to make sure they are effective;
promoting a positive health and safety culture through communication and consultation on health and safety matters;
setting targets and objectives to develop a culture of continuous improvement;
ensuring adequate welfare facilities exist at Tes;
ensuring, as far as reasonably practicable, adequate resources are made available for health and safety issues.

Tes Institute implements these commitments by:

working in partnership with schools to ensure that learners have a safe and healthy working environment in school;
where necessary, undertaking risk assessments in partnership with schools and tutors to identify any risks to learner health and safety and implement procedures to mitigate those risks;
ensuring that learners know where to go for support, to raise concerns, to report an accident or ill health or to give feedback on health and safety issues;
ensuring that all Tes Institute staff and contractors (e.g. tutors) working with Tes Institute learners are trained on, and have familiarised themselves thoroughly with, all policies, by incorporating this training into staff and contractor induction and providing regular update training;
reviewing all its policies regularly.

For Tes Institute learners who are either employed in schools or else placed in schools during their programme, the primary responsibility for meeting statutory health and safety requirements remains with the employing or placement school. Learners have the same health and safety responsibilities as any other employee in the workplace. They must take reasonable care of their own health and safety and of the health and safety of other people who may be affected by their acts or omissions. They must also co-operate with the employer in complying with the employer’s legal duties.

Learners must familiarise themselves with the health and safety policy and procedures at their placement or employing school. It is the responsibility of each learner to ensure their learners’ and their own safety in school and during school activities off-site (such as school outings). Any issues should be reported to the designated Health and Safety Officer, mentor and pathway tutor. In science, Design and Technology and PE lessons, particularly practical work, learners should seek advice about appropriate wear from the mentor and refer to the departmental handbook.

Learners training in practical subjects should ensure that there is appropriate supervision from the mentor/class teacher before commencing any practical work. All practical work should be discussed in advance with their mentor/class teacher.

Learners are expected to read the school’s Fire and Evacuation procedures carefully and ask for guidance if necessary. They have a duty of care to ensure that all pupils are escorted to safety in the case of an emergency. If a learner requires a personal emergency evacuation plan (PEEP), they should ensure this is known by their school and a plan is in place that they understand. If this has been disclosed to Tes Institute, the Head of Programme will have shared this information with the learner’s school.

Learners must also plan for their own health and safety in travelling to and from school. If learners use their own vehicle to travel to a placement, they must ensure they have the following; a valid driving licence for use in the U.K., adequate insurance cover, a valid M.O.T certificate and a roadworthy vehicle.

Tes Institute is committed to providing an educational experience that meets the highest standards of quality when delivering all of its programmes. To help Tes Institute ensure that they maintain these high standards, it is important to gather learners’ views on the programme(s) that they have chosen to undertake with Tes Institute.

Tes Institute has therefore devised very simple to complete online surveys which will enable them to gauge how learners feel about a particular course of study. Learners are requested to provide constructive feedback, as this will allow Tes Institute to continue to improve delivery and maintain its very high standards.

In the case of the ITT Programme, as well as the Masters and iPGCE Programmes, learners also have the opportunity to feedback through the Programme Committee.

Learners’ feedback is extremely important as not only does it allow Tes Institute to constantly review and develop its programmes but it also allows learners to have their say. All feedback received is processed in accordance with Tes' Privacy Policy

Tes Institute accepts that it might be appropriate to discuss the need to support a learner with a third-party representative and will undertake such discussions in a general sense. Unless Tes Institute is in receipt of express written permission from the learner concerned, detailing the matters that can be discussed, with whom and in what circumstances, Tes Institute will not discuss the specific details of individual learners with a third party except in the following circumstances:

in the prevention or detection of a crime;
where the learner’s behaviour suggests they or other people may be put at risk;
where the learner’s condition would prevent them from fulfilling professional practice requirements;
where learners must disclose their situation due to professional practice requirements.

Information about a learner’s mental health is classified as special category personal data and will be stored and processed in accordance with the requirements of data protection legislation and Tes' Privacy Policy

If the learner asks for disclosure of a request for support to be kept confidential, it should be explained to the learner that support might have to be provided in an alternative way or that appropriate and tailored support cannot be put in place. This explanation must be recorded in writing.

