Self Assessment Report 2013

Product ref.
SAR 2013

1st4sport Qualifications
Self-assessment
Report 2012

Product ref. SAR 2013

Coachwise Ltd, 2013

This document is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private
study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act 1998, no part of this publication may be
reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical,
photocopying, recording or otherwise, without the prior written permission of the copyright owner. Enquiries should be addressed to
1st4sport Qualifications.

Coachwise Ltd
Chelsea Close
Off Amberley Road
Armley
Leeds
LS12 4HP
Fax: 0113-231 9606
Email: enquiries@1st4sportqualifications.com
Website: www.1st4sportqualifications.com

The Ofqual/SQA-recognised awarding organisation 1st4sport Qualifications is a brand of Coachwise Ltd, the trading arm of The
National Coaching Foundation (known as sports coach UK), the UK-registered charity leading the national development of coaches and
the coaching system. Any proceeds go directly back to sports coach UK to help them develop and advance sport nationwide.

Product ref. SAR 2013 - Executive Summary I

Contents Page
I Executive Summary I
1 Introduction 1
1.1 Overview 1
1.2 1st4sport Total Quality Management Approach 2
1.3 1st4sport Performance Management System (PMS) 3
1.4 Self-assessment 3
1.5 The self-assessment process 4
1.6 The EFQM Excellence Model as a quality management and self-assessment model 5
1.7 The self-assessment report 8
2 Methodology 9
2.1 EFQM: The self-assessment model and assessment criteria 9
2.2 The RADAR logic as an assessment and management tool 12
2.3 Self-assessment validation approaches 15
2.4 The self-analysis matrix as the selected approach 17
2.5 The workshop as the selected approach 18
2.6 Performance measurement tools 19
2.7 Type of analysis 30
2.8 Treatment of data and identification of trends 31

Product ref. SAR 2013 - Executive Summary II

Contents Page
3 Results 33
3.1 Revised weighting between EFQM criteria 33
3.2 RADAR scoring outcomes 35
3.3 EFQM self-analysis matrix responses 40
3.4 EFQM self-analysis matrix score 44
4 Discussion 46
4.1 Analysis and representation of the EFQM scoring results 46
4.2 Improvement plan 2012 55
4.3 Limitations of the self-assessment process and future recommendations (reflective practice) 59
4.4 Conclusion 61
Appendix 1 Education industry research and key trends (Ofqual Report and SQA Accreditation Annual Review) 62
AI Ofqual Annual Qualification Market Report 62
A1.1 Demand for qualifications 64
A1.2 Supply of regulated qualifications 73
AII SQA Accreditation Annual Review 93
Appendix 2 1st4sport performance statistics 99
Appendix 3 Strategic direction achievement rates 114
A3.1 Strategic direction achievement results 114
A3.2 Strategic direction performance levels (SDPL) evidence 1 117

Product ref. SAR 2013 - Executive Summary III

Contents Page
Appendix 4 Self evaluation - Statutory compliance outcomes 132
Appendix 5 Benchmarking 137
Appendix 6 Stakeholder satisfaction levels 138
A6.1 Stakeholder satisfaction levels - The Awarding Organisation 138
A6.2 Stakeholder satisfaction levels - Quality Management 144
A6.3 Stakeholder satisfaction levels Qualification Provision 145
A6.4 Stakeholder satisfaction levels Awarding Services 149
A6.5 Stakeholder satisfaction levels Awarding Systems 155
Appendix 7 Recognised centre satisfaction levels on external verification activity 159
Appendix 8 Learner satisfaction levels 163
Appendix 9 1st4sport employee satisfaction levels 165
Appendix 10 External verifier satisfaction levels on training and CPD provision 169
Appendix 11 Qualification specific performance statistics 170
Appendix 12 RADAR scoring matrix outcomes 189

Product ref. SAR 2013 - Executive Summary IV

I Self-assessment Report - Executive Summary

Rationale

1st4sport Qualifications is an awarding organisation, recognised and regulated by the Office of the Qualifications and Examinations
Regulator (Ofqual) and the Scottish Qualifications Authority (SQA), created with the aim of offering vocational qualifications in the active
leisure, learning and well-being sector. We work in partnership with a variety of organisations including Governing Bodies of Sport (GBS
and other organisations in the development of our qualifications.

As an Ofqual and SQA recognised awarding organisation, we are required to guarantee thorough monitoring and reporting to the
regulators our compliance and quality levels. This is achieved via an established Performance Management System (PMS), which ensures
that our compliance is evaluated and our performance is monitored, managed and improved across all operations. The primary goal of
the PMS is to effectively evaluate the implementation of our quality standards, established in line with the revised European Foundation
for Quality Management (EFQM) Excellence Model. In monitoring the implementation of our quality standards, the effectiveness of our
mission and our strategic direction (strategic objectives, targets, policy, procedure and process) are all reviewed and our compliance with
the regulations is managed. Self-assessment is the integral component of the PMS, an effective technique, which contributes to our
systematic continuous improvement and indicates the current level of our performance.

The self-assessment process and methodology

Our quality standards are established in line with the revised EFQM model (figure I). To ensure consistent, valid and relevant
performance results, which relate directly to the implementation of the quality standards, the EFQM model is also used to undertake self-
assessment, ensuring it fits our corporate culture, needs and encourages organisational learning. The conduct of the self-assessment is
based on:

The Fundamental Concepts of Excellence
The EFQM Excellence Model
RADAR logic.

The self-assessment report is published annually and encompasses outcomes from the self assessment process. The structure of the self-
assessment report is based on the EFQM model structure, which facilitates an integrated approach for organisational excellence. As a
result of the self-assessment process our strengths and several areas for improvement have been identified. All data was evaluated via
the RADAR assessment and management tool. This information was triangulated against the self-analysis matrix to provide an indication
of our global performance levels with an emphasis on strategic achievement rate and deployment of quality standards to ensure
compliance with regulations.

Product ref. SAR 2013 - Executive Summary V

Over the last few years a significant investment has been made in developing an effective technology portfolio in support of our awarding
operations which enables effective auditing and the production of valid statistical data. The increased validity of results has enabled
accurate conclusions to be drawn. However, in some cases data represents individuals perceptions that may vary and may deviate from
the pragmatic state. Other times data provides only an indication rather than an indisputable fact. Hence, conclusions and identification
of trends has been carefully undertaken to avoid misinterpretations and misuse of data.

Figure I. The EFQM Excellence Model (2012)

Product ref. SAR 2013 - Executive Summary VI

Key Outcomes

One of the most critical areas of the self-assessment process is the review and comparison of our performance with the industry trends,
as this is essential in establishing our future planning and related actions to maintain our competitive positioning. A review of the
information presented in the regulators annual reports was undertaken to support this aim. The Ofqual Annual Qualifications Market
Report (September, 2013) was used to obtain an overview of the qualifications market in England, based on demand and supply in the
regulated qualifications market. The Ofqual report also helps to establish a benchmark against which comparisons across awarding
organisations can be made and key projections for the future, in line with the sector reform. Similarly, the SQA Accreditation Annual
Review (2012/2013) was used to obtain an overview of the qualification market size and trends in Scotland, based on the number of
qualifications and learner achievements. Outcomes of the comparisons of industry benchmarks contributed into the identification of
strengths and areas for improvement. A summary of the key outcomes is provided in Table I. below.

Summary of key outcomes in 2012

The
industry
trends

(supply and
demand in
England)

a total of 176 awarding organisations were recognised to deliver regulated qualifications, five fewer than in the previous year,
representing the first decrease since 2005, which is mainly due to Ofquals new recognition process.
of the 19,000 other qualifications on the Register over 11,000 qualifications recorded at least one achievement.
there was an overall 4% increase to over 16 million learner achievements, with 5.5 million GCSE achievements, 2.1 million GCE
achievements, and 8.7 million achievements in other qualifications.
over the five years, there was an increase of 13% in the number of achievements in regulated qualifications and 37% increase in
the number of other achievements.
qualifications designed for the QCF accounted for over half of the qualifications with achievements, with Edexcel registering one-
quarter of the achievements and seven awarding organisations accounting for 63% of achievements.
the preparation for life and work sector subject area continued to provide the highest number of other achievements with an 11%
increase (a third of a million) over the previous year. This sector represented one-third of all other achievements with a total of 38
awarding organisations registering an achievement.
achievements are concentrated in relatively few qualifications, 50% of all achievements in other qualifications being attributed to
212 qualifications.
level 2 qualifications account for nearly half of all other achievements.

The
industry
trends

(supply and
demand in
Scotland)

a total of 36 awarding bodies were approved by SQA Accreditation up until March 2013. Out of the 28 organisations that contacted
SQA Accreditation to explore the possibility of becoming approved ten decided not to progress. Two awarding bodies, at their
request, had SQA-approved awarding body status withdrawn due to lack of qualification uptake.
at the end of 2012/13, SQA Accreditation had a total of 940 qualifications accredited, which is a decrease of 3% on prior year (694
SVQs, 196 Other qualifications, 50 Regulatory and Licensing qualifications).
due to low or zero uptake of the qualification 97 accredited SVQs were withdrawn by awarding bodies during 2012/13
the highest volume of accredited qualifications are SVQ at levels 2 and 3
there were 196 other qualifications accredited, which is an increase of 29% on prior year based on existing awarding bodies
aspirations to expand their provision in other qualifications in Scotland
both learner registrations and certifications show an 8% increase (43,444 and 32,397 respectively). However, uptake is still not at
the level seen in 2010/11 or 2009/10 and this may be due to some awarding bodies moving away from SVQs and opting for
accreditation of alternative competence-based qualifications.

Product ref. SAR 2013 - Executive Summary VII


Our market
share

Despite the significant increase in the supply of the qualifications due to the QCF and increased competition, we sustained a
competitive advantage confirmed by the number of qualifications achieved by our learners. Amongst the 530,748 recorded learner
achievements for qualifications offered by 47 different awarding organisations we have managed to become the third largest
awarding organisation in the leisure, travel and tourism sector in terms of number of learner achievements. In addition to this, the
1st4sport Level 1 Award in Coaching Football (QCF) is included in the list of the top 20 high volume qualifications funded by Adult
Learner Responsive provision with a total of 14,800 learner achievements.

Supply of our
qualifications

Our portfolio of qualifications has continued to expand. With an increase of 8% in the number of accredited qualifications since last
year the total number of our accredited qualifications is now at 277. This number includes all pathways, disciplines and add-on
modules which are being counted as separate qualifications to ensure consistency with our IT systems functionality and the
associated audit trail being maintained.

