Self Review

Summary of performance based on gathered information

Outcome 1:

A learner wellbeing and safety system

Overall FRFR’s organisational structures support a whole-of-provider approach to learner wellbeing and safety systems. Their dedication to well-being and safety is excellent as FRFR can be seen going out of their way to do everything they can within their power to put learner safety and well-being as top priority.

FRFR have a number of robust strategic goals and plans in place that cover the well-being and safety of their learners, and these are embedded within the teaching practices of FRFR’s trainers when delivering training and assessment.

The quality of FRFR’s safety systems are quintessential to the success of its business. FRFR ensures all staff are working to the highest standards, and that training delivery is in line with the most current legislative practices at all times.

FRFR are in the process of publishing their polices and statements of practice that relate to learner well-being and safety practices on their website.

FRFR do not enrol students as such.

They contract their training out to industry bodies, to government, NGO and volunteer organisations who employ FRFR to train their staff in essential skills training pertaining to their employment.

While FRFR’s involvement with learners is limited, as a duty of care method, they are developing a student portal on their website where well-being and safety policies and procedures pertaining to learners will be found.

Information about the Code and mental health support services and phone numbers will be there as well as a link to our feedback and suggestions page.

FRFR policies and procedures are regularly reviewed and will now be sent out to stakeholders and feedback welcomed.

FRFR instructors are extremely well inducted in the company’s safety systems, are trained professionals in their emergency management backgrounds, as adult teachers and engage in regular professional development which makes them extremely well placed to teach their subject matter.

Outcome 2:

Learner voice 

FRFR do not enrol students. The contact that FRFR have with learners is typically minimal with only 0.02% of courses being longer than 2 days.

However, FRFR have a number of ways in which they obtain learner voice, through learner and trainer evaluations, anecdotal and website feedback. This information is collated in monthly reporting for review.

FRFR build and maintain effective relationships with the organisations and industry bodies they contract to, and this provides another avenue for obtaining learner voice.

FRFR have partnered with a long-standing client who are a Maori organisation, who will act as advisors on FRFR’s bi-cultural development for use in training, 

FRFR is committed to partnership as per obligations to honouring Te Tiriti o te Waitangi and there are guidelines and expectations of trainers when working with diverse groups or for learners with diverse needs.

Learners will soon be able to find complaints processes and procedures on the website including a link to the Dispute Resolution Scheme.

In summation, despite the limited contact with students, FRFR have taken every care to do as much as they can to capture learner voice.

Outcome 3:

Safe, inclusive, supportive, and accessible physical and digital learning environments

All of FRFR’s teaching and learning is in the physical environment with no digital learning contexts.

FRFR are performing very effectively and doing everything possible within the timeframe that they have with learners to ensure that no safety or well-being practice is overlooked.

FRFR trainers are guided by policies and processes for creating equitable learning environments that foster a safe, inclusive, supportive, and accessible learning experience. Their tutors go above and beyond and will re-visit premises for re-assessments if required and trainers are dedicated to ensuring learners achieve their learning goals.

FRFR value partnership with tangata whenua and that extends into working within a multicultural context.

Outcome 4:

Learners are safe and well

Safety is the key priority for FRFR and trainers work to ensure all learners are safe, and importantly, feel safe, in the process of attaining their new skills.

FRFR prides itself on its safety record having not had any accidents or safety issues since the company’s inception. Their commitment to the safety of their learners is paramount, and the systems they have in place are clearly working extremely effectively. These safety systems are robust, detailed, and in line with the most up to date legislative policy.

Induction processes provide all new staff with critical safety information, and any updates in legislation or professional practice are shared with all staff at fortnightly hui.

There is a large cache of safety documents for trainers to use relative to the content they are teaching, and trainers are well prepared with supporting documents to guide them in the unlikely event that an incident should ever take place. Pre-course safety checks ensure learning environments are always safe, comfortable, and conducive to a positive learning experience as much as possible on our courses.

In terms of the safety and wellness of learners, FRFR provide The Code and information about Helpline and Mental Health services for learners in each training session. Tutors are constantly checking in with their learners and are trained to identify those that require extra support with the content being delivered.

FRFR have positive and constructive collegial relationships with the representatives from the industry bodies and organisations they work with. This allows for sharing any information about the learners they train should there be any concerns about students’ safety or needing additional support.

These measures ensure FRFR are carrying out everything possible to make sure learners are safe and well in the short time trainers have contact with a learner group.