The Tes Institute Support Tutor provides extra support for ITT learners with specific needs disclosed either at the application stage or during their training. Responsibilities of the Support Tutor include:

initial discussion with the ITT Lead Partner of learners’ needs and any recommended adjustments resulting from initial occupational health reports
working with Lead Partner/ITT coordinators to support the creation of initial Learner Support Plans for those with specific needs
monitoring the review of Learner Support Plans
acting as a point of contact for learners/pathway tutors who seek advice about support available for learners
maintaining clear records of learners with specific needs
managing the process for in-year occupational health referrals
offering extra assignment-writing support for identified learners (drop-in clinics/one to one support sessions).

This process applies to all learners who are on the Tes Institute Initial Teacher Training (ITT), Postgraduate Teacher Apprenticeship (PGTA) and Teaching Assistant Apprenticeship programmes. A Cause for Concern process is used to support learners who are experiencing difficulties in meeting their programme’s requirements. There are various stages to the process, which is designed to support learners in ‘getting back on track’ and successfully completing their programme. A Cause for Concern process could be initiated for a number of reasons including, but not limited to:

learner performance/behaviour in school
learner performance in written elements of the programme
a breach of the Code of Conduct by the learner
lack of engagement by the learner with the programme
barriers to learner progress impacted by personal circumstances.

Prior to a Cause for Concern being initiated, discussions with the learner will have taken place and interventions put in place to try and address the issues identified. If these support steps (‘Focused Support’) are not successful, a Cause for Concern will be initiated by Tes Institute. Evidence for the Cause for Concern could be gathered from the learner’s Pathway Tutor or School Mentor or from written evidence, e.g. submitted tasks or assignments.

Please note if an issue/barrier is serious enough it can be escalated through the steps. This process can also work alongside schools’ policies and processes on staff performance. Where the pathway tutor input is needed in this process, this can be through physical attendance at the school to attend meetings or through other appropriate means of communication (email, teams, phone).

Further detail regarding the process is available from the relevant Head of Programme at Tes Institute.

At any point during their programme, including during a Cause for Concern process, a learner may submit a formal request to Tes Institute to withdraw from the programme. Once the learner’s request for withdrawal has been accepted and Tes Institute has confirmed the withdrawal in writing to the learner, the learner will be deemed to have been removed from the programme with immediate effect. Neither the learner’s school nor Tes Institute are under any obligation to reconsider the decision or reinstate the learner on the programme, if the learner subsequently changes their mind about withdrawal.

C.1 Overview

Tes Institute is committed to ensuring that it provides as much support as possible to learners during their time with Tes Institute, to enable them to have the best chance of completing their programme successfully. This includes being flexible when considering requests for deferrals and extensions to a programme, where the learner is struggling to complete their programme within the agreed timescale or where a learner becomes pregnant during their studies.

In the event that a learner is considering withdrawal from their programme, Tes Institute will make every reasonable effort to support the learner to continue on the programme. It is important that any learner considering withdrawal discusses their options with their school and/or Tes Institute as appropriate, before making any final decision. Tes Institute is not under any obligation to readmit a learner onto a programme once they have formally withdrawn.

The Tes Institute Initial Teacher Training (ITT) Programme also provides a Support Tutor who supports learners with additional or temporary needs to continue to train successfully, as well as a Focused Support Plan, which is a personalised plan to provide additional support to learners on a short-term basis, with a strong focus on development and bridging gaps in knowledge and teaching practice.

Learners must make their request to defer, extend or withdraw via the Tes Institute Support Team institutesupport@tes.com

ITT Programme learners, including those on the iQTS Programme, should also follow the procedure outlined in the Withdrawals section below. Questions around this can be directed to the Tes Institute Support Team. The team’s contact details can be found in the relevant Programme Handbook on the VLE.

C.2 Deferrals

Places cannot normally be deferred beyond one academic year. Deferred places can only be offered subject to the relevant programme being run. This applies to all components of the relevant programme.