Demand for
our
qualifications

Trends in the demand for our qualifications suggest sustainable growth. There was an increase (15%) in the number of organisations
applying to become a 1st4sport recognised centre compared to last year. The qualification approval demand levels for 2012 have
returned to normal levels following the extensive demand due to the QCF migration and as expected, there is a decrease (26%) in
the number of qualification approval applications (405). The total number of events (5,252) authorised to be delivered by 1st4sport
recognised centres was the largest to date. A minor decline (1%) in both the number of learner registrations (72,835) and
certifications (64,069) was noted this year.

Our score
against the
EFQM model

Evaluation against the nine criteria (and 32 sub criteria) of the revised EFQM model shows that there has been an increase in the
average score in the majority of the nine criteria with slight variance in the individual sub-criteria due to the nature of the evaluation
methods; the scoring from the self-analysis matrix uses perceptual data whilst the RADAR results are based on evaluation of factual
evidence. It is of great importance that the total score achieved is the highest in the last four years (670 out of 1000). The highest
score was attained in the business results and the lowest scores in the strategy and people criteria.

Our strategic
direction
achievement

Extensive use of performance indicators confirmed a positive strategic achievement rate, which also appears to be the highest in the
last four years (94% of strategic targets achieved). Our performance is being sustained and further improved across the majority of
results. In addition, action was taken to ensure that identified targets are appropriate. Strategic achievements have led to the
expansion of our awarding statuses and qualification provision to different types and market areas.

Our plan of
provision and
awarding
status

Our provision has been developed strategically and implemented methodically showing a continuous growth over the years. The
highest achievement rate against the effective implementation of our annual plan of provisions is noted this year (92% an 82%
target). Furthermore, we successfully maintained our awarding recognition/approval statuses (Ofqual and SQA) in addition to our
QCF accreditation and NQF Functional Skills status, ensuring the provision of our qualifications meets and exceeds end-users needs.

Our
partnerships
and support
systems

Both the number of partnerships and number of qualifications developed with nationally recognised bodies/technical experts showed
a continued growth, which has been for years our key strength. Existing technical development partnerships were effectively
maintained and new ones established, which supports our aspirations to expand in new and traditional markets. Currently 83% of
our qualifications are developed in partnership with governing bodies of sport and other organisations. Our target of establishing
three new qualification partnerships annually is fully met. Our approach to the development of partnerships and management of
support systems are integrated into our strategy and systematically implemented. Innovative IT systems have been successfully
upgraded and enhanced in support of our awarding function and improved performance levels.

Product ref. SAR 2013 - Executive Summary VIII


Our compliance
levels with
regulations

Self-evaluation and continuous monitoring of our compliance with regulations is fundamental in order to maintain our awarding
statuses. Compliance levels were satisfactory and improved since last year in specific areas where action plans were established.
Additional systems/approaches will be developed in 2013 to generate sufficient evidence in particular areas.

Our corporate
values and
culture of
excellence
implementation

We aim to ensure we always operate in line with our corporate values, within a culture of excellence. Self-assessment outcomes
confirm our efforts to reinforce a culture of excellence via the systematic implementation of our quality standards, developed and
revised in line with the EFQM Excellence model. Survey results show that 99% of our stakeholders confirm that we operate in a fair
and equitable manner, and we deliver professional services. Furthermore, 98% perceive that we promote teamwork, we are open
to learn and we preserved a personal touch. 95% of stakeholders feel that we try to maintain a sense of humour and have fun.

Satisfaction
levels of our
stakeholders

(Stakeholders:
recognised centres,
learners, partners,
external verifiers,
1st4sport
employees)

Customer loyalty, satisfaction levels and demand for our qualifications are maintained at high levels. Our annual stakeholder and
employees satisfaction surveys, learner feedback and performance statistics showed that:
92% of stakeholders confirm that we improve each year in meeting needs/expectations and provide value-added service
100% of stakeholders confirm that we provide qualifications that are of value to each learner's career/role and therefore
contribute to society
100% of stakeholders confirm that we develop, deliver and award qualifications that meet the needs of end users (learners,
centres, employers)
98% of learners (the highest percentage to date) feel that each qualification adds value to their career/role pathway
the number of learners with multiple 1st4sport qualifications is continuously growing; 44,898 of our learners have obtained
more than one of our qualifications in 2012. The largest number of 1st4sport Qualifications obtained by a learner is 12.
90% of employees are satisfied with their current job at 1st4sport; most common areas of dissatisfaction are the limited career
progression opportunities, ineffective communication across the organisation, inadequate organisational culture/working
environment and poor quality of buildings/facilities.

Our external
verification
levels

According to feedback received from centres external verification activity is considered to be extremely beneficial and valuable due
to the constructive feedback provided. Effective external verification procedures were systematically implemented and monitored
with the support of our IT systems (Athena), which also enabled prompt submission of external verification outcomes to centres.
For the first time verification target (courses/cohorts being verified at a ratio of 1:6/1:75 - minimum of one course where less than
six delivered) is not only met but also exceeded (78%).

Our
management of
incidents

The number of incidents that have been effectively managed has not increased significantly in 2012 yet it is the highest number
(68) identified and handled in the last six years. Our designated qualified staff and the redesign of our incident and investigation
management processes supported by adequate web-based audit mechanisms ensured all incidents were effectively and promptly
managed to mitigate any potential risk and maintain compliance levels with regulations.
Table I. Key Performance Outcomes

Product ref. SAR 2013 - Executive Summary IX

Improvement plan

As a result of the self-assessment process several strengths and areas for improvement were identified in our effort to achieve our
business aims and continuous development. The identification of areas for improvement led to the development of an improvement plan
following the EFQM structure. To make the implementation of the improvement plan as straightforward as possible, a detailed schedule is
produced to enable teams and individuals to work towards the completion of each action.

Significant delays in Ofqual publishing of the annual market report and subsequent comparison to our performance data, which is key to
the conduct of self-assessment, has considerably affected the implementation of our improvement plan schedule. Due to these
limitations, the final version of the report this year is not published until early October; consequently allowing only three months of
implementation, which is insufficient. Hence, a two year implementation timetable has been set for the achievement of the plan. This in
turn, makes the implementation and related timescales more realistic in ensuring actions based on the priority level are full met. Key
points of the improvement plan for 2013-2014 are summarised below, representing our high priority actions to ensure:

increased leaders knowledge related to the EFQM criteria/quality standards and to promote the culture of excellence.
design and deployment of a web based mechanism to ensure methodical management of change, to improve communication issues
and to provide a systematic reporting of decisions across the organisational structure.
review and reallocation of human resources across the qualification development team to enable business and provision planning to
be successfully implemented and improve our ability to respond to high volume qualification opportunities.
addressing of areas of employee dissatisfaction and conduct of employee needs analysis related to their role to create an
inspirational/creative working environment to improve organisational culture.
detailed evaluation of our technology portfolio and resultant future recommendations and a business case for any developments with
the aim of ensuring improved services to stakeholders and continuous growth.
redevelopment of the external verifier role to include the four fundamental aspects of compliance, communication, customer care and
consumer growth.
deployment of an effective mechanism to audit continuous monitoring of quality standards and regulations across our operations.

Methodical implementation of our improvement plan and strategic direction in addition to the continuous review of industry trends will
help maintain a sustainable advantage and further improve competitive positioning within the industry. We endeavour to respond to the
demands of the education industry, are committed to achieving maximum stakeholder satisfaction levels and ultimately aspire to
continue to meet our mission.

Product ref. SAR 2013 - Executive Summary X

Conclusion

Self-assessment is the fundamental tool by which we gain an insight of our current performance and stakeholder satisfaction levels,
industry trends and our compliance levels. Detailed information on our current market position, business results and qualification
provision enable us to plan effectively and act strategically in response to the radical changes. Analysis of the self-assessment outcomes
provided an understanding of the cause and effect relationship between our enablers (current approaches/systems/arrangements/
processes etc.) and results to help us identify strengths that we need to maintain and areas for improvements for the next year.

On a global scale, our self-assessment outcomes were very positive, accompanied by continuous upward trends and considerable
increase in a number of areas where improvement has been achieved, such as overall performance and provision of service. Despite the
significant increase in the supply of the qualifications due to the QCF and the increased competition, we sustained a competitive
advantage confirmed by the number of qualifications achieved by our learners. In spite of the introduction of rigorous and stringent
regulations by Ofqual, the increased number of risk based SQA audits and qualification withdrawals noted in the Scottish market, we have
successfully maintained our awarding statuses and market share with both regulators. Continuous and radical industry change,
heightened regulatory expectations and SSC rationalisation required key developments and effective strategic planning in our effort to
secure our sustainability.

Key achievements which enabled us to maintain our competitive position in the market and increased stakeholder satisfaction confirm our
continuous aspirations for improvement and our agility in responding to ever changing industry needs. Our total quality management
approach and all interrelated management systems contributed towards maintaining our awarding function through the implementation
of our quality standards and the systematic strategic planning process. This in turn, enables us to provide the active leisure and learning
industry with a quality-assured and cost-effective qualification awarding service.

Regardless of the limitations and given the availability of resources, the self-assessment has been a critical process in evaluating our
performance towards compliance with the statutory regulations, overall strategic direction, quality standards and consequentl y provided
an insight into the level of quality. Therefore, it is essential that self-assessment outcomes are communicated and actions are
implemented as part of the improvement plan. It is anticipated that maintenance of our strengths and the deployment of the
improvement plan will enable us to maintain sustainable competitive advantage and continue to work towards performance excellence in
this challenging climate ensuring end-users needs are met.

Katerina Doutsiou
Quality Manager

Product ref. SAR 2013 1

1 Introduction

1.1 Overview

1st4sport Qualifications is an awarding organisation, recognised and regulated by the Office of the Qualifications and Examinations
Regulator (Ofqual) and the Scottish Qualifications Authority (SQA). We aim to offer vocational qualifications in the active leisure, learning
and well-being and also the learning and skills sectors. We work in partnership with a variety of organisations, including Governing Bodies
of Sport (GBS) and other organisations, to develop qualifications across the following areas:

coaching
leadership
spectator safety
leisure operations and management
education and training
sports volunteering
first aid and injury management
functional skills
physical education and school sport
using sport to tackle youth crime
employee rights and responsibilities
exercise and fitness
multi-skills development
the outdoors
sports performance.

1st4sport Qualifications is a brand of Coachwise Ltd, the trading arm of the National Coaching Foundation (known as sports coach UK),
the UK-registered charity leading the development of coaches and the coaching system in the UK. Any proceeds go directly back to sports
coach UK, to help them develop and advance sport in the UK.

As an Ofqual and SQA recognised awarding organisation, we are required to guarantee thorough monitoring and reporting to the
regulators regarding compliance and quality levels. This is achieved via an established Performance Management System (PMS), which
ensures that our compliance is evaluated and our performance is monitored, managed and improved across all operations. The primary
goal of the PMS is to effectively evaluate the implementation of our quality standards derived from the revised European Foundation for
Quality Management (EFQM) Excellence Model (2012). In monitoring the implementation of our quality standards, the effectiveness of
our mission, strategic direction (strategic objectives, targets, policy, procedure and process) are reviewed and our compliance with
regulations is managed.

Self-assessment is the integral component of the PMS, an effective technique, which contributes to systematic continuous improvement
and indicates the current level of our performance. The fundamental purpose of the self-assessment is to support quality improvement
and measure progress against our mission, strategic direction and quality standards.

1st4sport Qualifications Mission Statement
To provide the active leisure and learning industry with a quality-assured and cost-effective qualification awarding service.


Self-assessment includes a rigorous self-evaluation of our performance against the regulatory requirements to determine compliance
levels using the evaluation principles of the EFQM model. To ensure consistent, valid and relevant performance results, which relate
directly to the implementation of the quality standards, the EFQM model is also used to undertake self-assessment. On this basis, the
self-assessment process involves the use of the EFQM model on which to base the evaluation and diagnostics, with further deployment to
enhance our overall performance. Furthermore, the systematic application of the EFQM model contributes significantly towards becoming
Recognised for Excellence and ultimately achieving the EFQM Excellence Award.

This document aims to report on the outcomes of the self-assessment identifying strengths, areas for improvement and an associated
improvement plan structured in line with the nine categories for assessment and 32 sub-criteria contained within the EFQM model.

1.2 1st4sport Total Quality Management Approach

To ensure the continuous development and maintenance of our awarding function within a culture of excellence, we have establi shed The
1st4sport Total Quality Management Approach. This approach is based upon the systematic deployment of the excellence model, which
involves implementation of the EFQM criteria set as our quality standards. To facilitate effective implementation of the approach, the
quality standards are integrated within our strategic planning and common process framework, providing our organisation with a
sustainable advantage in the active leisure, learning and well-being sector and the learning and skills sector.

The common process framework is established in line with our quality standards and strategic direction, which is deployed at an
operational level. Relevant statutory regulation is encompassed within the processes and related arrangements to ensure compli ance with
regulator expectation. Control, a process mapping application, has been identified as the fundamental tool for developing and sharing our
business processes at an organisational and operational level, hence creating the 1st4sport Common Process Framework. It is our
objective to maintain and monitor our awarding statuses via established processes, which are managed by Control (process mapping
application) and monitored via the deployment of the following interrelated systems:

Quality Assurance System (Athena)
Performance Management System
Risk Management System.

It is our aspiration that this integrated approach will enable the quality standards, strategic direction and our common process framework
to be effectively implemented and rigorously monitored. It is our philosophy to deploy our processes and provide related professional
services to our customers through motivated people, who are committed to our mission and the core values which underpin our work.
Our core values are also based on the fundamental concepts of the EFQM model. We endeavour to achieve customer/stakeholder
satisfaction and ensure continuous improvement through fundamental total quality management principles in the provision of our
qualifications and related services.

In conducting self-assessment we aim to evaluate and report on levels of performance related to our compliance with regulations and
quality improvements. Therefore, for the purpose of this report the focus will remain with that of the performance management system.


1.3 1st4sport Performance Management System (PMS)

The rationale for the development of our performance management system is resultant of the tools required in the monitoring of our
quality standards with an emphasis on the strategic direction and compliance with statutory regulations. To generate valid data and
understand the cause and effect relationship of the results; appropriate performance measurement tools are utilised in the methodical
evaluation and management of our performance.

The performance mechanisms established are systematically monitored and improved to ensure that the data generated is valid, accurate
and enables the identification of trends and comparisons of our performance over the years. This in turn, enables a rigorous performance
analysis to determine whether targets have been achieved and also the reasons why performance may not be sustained in some areas.
Performance measurement outcomes are monitored and assessed on a regular basis, presented in the form of the annual self-
assessment report, which contributes to effective decision-making and future strategic planning.

Performance measurement methods are primarily used to gain an insight on the current status concerned with the effectiveness and
consistency of the total quality management approach. As the PMS contributes to the continuous quality improvements via the effective
review of key areas and compliance with the regulations it also leads to the identification of future developments. Results from the
performance measurement tools serve to maintain and increase the level of quality, thus continuously improving the services provided.
This is how we endeavour to achieve performance excellence and sustainable development over the years.

1.4 Self-assessment

Self-assessment as the integral component of the performance management system indicates the current level of our performance and
contributes to systematic continuous improvement. It provides vital information in relation to the progress made, strengths and
weaknesses and the simultaneous identification of causes and areas for improvement. The process itself increases organi sational
learning, staff awareness and establishes the basis for appropriate decisionmaking. To this end, self-assessment as an effective
performance management technique enables us to:

maintain and manage our quality standards and awarding function
measure our process effectiveness and business performance (financial and non-financial)
provide the regulatory authorities with relevant information on an operational and compliance level
obtain feedback to establish stakeholder satisfaction levels
conduct benchmarking and make relative comparisons
develop quality-oriented processes
seek opportunities in achieving improvement and leading the improvement process
implement a regular strategic and planning process to enable continuous improvement and increase the overall performance and
quality level.

The core focus of the self-assessment is ultimately to support quality improvement and measure progress against our mission and
effectiveness of our strategy.


1.5 The self-assessment process

The process of self-assessment is continuous in order to obtain improved results on an annual basis. It is considered as a holistic
perspective, which delivers greater results and full potential. To support this, self-assessment is undertaken in line with a defined process
to ensure the effectiveness and validity of results, as indicated in the process diagram.

The self-assessment process

Diagram 1.1 Self-assessment process

Organise
representation of
performance
results
Quality Manager
Evaluate and
assess
performance
against EFQM
criteria
Quality Manager
Establish and
communicate plan
for self-
assessment
Quality Manager
Produce annual
self-assessment
report using the
established
structure
Quality Manager
Forward self-
assessment report
to Senior
Management Team
for feedback
Quality Manager
Data
generated
Review feedback
and amend report
(where required)
Quality Manager
Performance results organised
Publish self-
assessment report
Quality Manager
Self-assessment
undertaken,
outcomes
published
Report
produced
Feedback
obtained
Feedback
reviewed
Liaise with
relevant personnel
for the collation of
performance
measurement data
Quality Manager
Plan produced
and
communicated Data collected
Evaluation and
assessment
conducted


1.6 The EFQM Excellence Model as a quality management and self-assessment model

Amongst the numerous management tools and techniques commonly used, the EFQM Excellence Model was selected as the most
appropriate model as it provides a holistic view of the organisation and can be used to determine how different methods fit together and
complement each other. The model is therefore used as a quality management model, representing an overarching framework based on
our needs and awarding function for developing sustainable excellence, but also as a self-assessment tool. The great benefit that can be
obtained from the effective use of the model, which leads to sustainable success, is based on the three integrated components:

The Fundamental Concepts of Excellence
The EFQM Excellence Model
RADAR logic

Use of these three integrated components enables organisations of all sizes and from all sectors to compare themselves with the
attributes, qualities and achievements of sustainable organisations and also ensures that management practices form a coherent system
that is continually improved and delivers the intended strategy for the organisation.

1.6.1 The Fundamental Concepts of Excellence

The Fundamental Concepts of Excellence as shown in Figure 1.1 are the underlying principles and form the essential foundation for
achieving sustainable excellence. Used as the basis to describe the attributes of an excellent organisational culture they also serve as a
common language for senior management.

Figure 1.1 The Fundamental Concepts of Excellence


1.6.2 The EFQM Excellence Model

As a quality management model, the EFQM indicates the areas an organisation should focus on in order to improve performance and
competitive positioning. The model represents a holistic view of quality concepts, which are required to be developed and linked to our
processes to accomplish positive results. The EFQM model consists of nine assessment criteria and 32 sub-criteria, which comprise our
quality standards.

Figure 1.2 The EFQM Excellence Model (2012)

Our decision to implement the EFQM as a quality management model for our quality standards was based upon its capacity to enhance
performance and to provide consistent, valid and relevant performance results. On this basis, it was deemed most appropriate that it is
also applied as our self-assessment model. The EFQM model allows managers/leaders to understand the cause and effect relationships
between the outputs and results achieved.


Execution of the EFQM as a self assessment model:

promotes sharing and dissemination of information on successfully deployed strategies and derived benefits
facilitates in achieving quality improvements and can be used for benchmarking activity against other awarding bodies
stimulates systematic self-assessment against the designed criteria and the market industry
provides consensus of our strengths and areas for improvement
enables measurement of our progress, key developments and respective growth.

1.6.3 The RADAR logic

The third component, the RADAR logic as shown in Figure 1.3, is a dynamic assessment framework and powerful management tool that
provides the backbone to support an organisation. Due to the particular design and structure it enables the identification of weaknesses
and provides a structured approach to assess the organisational performance. The RADAR also supports the scoring mechanism behind
the EFQM Excellence Award and other recognition/assessment schemes and can help to lead change and manage improvement projects.

Figure 1.3 The RADAR logic


1.7 The self-assessment report

To ensure full review of our operations in line with the EFQM, comparisons are made across the full range of our performance
measurement outcomes via the RADAR assessment and management tool and the matrix score. The combination of the RADAR and the
matrix approach used in the conduct of self assessment enables the consolidation and alignment of the results from our measurement
tools used on an annual basis in accordance with the EFQM criteria. A number of quantitative and qualitative data collection tools are
used to facilitate valid and reliable performance outcomes. This serves to ensure self-assessment against the breadth of our quality
standards guarantees measurement of progress related to the strategic direction and compliance against statutory regulation.

The self-assessment report is published annually resultant of the outcomes of the self-assessment process and made available to all
relevant stakeholders. The structure of the self- assessment report is based on the EFQM model, which facilitates an integrated approach
to striving for organisational excellence. Strengths, areas for improvements and an improvement plan in line with the EFQM model
conclude the report.