It is a learner’s responsibility to disclose their pregnancy and expected date of confinement to Tes Institute at the earliest possible opportunity. All learners undertaking an accredited programme of study have the right to a maternity break and will be subjected to the maternity leave procedure outlined below. Learners who are employed in a school should also refer to their school’s maternity policy.

Tes Institute will take all reasonable steps to ensure that a maternity break will not prevent the learner from completing their programme but it may result in the deferral of, or amendments to, their programme due to the timetabling and interconnected nature of the programme.

A confidential written record of communications will be maintained by the Tes Institute Programme Office. All communication from the learner must be in writing.

Where a learner becomes pregnant during their programme, Tes Institute will aim to exercise what flexibility is possible within the course structure to enable the learner to complete their programme. The length of absence anticipated means that the course will have to be extended into a second year providing there is no substantial change in the programme requirements anticipated.

An ITT learner who becomes pregnant after being offered a place, or during the first half term of the course, can apply to have the course deferred for one year only. Any learner requesting maternity leave must complete the course within six terms. There may be implications for a learner receiving finance from SFE.

The learner should notify Tes Institute as soon as is practicable but not later than 14 weeks (unless there is good cause) before the expected week of childbirth (EWC) that she wishes to be absent for maternity.

Absence on account of illness which is attributable to the pregnancy, including absence on account of miscarriage, and which occurs outside the period of absence for maternity, shall be treated as ordinary sickness absence and shall be subject to the conditions normally governing such leave, provided it is covered by a doctor’s statement.

Maternity leave should not normally be taken earlier than 11 weeks before the EWC.

When maternity leave begins, Tes Institute will write to the learner to formally suspend her studies, informing the SFE via the Change of Circumstances form where required and record the learner as dormant on the government learner database. If she requires learner finance upon her return, the learner will need to apply for finance (as a returning learner repeating Year 1) for the second academic year. At the beginning of the first term of the second year, the learner will continue to have her studies suspended and SFE informed through a COC. A further COC will be completed when the learner returns to the course.

The learner should inform Tes Institute of the date of birth of the child. Where a learner does not make contact with Tes Institute, Tes Institute may write to the learner no earlier than 21 days before the anniversary of the commencement of maternity leave, asking her to confirm the date of birth and her intention to return to train. The learner or her representative must respond within 14 days of receiving the request. If there is no response, Tes Institute will withdraw the learner from the course.

C2.1 Request for Deferral due to Pregnancy

Requests for a maternity break must be made in writing to the Tes Institute Support Team and must be supported by authenticated, independent, documentary evidence. All such requests will be processed in line with the relevant programme’s deferral policy.

Tes Institute operates a recommended minimum maternity break period whereby all learners, having disclosed their expected date of confinement, are required to break from their studies for a minimum of two weeks before, and four weeks after, their date of confinement. Thereafter, the learner should discuss with Tes Institute when she intends to return to study and a timeframe for the completion of the course should be agreed.

Any application by a learner seeking an exemption with regard to the minimum break period must be accompanied by a letter from her medical general practitioner confirming that they are aware of the activities the learner proposes to undertake in this period and that they are satisfied that there is no risk to the health of the learner or unborn child in the performance of the same. Such applications will be considered at the sole discretion of the Head of Programme and based on the circumstances of each particular case. Where such application relates to undertaking teacher training practice within a school, the Head of Programme will also take into account the relevant school’s policy in this regard. The decision of the Head of Programme will be communicated in writing to the learner within 5 working days of the application being received.

C2.2 Paternity Leave

Learners may be eligible for paternity leave if they and their partner are:

having a baby
adopting a child
having a baby through a surrogacy arrangement.

Learners must notify Tes Institute in writing at least 15 weeks before the week the baby is expected:

the baby’s due date
when they want their leave to start - they can change this with 28 days’ notice
how much leave they want.

Learners can take a maximum of two consecutive weeks’ leave. The amount of time is the same even if they have more than one child (for example twins).

Leave cannot start before the birth. The start date must be one of the following:

the actual date of birth
an agreed number of days after the birth
an agreed number of days after the expected week of childbirth.