2 Methodology

2.1 EFQM: The self-assessment model and assessment criteria

The fundamental purpose of the self-assessment process is to support quality improvement via measurement of the implementation of the
revised EFQM Excellence Model criteria and sub criteria which are set as our quality standards. This in turn, ensures review of our strategic
direction achievements and compliance with statutory regulation. Performance measurement tools were developed to generate evidence
and subsequent analysis of this was therefore undertaken to ensure effective review of our performance.

In evaluating our current management practices a number of approaches, data collection methods and tools (table 2.4) were utilised to
obtain valid and reliable outcomes. The representation of outcomes within the self-assessment report follows the structure of the EFQM
model as an integrated and systematic approach to striving for organisational excellence. The dynamic nature of the model and a brief
explanation of what the nine criteria represent within our organisation are shown in figure 2.1. Full representation of 32 sub-
criteria/quality standards, assessed via established performance measurement tools, is provided in table 2.1.

Figure 2.1 Explanation of the EFQM model (2012)

1. Leadership
How our Senior
Management Team
lead to deliver a
better organisation
5. Processes,
Products &
Services
How we manage and
improve what we do;
how we ensure
customer focus before
and after delivery of
products or provision
of services
9. Business
Results
Are we ahieving as
much as we could to
ensure our
sustainability
3. People
How we manage our
employees
2. Strategy
Where is the organisation
going and how it will get
there
4. Partnerships &
Resources
How we make best use of
what we need
7. People Results
Are the employees satisfied
6. Customer Results
Are our customers satisfied
and want to continue to do
business with us
8. Society Results
How do we ensure
compliance with regulations
and contribute to the society;
what do they think of us
Enablers Results
Learning, Creativity and Innovation


EFQM enablers criteria and sub-criteria (1st4sport quality standards)
1 Leadership
1a Leaders develop the mission, vision, values, and ethics and act as role models
1b Leaders define, monitor, review and drive the improvement of the organisations management system and performance
1c Leaders engage with customers, partners and representatives of society
1d Leaders reinforce a culture of excellence with the organisations people
1e Leaders ensure that the organisation is flexible and manages change effectively
2 Strategy
2a Strategy is based on understanding the needs and expectations both stakeholders and the external environment ecological sustainability
2b Strategy is based on understanding internal performance and capabilities
2c Strategy and supporting policies are developed, reviewed and updated to ensure economic, societal and ecological sustainability
2d Strategy and supporting policies are communicated and deployed through plans, processes and objectives
3 People
3a Peoples plans support the organisations strategy
3b Peoples knowledge and capabilities are developed
3c People are aligned, involved and empowered
3d People communicate effectively throughout the organisation
3e People are rewarded, recognised and cared for
4 Partnerships and Resources
4a Partners and suppliers are managed for sustainable benefit
4b Finances are managed to secure sustained success
4c Buildings, equipment, materials and natural resources are managed in a sustainable way
4d Technology is managed to support the delivery of strategy
4e Information and knowledge are managed to support effective decision making and to build the organisational capability
5 Processes, Products and Services
5a Processes are designed and managed to optimise stakeholder value
5b Products and services are developed to create optimum value for customers
5c Products and services are effectively promoted and marketed
5d Products and services are produced, delivered and managed
5e Customer relationships are managed and enhanced


EFQM results criteria and sub-criteria (1st4sport quality standards)
6 Customer Results
6a Perceptions
6b Performance Indicators
7 People Results
7a Perceptions
8 Society Results
8a Perceptions
9 Business results
9a Business Outcomes
9b Business Performance Indicators
Table 2.1 EFQM criteria and sub-criteria (1st4sport quality standards)

The nine structured assessment criteria enable the analysis of the cause and effect relationship between what the organisation does and
the results to be achieved. As shown in table 2.1 five of these criteria act as 'Enablers' and four as 'Results'. The 'Enabler' criteria cover
what we do as an organisation and the way we do it whilst the 'Results' criteria cover what we should be working towards to achieve.

Each of the nine criteria has a definition, which describes what each criterion involves. To develop the high level meaning further, each
criterion is supported by sub-criteria. The RADAR tool facilitates the assessment and scoring of the level of each sub-criterion. Therefore,
to ensure that benefits are obtained from the effective application of the model the components of the fundamental concepts of
excellence and the RADAR logic were utilised across the 32 sub-criteria to conduct self-assessment based on a multidimensional
approach.


2.2 The RADAR logic as an assessment and management tool

The RADAR logic is a dynamic assessment framework and powerful management tool which provides a structured and logical way to
question and report on the performance of the organisation. It also supports the identification of strengths and areas for improvement in
addition to being the scoring mechanism behind the EFQM Excellence Award and other recognition schemes, which is one of our strategic
aims over the next two years. Most importantly, the RADAR is an integral tool of the EFQM model which was used to assess and manage
performance and indicate our level of excellence against the nine criteria and 32 sub-criteria of the model.

RADAR ensures that diagnosis is based on an objective and analytical approach to determine the relative progress made each year.
Results from our performance measurement tools are managed on an annual basis. Using the evidence generated from the breadth of
our established performance measurement tools the RADAR scale was applied to assess each approach, which reflects the overall score.
This in turn, makes the identification of strengths and required improvements required easier. In addition, it allows comparisons on our
performance over the years, as well as on results achieved by other organisations regardless of the type of activity or sector who
implement the EFQM model. The RADAR tool has been used for the last four consecutive years in the conduct of the self-assessment,
however as the EFQM model was revised in 2010 and again in 2012, the updated RADAR scoring matrix and weighting criteria have
slightly changed, therefore results were treated with caution when making comparisons.

The RADAR logic comprises of the following four elements; Results, Approach, Deployment, Assessment and Refinement. In using the
RADAR logic we reviewed whether we:

Determine the Results we aim for as part of our strategy (scope/integrity/segmentation/trends/targets/comparisons/causes)
Plan and develop integrated set of sound Approaches (arrangements, processes, etc.) to deliver the required results
Deploy our approaches in a structured way to ensure implementation
Assess and Refine our deployed approaches based on monitoring and analysis of the results achieved and ongoing learning activities.

These elements represent our quality indicators used for the identification of performance levels and subsequent improvement plan. The
use of the RADAR approach and related quality indicators determine the score, which reflects the level of performance and quality levels,
achieved. The score contributes to the decision making of the relevant actions, which form an improvement plan for each year.

The application of RADAR enabled an evaluation of performance levels across different operational areas to be conducted and provi ded
justification for the outcomes. However, as with every method RADAR entails some limitations. The RADAR does not evidently reflect the
causal relationship interpretation

between the methods used and the results obtained. It requires thorough analysis and multidimensional
feedback via the conduct of workshops and related consensus meetings to validate the outcomes.

There is a high risk of subjectivity when this method is used by a single individual or assessor and validity of score could be questioned.
To ensure that the assessors subjectivity is limited a consensus meeting was conducted following sufficient training, which served to
increase the effort of our journey to excellence by expanding the methods applied and validating the outcomes thoroughly.


A representation of the way the RADAR logic and principles were applied is summarised in the RADAR scoring matrix. The score evidence
sourced from the performance measurement tools was assessed in line with the RADAR scoring matrix to identify our current
performance level against each sub criterion. Structured diagnosis and methodical assessment of available evidence was taken place
using a scoring scale of 0% - 100%. The scores resulting from the assessment of the nine elements (five Enabler criteria and four Results
criteria) were added together to make up the overall score for the specific year.

The RADAR tool for Enablers
Approach Guidance Unable to
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role Model
Sound The approaches have a clear rationale,
based on the relevant stakeholder
needs, and are process based.

Integrated The approaches support strategy and
are linked to other approaches as
appropriate.

Deployment

Implemented The approaches are implemented in
relevant areas, in a timely manner.

Structured The execution is structured and
enables flexibility and organisational
agility.

Assessment and Refinement

Measurement The effectiveness and efficiency of the
approaches and their deployment are
appropriate measured.

Learning &
Creativity
Learning and creativity is used to
generate opportunities for
improvement or innovation.

Improvement
& Innovation
Outputs from measurement, learning
and creativity are used to evaluate,
prioritise and implement improvements
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Results
Relevance &
Usability
Guidance Unable to
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role Model
Scope &
Relevance
A coherent set of results, including key
results, are identified that demonstrate
the performance of the organisation in
terms of its strategy, objectives and
the needs and expectations of the
relevant stakeholders.

Integrity Results are timely, reliable and
accurate.

Segmentation Results are properly segmented to
provide meaningful insights.

Performance

Trends Positive trends or sustained good
performance over at least 3 years.

Targets Relevant targets are set and
consistently achieved for the key
results, in line with the strategic goals.

Comparisons Relevant external comparisons are
made and are favourable for the key

Confidence There is confidence that performance
levels will be sustained into the future,
based on established cause & effect
relationships.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

Regardless of the limitations, RADAR was used to enhance the integration between the implementation of the model/quality standards and
reporting of the performance levels via self-assessment. Primarily, we strive to increase the effort on our journey to excellence by
expanding the methods applied and validating the outcomes thoroughly to ensure a coherent system is continually improved and delivers
the intended strategy.


2.3 Self-assessment validation approaches

A number of approaches are available for the conduct of self-assessment or can be used to support and triangulate the RADAR outcomes.
However, there is no distinguished approach, each delivers different benefits and requires alternative resources. Approaches are
recognised as successful when they suit the corporate culture and used to foster participation. The several approaches for self-
assessment identified within the EFQM model are described in table 2.2.

Approach Description

Pro forma

This approach involves the creation of a set of 32 forms, one of each sub-criteria, on which the strengths, areas for
improvement and scoring results are addressed. To prepare and complete the pro formas, assessment teams or
individuals have to gather the necessary information. The management team agrees on common strengths and
areas for improvement and scores at a consensus meeting.

Workshop

The workshop approach consists of five distinct phases namely training, data collection, a scoring workshop,
prioritisation of improvement actions and review of progress. The management team is responsible for collecting
data and presenting at workshops with the aim of reaching consensus on issues related to strengths and
weaknesses.

Questionnaire

The use of questionnaire is a practical approach to gain an insight view of the peoples perception within the
organisation. Although there are some standard questionnaires associated with the self-assessment model, a simple
yes/no or a more sophisticated questionnaire can be produced and used in conjunction with workshops to analyse
the areas for improvement.

Matrix

The matrix approach involves the development of organisational-specific achievement matrix, which typically
consists of statements of achievements ranging between a number of points on a scale of 1-10. The practical
format, transparency and range of statements enable the respondent identify quickly and easily the level of the
organisation.

Award simulation

The essence of this approach is the replication of applying for the award. The procedure involves the preparation and
submission of an up to 75 page document; a team of trained assessors use the document to make an assessment,
create a score and finally provide a report.
Table 2.2 Available approaches to conduct self-assessment

In assessing our performance against the EFQM criteria the self-analysis matrix and workshop were identified as the most appropriate
self-assessment approaches. Benefits, limitations and rationale for the approaches selected are provided in the following pages.


2.3.1 Selected approaches and rationale

Critical factors with regards to the potential success of each approach to self-assessment via the EFQM model were considered prior to
any decision-making. This was primarily based on the resource availability/requirements and the accuracy of the self-assessment
approach. Successful review regarding these criteria can assist the identification of the deliverables of each approach. In terms of
resource requirements, factors that may define the benefits of the approach have been analysed and are identified as below:

time restrictions
availability/compatibility of information systems and data
finance and related costs
training of allocated personnel
corporate culture and current quality management/maturity level.

Selected approaches must be unique to meet the specific requirements within the several boundaries of the conduct of self-assessment.
Therefore, dependent upon the maturity and effort level of the organisation there are respective approaches highlighted within table 2.3
that may be appropriate.

Mature organisation

appropriate questionnaire

pro forma supported by
peer variation

award simulation

Developing organisation

questionnaire and workshop
matrix and workshop

pro forma facilitated
workshop

pilot award simulation
pro forma and workshop

Starting on excellence journey

elementary questionnaire
standard matrix

standard questionnaire

very detailed questionnaire or
tailored matrix

Low effort

Medium effort

High effort
Table 2.3 The maturity effort chart (Centre for Integral Excellence, 2005)

The benefits of using the pro forma, workshop and award simulation approach are the accuracy in score and clear identification of the
strengths and areas for improvement. However, the accuracy lies in training and active involvement of appropriate personnel. These
approaches are used by mature organisations and those making a high effort in reaching the award application score. As we are now a
developing organisation, after implementing the EFQM for the last six years, a decision was made to expand our high effort and use the
workshop as an additional approach to our a tailored matrix.


2.4 The self-analysis matrix as the selected approach

The self-analysis matrix was used to triangulate outcomes, therefore increasing the validity of the RADAR score, and was selected due to
its transparent and practical features in determining the current level of performance punctually. The matrix approach is identified as the
quickest and easiest to be completed by all employees. It represents the practical step for introducing self-assessment and at the same
time is the simplest method to administer. It requires minimal training and provides a visual gap analysis to address the strengths and
areas for improvement. Furthermore, it is a means of involving everyone in the self-assessment process and supports team discussion.

The matrix approach can be used at any level with linkages to wider target setting, providing a view of our progress. Extensive analysis
of the identified approaches against the training, time limitations and the development level supported that the matrix approach is the
most advantageous to ensure our corporate facets and culture are appropriately explored. As we are making a high effort in line with the
maturity effort chart (table 2.3), the tailored matrix is deemed as the most appropriate approach. In using the matrix and also the
workshop approach the RADAR outcomes were triangulated and validated, therefore ensuring an accurate evaluation of our performance
levels across different operational areas together with a rationale for the outcomes.

The self-analysis matrix is a pre-validated evaluation tool, which provides a score towards the EFQM criteria and enables the assessment
of the organisations relevant areas. The development of the tailored matrix was based on the UK North West Quality Award Model
organisational self-analysis matrix. It consists of statements of achievements per criterion, which describe different levels of performance
ranging between a number of points on a scale of 1-10, as presented in section 3.3 EFQM self-analysis matrix responses of this report.

The matrix has been used for the last five consecutive years with a few changes in the statements to reflect the revised version of the
EFQM model in 2012 and to provide an insight on our performance levels and related sustainability. The statements developed by our
self-assessment team were adapted to increase respondents understanding ensuring they were specific to the awarding function without
deviating from the standard matrix concepts, to maintain the validity of the score. The statements were subsequently piloted with
respondents to facilitate face validity and with the Quality Management Team for content validity.

Prior to the completion of the matrix, 1st4sport employees received training on the linkage between the matrix and the EFQM model in
order to identify the statement, which on their opinion best reflects the current level of our performance. The practical format,
transparency and range of statements enabled the respondent to identify quickly and easily the level of the organisation. Resultant of
this, an insight into our performance levels was provided, based on an overall score. The matrix score was then compared to this of the
RADAR.

The statements refer to specific practices and processes which could provide a checklist used to identify areas for improvement. Despite
the fact that the structural range of statements facilitates in the identification of improvement levels, it does not evidently reflect the
identification of strengths and areas for improvement. As every organisation and respective statements are different, it is difficult to
make comparisons with the industry average using benchmarks of the scores achieved. Where this approach is to be used in conjunction
with the RADAR and the workshop approach, these limitations are significantly reduced.


2.5 The workshop as the selected approach

Precautions were taken to preserve the validity of the matrix score and limit the risk of subjectivity, hence the workshop was selected as
an additional approach to validate the matrix results via the conduct of a consensus meeting to establish the RADAR score. As a
developing organisation and aiming to apply for the EFQM recognition scheme higher efforts were made this year.

The workshop approach consists of five distinct phases training, data collection, a scoring workshop, prioritisation of improvement
actions and review of progress. Upon data collection and training a workshop with the aim of reaching consensus on issues related with
strengths and weaknesses and the respective assessment of our performance against the 32 sub-criteria was conducted by the self-
assessment team.

The significance of this process lies in active involvement and in the development of team working climate. This also helps to limit the
degree of subjectivity when assessment is taken by a single assessor. As every approach, it has risks, such as the requirement for
trained assessors or unrealistic and not objective assessment, which results with generous and inaccurate scoring. However, there are
considerable benefits; the process itself increases organisational awareness, creativity and innovation and enables problem solving
based on the opportunity for thorough analysis, discussion and effective communication.

The workshop approach helped to identify gaps and take preventive and corrective action associated with deficiencies. Most importantly,
it enabled benchmarks to be established which could be compared to other organisations that use the RADAR scoring system when self-
assessing against the EFQM model. Based on the aforementioned benefits it was decided that the workshop approach will not only
become a standard approach for self-assessment but also an integral part of our effort for continuous improvement and excellence.


2.6 Performance measurement tools

Our established performance measurement system is effectively implemented, monitored and improved to ensure that the data
generated is valid, accurate and enables the identification of trends and comparisons of our performance over the years. Our
performance measurement tools serve to maintain and increase the level of quality, leading to effective decision-making and future
strategic planning. Implementation of our performance measurement system is shown in diagram 2.1.

The performance measurement system

Diagram 2.1 Implementation process of the performance measurement system

Audit and evaluate
regulatory
compliance
Head of Quality
Management
Audit and evaluate
plan of provision
achievement
Head of Qualification
Development
Audit and evaluate
strategic
achievement
Quality Manager
Audit and evaluate
partnership and
consultancy
effectiveness
Head of Qualification
Development
Audit and evaluate
improvement plan
achievement
Quality Manager
Audit and evaluate
against industry
benchmarks
Head of Quality
Management
Audit and evaluate
stakeholder
satisfaction
Quality Manager
Audit and evaluate
qualification
demand and
awarding
performance
Quality Manager
System ready
for
implementation
Data
generated


Table 2.4 represents the data collection tools that generated evidence, which were then evaluated using the RADAR against the 32 sub-
criteria of the EFQM model.

Data collection tools and representation of performance outcomes

Tools Outcomes
Data collection
method/source
Data classification Type of analysis Representation
R
e
g
u
l
a
t
i
o
n
s
/
Q
u
a
l
i
t
y

S
t
a
n
d
a
r
d
s
/
S
t
r
a
t
e
g
i
c

D
i
r
e
c
t
i
o
n

Annual reports from
regulators
Education industry
trends
Ofqual report and
SQA review
Quantitative feedback Descriptive statistics chart/table
1st4sport performance
statistics
Trends in CR/QAP
statuses
Athena Quantitative feedback Comparisons of
descriptive statistics
chart
Trends in accredited
qualifications
Athena, Parnassus Quantitative feedback Comparisons of
chart
Trends in course
authorisations
Parnassus Quantitative feedback Comparisons of
chart
Trends in learner
registrations
chart
Trends in learner
certifications
chart
Trends in learner
participation by gender
chart
Trends in learner
participation by age
chart
Trends in learner
participation by ethnicity
chart
Disability types in
learner participation
chart
Trends in access
arrangement requests
Athena Quantitative feedback Comparisons of
chart
Trends in incidents Athena Quantitative feedback Comparisons of
chart
Strategic direction analysis Achievement rate Athena, Parnassus,
Formic, Maginus
Quantitative feedback Descriptive statistics chart/table
Statutory regulations
review
Compliance with
statutory regulations
Regulation
documentation
Quantitative feedback RADAR table


Tools Outcomes
Data collection
method/source
Data classification Type of analysis Representation
R
e
g
u
l
a
t
i
o
n
s
/
Q
u
a
l
i
t
y

S
t
a
n
d
a
r
d
s
/
S
t
r
a
t
e
g
i
c

D
i
r
e
c
t
i
o
n

Benchmarking Comparison with other awarding
organisations performance
FAB scheme Qualitative feedback Descriptive statistics table
Stakeholder satisfaction
survey
Stakeholder satisfaction levels Formic Quantitative feedback Descriptive statistics chart
Formic Qualitative feedback General inductive
analysis(Patton,1990)
table
Recognised Centre
satisfaction questionnaire
Recognised Centre satisfaction
levels
Athena Quantitative feedback Descriptive statistics chart
Athena Qualitative feedback Deductive Analysis table
Learner evaluation forms Learner satisfaction levels Formic, Cognos Quantitative feedback Descriptive statistics chart
Employee satisfaction
questionnaire
Employee satisfaction levels Survey Quantitative feedback Descriptive statistics chart
Qualitative feedback Deductive Analysis table
External Verifier
evaluation forms
EV satisfaction levels on CPD Formic Quantitative feedback Descriptive statistics chart/table
Qualification specific
performance statistics
Variance in qualification demand Parnassus Quantitative feedback Descriptive statistics chart
Analysis of enquiries Athena Quantitative feedback Descriptive statistics chart
Analysis of incidents Athena Quantitative feedback Descriptive statistics chart
Analysis of actions and
recognised centre risk profile
Athena Quantitative feedback Descriptive statistics chart/table
Analysis of access arrangements Athena Quantitative feedback Descriptive statistics chart
Table 2.4 Data collection tools and representation of results

In the collection, processing and analysis of the above set of data a number of IT systems and softwares were used as shown below:

Athena the 1st4sport Quality Assurance System
Parnassus - the 1st4sport Awarding Service System
Cognos Reporting Software
Maginus Stock, Sale and Management Software
Formic Survey Design and Deployment Software.