The learner must inform Tes Institute of the date of birth of the child. Leave must finish within 56 days of the birth (or due date if the baby is early). The start and end dates are different if the learner is adopting.

C2.3 Initial Teacher Training

Learners can normally only defer their place once, following which they will be subject to standard admissions procedures; however, deferrals within an ITT Programme may not be possible as the Programme is dependent on the needs and capacity of the placement school or partnership at any given time.

Applications for deferral should be submitted in writing to the ITT Coordinator at the Lead Partner, accompanied by full details of why the deferral is being sought and supported with authenticated, independent documentary evidence as appropriate.

Examples of the types of documentary evidence which are required are:

a medical certificate;
a letter from an employer, doctor or other respected professional known to the learner;
a statement of attendance from a counsellor confirming the nature of discussions and providing any other relevant details.

Where possible, all submissions in respect of extenuating circumstances must detail the dates (expected or potential) for which they are being claimed. The details of the circumstances will be confidential and will be retained as part of the learner record. The Lead Partner will inform Tes Institute as soon as is reasonably possible of the request for deferral.

All applications for deferral will be considered by the Lead Partner and assessed on the grounds of reasonable ability to continue with the programme. The Lead Partner will inform the learner within five working days. Evidence will be considered in relation to the timing and impact of the circumstances and stage of progression through the programme. The Lead School will inform Tes Institute of their decision within five working days of the decision being made.

C2.4 Apprenticeships

Apprentices must email the Tes Institute Support Team via institutesupport@tes.com to inform Tes Institute of their need to take a break in learning. Further information regarding breaks in learning can be found here: https://assets.publishing.service.gov.uk/media/67b322eb4e79a175a4c2fd5d/Apprenticeship_funding_rules_2024_to_2025.pdf

Where the apprentice is no longer employed by the employer and has withdrawn from their programme (not redundancy) OR the apprentice chooses to withdraw prior to completion but remains with the same employer, the employer must contact the Tes Institute Support Team via institutesupport@tes.com to inform them of the withdrawal request. Once the withdrawal process has been completed, the employer will stop payments through their apprenticeship service account. This includes where the apprenticeship is funded by a transfer. The stop date that the employer applies in their account must correspond with the date the apprentice withdrew from the apprenticeship.

More information can be found here - Apprenticeship Change of circumstance guidance

Functional Skills

When it is confirmed that a learner no longer requires Functional Skills Maths and/or English, the Tes Institute Support Team will withdraw the learner from the Functional Skills Provider Portal.

C.3 Extensions

C3.1 Initial Teacher Training

Given the requirements of the ITT programme, extensions will not normally be permitted; however, a learner may request an extension to their programme in exceptional circumstances and where a deferral would not be appropriate. The learner must make a request for an extension to the Head of Programme, the ITT Partnership Lead at their school and Tes Institute Support Team via institutesupport@tes.com setting out the reasons for the request.

C3.2 Straight to Teaching

A learner may request an extension to their programme because they are not ready to go forward for assessment by the end of their programme and may need further support to meet all the programme’s requirements (see programme handbook for costs). This request through the link above can take place before or after the final visit. The learner should discuss any extension request with the pathway tutor and the Head of Programme before making such a request.

If the learner does not need additional time but does require support over and above the time allocated to the pathway tutor, they or their school may pay for additional time to support them. These requests must be sent to the Tes Institute Support Team via institutesupport@tes.com

If the time between the final pathway tutor visit and the time that the learner is registered with the Teaching Regulation Agency for Assessment Only QTS assessment is more than 12 weeks, an additional half-day pathway tutor visit will have to be undertaken to reassure Tes Institute that the learner still meets the Teachers’ Standards. This will be charged to the school/the learner (whoever is paying the fees).

C.4 Withdrawals

C4.1 Straight to Teaching

On occasion circumstances may arise which make it impossible for a learner to continue on the programme, even if they were to be granted an extension or deferral. In these circumstances, a learner may request to withdraw from the programme and the fees owed up to this point would be calculated and invoiced for.