2.6.1 Regulators annual market reports review

The information presented on both regulators reports and reviews is taken into consideration in establishing our future planning and
related actions to maintain our competitive positioning in both markets. Comparisons of the presented benchmarks in the industry are
made against our performance to identify strengths and areas for improvement.

The Ofqual Annual Qualifications Market Report (September 2013) provides an overview of the qualifications market in England, a single
reference point and factual information about participants in the regulated qualifications market. Not only does it provide a picture of the
qualifications market based on demand and supply, it also establishes a benchmark against which comparisons across awarding
organisations can be made and key projections for the future in line with the sector reform. Similarly, the SQA Accreditation Annual
Review (2012/2013) focuses on the qualification market trends in Scotland with an overview of the market size based on the number of
qualifications and achievements and awarding bodies compliance levels in line with SQAs auditing activity.

Outcomes from the review of the qualifications market report are presented in Appendix 1.

2.6.2 1st4sport performance statistics and qualification specific performance statistics

Key 1st4sport performance and qualification specific performance statistics were collected via standard IT based performance
measurement methods over a period of time. Substantial developments and enhancements in the performance measurement tools
improved data collection and subsequent comparisons of our performance over four years to determine sustainability. This was
particularly beneficial as it ensures that trends are identified and validated using available evidence and accurate data, especially when
the results are based on factual data rather than perceptions.

1st4sport performance data includes results related to the supply of our qualifications and related demand as well as learner participation
trends. The majority of statistics present results from January 2012 to December 2012, except a few cases where data was only available
for the financial year and as such it is clearly indicated. 1st4sport performance statistics indicate achievement rates against set targets
and overall strategy, providing an insight into progress made. Hence, the representation of those results is critical as it shows our trends
over the last year, where data is available.

Key trends in the demand for the last six years and detailed statistics on qualification demand were obtained, however comparisons per
qualification were only made between 2011-2012 for the purpose of this report. It must be noted that enhancements made in our IT
systems resulted in a slight variation in figures for specific areas due to altered data collection methods in previous years. Although
minor, where these discrepancies occurred clarification is provided to explain the variation in the statistics.

Outcomes from the review of the 1st4sport statistics are presented in Appendix 2. Detailed performance of our qualifications for 2012 is
presented in Appendix 11.


2.6.3 Strategic direction analysis

One of the most critical and integral areas of the self-assessment is the measurement of achievement rates and delivery of our strategy;
hence a number of methods were used. In the implementation of our quality standards we must ensure that Results are also compared to
the industry trends. As part of our assessment and review 1st4sport trends and achievement rates are also compared to the education
industry trends to determine whether our strategic direction is effective. Developing and implementing a strategy is not sufficient unless
this is in line with the current and future industry needs. Therefore, our systematic review ensures that current and future strategic
planning will lead to accuracy in achieving sustainable advantage.

For the majority of results, data was collected via standard IT based performance measurement methods. Data generated by Athena,
Parnassus, Maginus, Cognos and Formic made evaluation of results quicker and accurate. Standardisation in the use of performance
measurement methods has been very beneficial, allowing identification of trends and monitoring of the level of our sustainability between
2008 and 2012 for the vast majority of areas. This in turn, has provided sufficient evidence to assess the Results section of the EFQM
model via the RADAR.

In some cases insufficient data due to lack of performance measurement tools made the identification of achievement rates difficult. In
order to measure specific targets, it was considered that data could only be collected via stakeholders perceptions. Where this occurred
alternative methods such as distribution of questionnaires were selected. Hence, perceptual data was used instead as evidence to
measure achievement of these targets. Lack of respondents awareness when asked to evaluate specific areas has increased the Not
known responses rate and affected the target achievement rate results.

Amendments and updates made in our strategic direction to ensure accuracy and validity did not allow comparison of descriptive
statistics in certain areas due to lack of data from previous years resulting from newly introduced targets or enhancements in IT
systems/data collection methods. Similarly, achievement rates could not be identified for all targets that are still to be achieved as they
form part of the 5 year strategic plan.

Outcomes from the analysis of our strategic direction and associated performance levels are presented in Appendix 3.

2.6.4 Self evaluation of statutory compliance

Systematic monitoring and self evaluation of our compliance with regulations is fundamental in order for us to maintain our awarding
statuses and continue to operate within particular areas and award specific types of qualifications. As an awarding organisation
recognised and regulated by Ofqual and SQA we are required to maintain and report on compliance levels across statutory regulations,
including any guidelines and principles of good practice as stated in regulatory documentation, in the development, delivery and awarding
of all our qualifications.


As we aim to expand every year in different qualification areas and markets which may entail compliance with specific regulations there
was a greater need to establish a common method of compliance review to incorporate all different types of regulations within our
awarding practices. Comprehensive evaluation of our compliance was undertaken against the following statutory regulations:

Awarding Body Criteria - SQA (2007)
1

General Conditions of Recognition - Ofqual (November 2012)

A range of performance measurement tools were utilised to collect evidence and review compliance levels. The review of our compliance
was based on our awarding activity, management practices, documentation and processes. The collection and evaluation of evidence
involved the conduct of interviews with relevant employees, review of documentation and a series of review meetings to ensure effective
and objective evaluation of performance and valid results. As shown in table 2.5 the self-evaluation was conducted using the principles
and scale of the RADAR tool for the established approaches, deployment and assessment and refinement activities, which enabled a
comparison across the results of associated regulations.

Statutory Regulations
RADAR Scale applied for the evaluation of approaches,
deployment, assessment and refinement
(Self-assessment against the EFQM criteria)
RADAR Scale applied for the evaluation of approaches,
deployment, assessment and refinement
(Manipulated for the self-evaluation against regulations)

Recognised as a global role model
Fully able to demonstrate
Able to demonstrate
Limited ability to demonstrate
Unable to demonstrate

Recognised as a global compliance role model
Fully able to demonstrate compliance
Able to demonstrate compliance
2

Limited ability to demonstrate compliance
Unable to demonstrate compliance
Table 2.5 Use of the RADAR tool to conduct self evaluation of our compliance levels with regulations

Statutory compliance review outcomes are presented in Appendix 4.

1
On 1 April 2012 the SQA Awarding Body Criteria (ABC) (2007) were replaced by the SQA Accreditation Regulatory Principles (2011), which run alongside the ABC until 31
March 2013 during the transitional phase. As from 1 April 2013 SQA will regulate using only the Principles. As a result, 1st4sport commenced revision of all approaches,
processes and systems in line with the new SQA principles in 2012. Therefore, a self-evaluation was conducted in line with the principles in preparation for comparison in
the next annual cycle.
2
Any Condition which is identified lower than this point on the scale is classed as non-compliant. In 2012, Conditions that were confirmed as Able to demonstrate
compliance or above were reported to Ofqual as compliant as supporting evidence to the statement and to prevent any confusion.


2.6.5 Benchmarking

Benchmarking as part of our Total Quality Management approach determines the sharing of best practices and can be regarded as a tool
for organisations to maintain their competitive edge in the respective industries. Benchmarking is considered as the process of obtaining
information, to identify, understand and adapt best practice, which results as superior performance, through methodical change
implementation and performance measurement. As part of our efforts for continuous improvement we conducted benchmarking activities
to enable comparisons of our performance against our main rivals/best in class organisations in the industry.

In light of the implementation of the Ofqual General Conditions of Recognition (2012), the Federation of Awarding Bodies (FAB) facilitated
a scheme, which enabled awarding organisations to become part of a brokerage group with other awarding organisations. In doing so,
1st4sport are now able to undertake benchmarking with other similar organisations by which to improve operations and work towards
achieving excellence. The group exists only to facilitate each others knowledge and understanding of the regulations and of the awarding
function of an organisation; supporting standardisation and best practice. There is no competition involved within the organi sations
involved and strong, trusting relationships have evolved. For confidentiality purposes, the names of the organisations involved within the
brokerage group are not named, no details are supplied and all information related to the brokerage group is maintained securely.

The sole information made available for the purpose of this report are the areas identified by 1st4sport as having been benchmarked and
the 1st4sport Senior Management Team response to the benchmarking outcomes. This confirms which areas are identified as strength
and/or areas for improvement (in which cases action plans have been devised).

Outcomes from the benchmarking activity are presented in Appendix 5.

2.6.6 Stakeholder satisfaction survey

In support of the self-assessment process, a number of established evaluation questionnaires are distributed throughout the year seeking
feedback on 1st4sport performance. For the last five consecutive years the stakeholder satisfaction survey has been one of the most
significant data collection methods as part of the standard tools used annually for the self-assessment. In conducting the survey we
aimed to determine our performance, quality improvements and related achievements, establish stakeholders satisfaction levels on the
services provided and most importantly identify stakeholders future needs. Respondents were asked to provide perceptions on different
operational areas, which included:

the awarding organisation
quality management
qualification provision
awarding services
awarding systems.


Stakeholders (recognised centres, qualification partners, external verifiers and 1st4sport employees) provide their perceptions of the
same set of questions. The standardised questions were developed by the self-assessment team and were used to make measurement
more precise by enforcing uniform definitions. Standardisation of questions allows the identification of trends and related comparisons in
respect of our performance during the last five years. As a result of the Ofqual General Conditions of Recognition and updates on the
EFQM model amendments to the structure and content of the survey were made.

The survey was developed in such a way to enable similar data to be collected from groups then interpreted comparatively (between-
group study). Perceptual data was generated to enable effective assessment across all areas without affecting comparison with previous
years. To enable ease of use, quick responses and production of statistically significant results the survey was distributed via email and
completed online using our web based form, designed in Formic.

It is of great significance that the stakeholder satisfaction survey enables areas, which could not be assessed via other performance
measurement tools to be measured via stakeholders perceptions. In some cases areas comparison between factual performance and
perceptual performance results was made, which facilitated in forming conclusions and understanding the cause and effect. Quantitative
and qualitative data from the survey was analysed to ensure objectivity in assessment, the identification of strengths and areas for
improvements.

The survey was conducted in March 2013, and both quantitative and qualitative feedback from all populations was analysed and
compared. To ensure accuracy of results a number of respondent populations were identified to facilitate analysis and to enable thorough
comparisons to be made with the aim of drawing conclusions and presenting overall trends.

The significant increase in the overall response rate in comparison to previous years is indicated in table 2.6.

Annual stakeholder satisfaction survey - respondent type and response rates
Type of Respondent
Number of
responses
(2009)
Number of
responses
(2010)
Number of
responses
(2011)
Number of
responses
(2012)
Number of
respondents
contacted
(2012)
Percentage
of responses
(2012)
Percentage
rate received
(of potential
responses)
Recognised Centre staff members (RC) 35 87 106 208 1430 67% 15%
1st4sport Qualification Development
Partner (Technical Advisor) 9 6 9 28 70 18% 40%
1st4sport External Verifiers (EV) 31 64 52 55 88 9% 63%
1st4sport internal staff members 17 18 20 18 19 6% 95%
Total 92 175 187 309 1607 100% 19%
Table 2.6 Population and response rate of the annual stakeholder satisfaction survey


The highest percentage rate (19%) and total count of responses (309) was recorded in this years survey. The percentage rate received
against the potential responses based on the number of the population contacted is not particular high, however considering the fact that
completion of the survey is optional, a positive trend is evident. One of the reasons for this could be the increased familiarity with IT
systems, making it more likely for people to respond to online surveys. The responses obtained from the survey contribute significantly in
the measurement of our performance and help to determine the rationale for variations in results, with the respective use of qualitative
and quantitative results.

Outcomes from the stakeholder satisfaction survey are presented in Appendix 6.

2.6.7 Recognised centre satisfaction questionnaire

The Centre Feedback Form is an important tool used on a regular basis as a standard performance measurement mechanism to
determine recognised centre satisfaction levels. Centre feedback is collected via Athena, which makes the submission and subsequent
analysis easier and quicker. Although centre feedback is collected via the annual self-assessment survey the feedback form in Athena is
an effective tool that is used systematically to collate feedback. Making the completion of the Centre Feedback Form optional for
recognised centres has had a major impact on the number of responses received in 2012, the lowest in the last 5 years. However the
quality and significance of the feedback has somewhat improved. Key changes to our IT systems, business processes and subsequently
the use and content of the Centre Feedback Form have been made to ensure that it is no longer used to collate feedback solely on the
conduct of the verification activity but also covers the following types of feedback:

EV performance
verification outcomes
1st4sport services
access arrangements
qualification(s)
general feedback.

Recognised centres confirm their satisfaction levels by selecting the following rate:

Very satisfied expectations exceeded
Satisfied expectations met
Not satisfied Expectations not met

The form consists of two sections; the feedback section completed by the centre and 1st4sports response section. Qualitative and
quantitative data is generated and results are reviewed on a regular basis and used to produce descriptive statistics. This enables
comparisons to be made annually to identify trends and areas where improvement has been achieved.

Recognised centre satisfaction levels on external verification activity are presented in Appendix 7.


2.6.8 Learner evaluation forms

The standard method used to capture and analyse data in respect of qualification performance and learner satisfaction is the learner
evaluation form implemented in Formic, the established IT system. Evaluation forms are distributed to all learners upon successful
completion of the course for a specific qualification. The learner evaluation form is a significant tool in the collation of feedback from the
end users on critical areas that determine the performance and value of each qualification and possible areas for improvement. In
addition to the contribution to the annual self-assessment outcomes, learner evaluations play an important role in the continuous
analyses of the qualification performance, contributing to the ongoing review of each qualification accreditation status, and thus, the
annual plan of provision.

The choice of surveys as opposed to a different data collection method for learner evaluation forms ensured construct validity. The
rationale being that no other data collection method is as adequate in the collection of data across a number of large populations and in
the measurement of their individual characteristics. The evaluation forms were designed by technical experts in consultation with the
qualification partners ensuring content validity, and consist of a set of questions that enable rating against the effectiveness and quality
of the course. In the evaluation form learners are asked to provide qualitative and quantitative feedback on aspects such as:

pre-course organisation and induction
course programme
assessment
delivery and assessment resources
tutor/assessor competency
course and quality management
qualification evaluation
personal evaluation
overall rating.

Data collected is captured prepared and analysed using Formic, which enables the production of reports that are also shared with the
qualifications technical development partners. The amount of data collected is considerably high, therefore results are prepared in line
with the established timescales for data processing, reporting and publishing to cover a twelve months period (January December). The
standardised form is designed to cover all types and levels of qualifications ensuring we also respond to the needs of our technical
development partners.

The total number of learner responses received shows 4% decrease since 2011, with the overall responsiveness rate being 27%. Several
factors could explain this; the small decrease in the number of certificated learners in 2012, the nature and length of qualifications which
may spread over two or three years and also the timescales of the forms submission which may be received by 1st4sport a long time
after the completion of the course.


The shortcomings of processing the paper-based evaluation forms associated with time consuming data reporting and burdensome
analysis made the need for an online version imperative. The design of the web based learner evaluation form and supporting processes
was completed in 2012 and launched in the beginning of 2013, outcomes of which will be reported next year.

For the purpose of the self-assessment report and due to the volumes of quantitative data; only key results are presented to provide an
overview of the learner satisfaction rate. Learner evaluation reports per qualification are available upon request. Learner satisfaction
levels are presented in Appendix 8.

2.6.9 Employee satisfaction questionnaire

The employee satisfaction questionnaire was developed and trialled in 2009 and since then a detailed questionnaire was developed to
cover critical areas that determine the employee satisfaction levels. The key areas assessed by 1st4sport employees include:

line management and motivation
opportunities for learning, development and career growth
involvement and empowerment
training
recognition and reward
equality and values
resources/building/facilities
organisational culture and working environment conditions
communication and employee awareness
ethics, code of conduct and processes
overall job satisfaction.

All three 1st4sport teams participated in the completion of the survey. Meetings were organised to provide guidelines and clarification to
all participants to enable them to complete the survey. The opportunity was given to respondents to remain anonymous in the
submission of their responses to increase veracity and authenticity, and highlight possible improvements in related operational areas and
organisational culture. Respondents were given the chance to express suggestions and areas for concern regarding the current
organisational arrangements/working environment. Suggestions and feedback received contribute to the development of our
improvement plan.

Employee satisfaction levels are presented in Appendix 9.


2.6.10 External Verifier evaluation forms

External verifiers are given the opportunity to provide feedback via the completion of the annual stakeholder satisfaction survey.
However, as we are required to ensure that CPD is provided to our EV workforce on a regular basis we also collect feedback on the
effectiveness of our CPD events. Qualitative and quantitative feedback is collected and reviewed by the relevant team/individual and
acted upon to ensure that events are continuously improved to increase value for the EVs and ensure code of conduct and practice in
external verification is followed.

To evaluate the effectiveness and efficiency of events EVs were asked to provide their feedback on the following aspects:

event preparation
equipment and material used
event organisation and allocation of time
presentations and content of delivery
personal objectives and relevancy of information
opportunities to get involved and interact
overall rate of the event.

Events offered are split into three categories; induction, standardisation, training. Due to organisational changes in 2012 all of the 31
events provided to EVs were for standardisation purposes.

External verifier satisfaction levels on training and CPD provision are presented in Appendix 10.

2.7 Type of analysis

As a result of the use of established performance measurement tools quantitative and qualitative data was generated. Descriptive
statistics and deductive analysis in addition to inductive analysis were the three main data analysis methods used as appropriate to
enable accurate treatment of data and validation of results.

a) Descriptive statistics: present the main features of a collection of quantitative data with the aim of summarising a data set.
Representation of descriptive statistics via graphic analysis provided an overview of simple summaries about the sample and the
measures, hence form the basis of quantitative analysis of data. Due to organisational needs and time constraints descriptive
statistics are used and no analysis on the basis of probability theory is conducted.

Despite the risk of misrepresenting the original data or failing to see key detail, when describing a large set of observations with a
single indicator, descriptive statistics provide a powerful summary that may enable comparisons across measures. This approach is
not only broadly used and simple but also meets our objective of analysing and presenting statistics in an efficient and
comprehensive way.


b) Deductive analysis: involves a process designed to condense raw qualitative data into categories or themes based on valid inference
and interpretation. It works from the more general to the more specific, hence is narrow in nature. Perceived as a "top-down"
approach it might begin with a theory about a topic which is then narrowed down into more specific hypotheses, observations and
ultimately leads us to be able to test and confirm (or not) the hypotheses with specific data.

Deductive analysis is an efficient method of data evaluation which uses validity, reliability, and objectivity as the criteria to evaluate
the quality of research. The narrow nature of this method enabled the analysis of the qualitative data and its categorisation into
deductive themes and resultant dimensions, which led to the clear identification of strengths and areas for improvement.

c) General inductive analysis: involves a process designed to condense raw qualitative data into categories or themes based on valid
inference and interpretation. It is considered as a "bottom up" approach, moving from specific observations to broader
generalizations and theories. This means that the patterns, themes, and categories of analysis "emerge out of the data rather than
being imposed on them prior to data collection and analysis" (Patton, 1990).

The rationale for using this approach for the analysis of qualitative data was to explore the usage of words/indicators, resulted from
the data collection methods, in an inductive manner and code them into relevant categories to establish a clear link between raw
data and key findings. The outcome from the inductive analysis of raw data was the development of key themes/categories into a
summative format, which led to the clear identification of strengths and areas for improvement.

2.8 Treatment of data and identification of trends

A number of different sources and data collection methods were used to obtain qualitative and quantitative data. Treatment of data via
the analysis of qualitative and quantitative data and related results are presented in table 2.4. To enhance the validity, reliability and
objectivity of outcomes efforts were made to ensure triangulation of conclusion in validating the EFQM score and relevant outcomes.

Upon completion of the treatment of data and identification of trends, the RADAR method of evaluating performance against the nine
criteria and 32 sub-criteria of the EFQM model, which represent our quality standards was applied as previously described and then
compared with the score generated from the implementation of the self analysis matrix. In addition to this, the workshop approach was
also used to reach consensus on the RADAR score and to further increase the validity of outcomes. Despite the proactive approaches
adopted throughout the conduct of self-assessment and the actions taken to ascertain the validity of results, data should be treated with
caution.