If the school decides to withdraw their support, then the learner cannot continue on the programme. Such a decision would result in the learner being withdrawn from the programme and the school/learner invoiced for the fees due up to the point at which Tes Institute was notified of the school withdrawing their support. Any appeals against a school’s decision to withdraw support from a learner on the Straight to Teaching Programme should be addressed to the school in question.

The learner would be recorded as having not completed the programme due to withdrawal.

C4.2 Initial Teacher Training and iQTS

At any point during the ITT Programme a learner may withdraw from the programme. They should formally write to the Head of Programme, the ITT Partnership Lead at their school and Tes Institute Support Team via institutesupport@tes.com requesting withdrawal and stating their reasons for doing so.

Learners on the iQTS Programme should email institutesupport@tes.com requesting withdrawal and stating their reasons for doing so.

Once the learner’s request for withdrawal has been accepted and Tes Institute has confirmed the withdrawal in writing to the learner, the learner will be deemed to have been removed from the programme with immediate effect. Neither the learner’s school nor Tes Institute are under any obligation to reconsider the decision or reinstate the learner on the programme, if the learner subsequently changes their mind about withdrawal. No right of appeal will apply where the learner has made the request and the request has been accepted. It is therefore highly recommended that the learner discusses their concerns regarding their situation with their school and Tes Institute before deciding to withdraw.

C4.3 Apprenticeships

More information can be found here - Apprenticeship Change of circumstance guidance

C.5 Appeals against deferral, extension or withdrawal decisions

A learner may appeal against their removal or suspension from a programme by Tes Institute or against the decision to refuse a request for an extension, deferral or withdrawal from a programme.

Learners must submit any appeal in writing to Tes Institute within 15 working days of receipt of the decision (decisions sent by email will be considered to have been delivered on the same day they were sent). The appeal should be supported with as much detailed evidence as possible.

Appeals must be submitted via email to the Tes Institute Support Team via institutesupport@tes.com and set out in detail the grounds on which the appeal is being made, together with all supporting evidence.

Once received the appeal will be forwarded to the Head of Governance & Regulation, who will appoint an Investigating Manager to review the appeal. The review will take into account any evidence the learner has provided as well as external evidence, for example school, tutor or mentor evidence. A decision as to whether there is a substantive case for appeal will be conveyed to the learner within 15 working days of the date of submission of the appeal. The decision of the Head of Governance & Regulation shall be final.

Where the decision is made that there are grounds for an appeal, the procedure below will be initiated.

An Appeals Panel will be constituted, consisting of two senior members of Tes Institute and a Head Teacher or other member of a school's Senior Leadership Team. Members of the Appeals Panel will not have been involved in any assessment decision relating to the learner.

The Appeals Panel will review the evidence submitted and other additional evidence submitted by any parties involved in the case. The learner will be offered the opportunity to appear in person (accompanied by one friend or professional body representative if they so wish) to speak in support of their appeal.

The Appeals Panel may wish to invite Tes Institute colleagues or other professionals who have contributed to the delivery of the programme to attend the hearing of the Panel. A note of the Panel attendees and the proceedings of the Appeals Panel will be taken and sent to the learner.

Following the Appeals Panel hearing, the Appeals Panel will deliberate and reach a decision based on all available evidence, including evidence provided at the hearing. The decision of the Appeals Panel shall be final as far as Tes Institute’s Appeals procedures are concerned and will be conveyed to the learner in writing within 10 working days of the date when the Appeals Panel sat. The possible outcomes of the Appeals Panel are:

the appeal is upheld and the original assessment decision is overturned
the appeal is not upheld – the Appeals Panel may determine, however, that further action is required, e.g. the provision of additional support to the learner
the appeal is not upheld and no further action is taken.

C.6 Further Action

Tes Institute is a member of the Office of the Independent Adjudicator (OIA) Scheme, which means that all of Tes Institute’s higher education learners have the right to bring an eligible complaint to the OIA once all of Tes Institute’s internal processes have been completed, at which point Tes Institute will issue a Completion of Procedures letter to the learner. Please see the OIA website for further details: http://www.oiahe.org.uk/