In some cases data represents individuals perceptions that may vary and highly deviate from the pragmatic state. Other times data
provides only an indication rather than an indisputable fact. Availability of data based on the time of extraction might also affect the
validity of results. Therefore, conclusions and identification of trends has been carefully undertaken to avoid misinterpretations and
misuse of data. The development of IT based system performance measurement tools has helped to minimise areas where perceptual
data was the only source of evidence on which our analysis and associated conclusions were based. Evidence generated via the
deployment of IT based systems has significantly increased the validity of results and associated conclusions.


Despite the fact that the type of collection methods and evidence generated is integrated into our mission, strategy and intended results
using a consistent structure, external factors and internal organisational changes in certain areas made comparisons of results and
identification of trends difficult. As with every case of data analysis and resultant statistical results conclusions are reached after careful
consideration of the cause and effect relationship accompanied by reasoning.


3. Results

The purpose of this section is to present results from the established performance management and assessment tools and to provide a
description of the way our performance evaluation was undertaken. As we are a developing organisation that is continuing on the
excellence journey and is making a high effort, the RADAR assessment tool in conjunction with the matrix and workshop approaches were
used to:

evaluate the implementation of our quality standards
indicate results of our performance for each sub-criterion of the EFQM
reach consensus to determine the final score and our excellence level with regards to the EFQM.

The combination of methods used ensure triangulation of results and increase the validity of the score, therefore enable an accurate
evaluation of our performance levels across different operational areas together with a rationale for the outcomes. Evidence for the
evaluation of our performance was only used if it met the following criteria:

valid to enable relevant and accurate results
current relating to the past three to five years to enable comparisons and developing trends
verifiable confirmed by accompanied documentation and statistics
authentic resulting from valid sources and not being amended/manipulated.

The RADAR and self-analysis matrix scores are slightly different, which can be explained easily due to the nature of the two methods; the
self-analysis matrix outcomes are based on peoples perceptions whilst the RADAR results are based on evaluation of factual evidence
across the breadth of our performance measurement data and as a result of our consensus meeting. Despite the fact that the individual
and total score might be to some extent different, trends in the scoring between the nine criteria are the same.

3.1 Revised Weighting between EFQM Criteria

In assessing our performance in line with the EFQM model the RADAR scoring matrix was used to determine the overall score for 2012.
Based on the dynamic nature of the model different weights are given to each of the nine criteria when calculating the number of points
awarded. These weights were established in 1991 as the result of a wide consultation exercise across Europe and have been periodically
reviewed by EFQM. Figures 3.1 and 3.2 below illustrate the revised (2012) and former (1999) weightings respectively.

Generally, each sub-criterion is allocated equal weight within that criterion, for example 1a attracts 20% of the points allocated to
criterion 1. The two exceptions are criteria part 6a and 7a, which take 75% each whilst criterion part 6b and 7b take 25% of the points
allocated for each criterion.

The revised criteria and related weighting factors have affected the comparison of results with these of the previous years. The revised
scoring system has therefore been applied on the past years results. In doing so, careful consideration of the differentiation of the revised
criteria was taken when trying to establish trends as the validity of data is affected.


Figure 3.1 The EFQM Excellence model revised weighting criteria (2012)

Figure 3.2 The EFQM Excellence model weighting criteria (1999)
1. Leadership
10%
5. Processes,
Products &
Services
10%
9. Business
Results
15%
3. People
10%
2. Strategy
10%
4. Partnerships &
Resources
10%
7. People Results
10%
6. Customer Results
15%
8. Society Results
10%
Enablers Results
1. Leadership
10%
5. Processes
14%
9. Key
Performance
Results
15%
3. People
9%
2. Policy & Strategy
8%
4. Partnerships &
Resources
9%
7. People Results
9%
6. Customer Results
20%
8. Society Results
6%
Enablers Results


3.2 RADAR scoring outcomes

Outcomes of the self-assessment against the EFQM criteria, which were obtained via the use of the RADAR assessment tool and resultant
of the workshop undertaken are presented in table 3.1. The RADAR is used to score applications for the EFQM Excellence Award and
recognition schemes in Europe and also to carry out self-assessment, which also generates a score to support benchmarking based on
the evaluation of available evidence towards the Enablers and Results criteria of the model. The process of assessing the evidence was
undertaken on the following grounds.

Evidence used to assess the Enablers is factual information providing physical, concrete and tangible proof that for each activity described:

a logical approach is established which has defined processes, is focused on stakeholder needs and involves refinements over time
the approach supports strategy and is linked to other approaches as appropriate
the approach is implemented in all relevant areas in a timely and structured way with the capacity to manage changes in the
environment if needed
regular and appropriate measures of the efficiency and effectiveness of the approach and its deployment are carried out
learning is used to identify internal and external good practice and improvement opportunities
creativity is used to identify new or changed approaches.
output from measurement and learning is used to identify, prioritise, plan and implement improvements
output from creativity is evaluated, prioritised and used.

Evidence used to assess the Results is tangible data that shows:

the numerical and quantified evidence under each of the four Results criteria
the scope of the results to address the needs and expectations of relevant stakeholders and are consistent with the entity strategy
the most important key results are identified and prioritised
relationships between the relevant results are understood
results are timely, reliable and accurate
results are appropriately segmented
trends are positive or there is sustained good performance
targets are set for key results which are appropriate and achieved
comparisons are made for the key results which are appropriate and favourable
the relationship between the results achieved and their enabler is understood
the entity can evidence whether positive performance will be sustained into the future.

The score achieved for each element is based on the evaluation of our performance against each sub-criterion aligned to the relevant
attributes using a scale from 0% to 100%. The sum of each sub-criterion (divided by the number of sub-criteria) shows the score for the
specific criterion which is the multiplied by the relevant weighting factor to obtain the final score achieved. The amount of information
resulting from the evaluation of the 32 sub-criteria is significantly large; evidence is therefore not presented in this section but is
available upon request. For that reason a summary of score for each of the 32 sub-criteria and the total has been produced and is
displayed in table 3.1 and the RADAR scoring sheet.


RADAR scoring summary - EFQM enablers criteria and sub-criteria (1st4sport quality standards)
E
n
a
b
l
e
r
s

1 Leadership Score Average
1a Leaders develop the mission, vision, values, and ethics and act as role models 55
60
1b Leaders define, monitor, review and drive the improvement of the organisations management system and performance 75
1c Leaders engage with customers, partners and representatives of society 80
1d Leaders reinforce a culture of excellence with the organisations people 40
1e Leaders ensure that the organisation is flexible and manages change effectively 50
2 Strategy
2a
Strategy is based on understanding the needs and expectations both stakeholders and the external environment
ecological sustainability 75
69
2b Strategy is based on understanding internal performance and capabilities 75
2c
Strategy and supporting policies are developed, reviewed and updated to ensure economic, societal and ecological
sustainability 65
2d Strategy and supporting policies are communicated and deployed through plans, processes and objectives 60
3 People
3a Peoples plans support the organisations strategy 50
42
3b Peoples knowledge and capabilities are developed 50
3c People are aligned, involved and empowered 30
3d People communicate effectively throughout the organisation 45
3e People are rewarded, recognised and cared for 35
4 Partnerships and Resources
4a Partners and suppliers are managed for sustainable benefit 70
73
4b Finances are managed to secure sustained success 80
4c Buildings, equipment, materials and natural resources are managed in a sustainable way 70
4d Technology is managed to support the delivery of strategy 75
4e Information and knowledge are managed to support effective decision making and to build the organisational capability 70
5 Processes, Products and Services
5a Processes are designed and managed to optimise stakeholder value 70
70
5b Products and services are developed to create optimum value for customers 65
5c Products and services are effectively promoted and marketed 60
5d Products and services are produced, delivered and managed 75
5e Customer relationships are managed and enhanced 80


RADAR scoring summary - EFQM results criteria and sub-criteria (1st4sport quality standards)
R
e
s
u
l
t
s

6 Customer Results
Score Average
6a Perceptions 80
79 6b Performance Indicators 75
7 People Results
7a Perceptions 55
8 Society Results
8a Perceptions 65
9 Business results
9a Business Outcomes 80
80 9b Business Performance Indicators 80
Table 3.1 RADAR scoring summary for the 32 sub-criteria

It must be noted that the above scores are not the final ones as the relevant weighting factor for each criterion must be taken into
consideration. To explain further how the individual scores for each criterion have resulted the RADAR scoring sheet is provided in the
next page, which shows the method of calculation based on the different weighting factors.

The first step to scoring was the use of the RADAR scoring matrix to allocate a percentage score to each criterion part. This was achieved
by considering each of the elements and attributes for each of the criterion parts in the model. The scoring summary sheet was then used
to combine the percentage scores awarded to the criterion parts and multiplied by the relevant weighting factor to obtain the overall
score on a scale of 0-1000 points.


RADAR scoring sheet

Enablers Criteria 1. Leadership 2. Strategy 3. People 4. Partnerships &
Resources
5. Processes,
Products & Services
Criterion Number 1 Score 2 Score 3 Score 4 Score 5 Score
Criterion Part 1a 55 2a 75 3a 50 4a 70 5a 70
Criterion Part 1b 75 2b 75 3b 50 4b 80 5b 65
Criterion Part 1c 80 2c 65 3c 30 4c 70 5c 60
Criterion Part 1d 40 2d 60 3d 45 4d 75 5d 75
Criterion Part 1e 50 3e 35 4e 70 5e 80
Sum of Parts 300 275 210 365 350
Divided by the number of criteria 5 4 5 5 5
Score awarded for enablers 60 69 42 73 70

Results Criteria 6. Customer Results 7. People Results 8. Society Results 9. Business Results
Criterion Number 6 Score Factor Final 7 Score Factor Final 8 Score Factor Final 9 Score Factor Final
Criterion Part 6a 80 0.70= 60 7a 55 0.75= 41 8a 65 0.50= 33 9a 80 0.50= 40
Criterion Part 6b 75 0.25= 19 7b 50 0.25= 13 8b 60 0.50= 30 9b 80 0.50= 40
Score awarded 79 54 63 80

Calculation of Total Points Final Score
Criteria Score Awarded Weighting Points Awarded
1. Leadership 60 1.0 60
2. Strategy 69 1.0 69
3. People 42 1.0 42
4. Partnerships and Resources 73 1.0 73
5. Processes, Products & Services 70 1.0 70
6. Customer Results 79 1.5 119
7. People Results 54 1.0 54
8. Society Results 63 1.0 63
9. Business Results 80 1.5 120
Total points awarded 670


A detailed representation of the score achieved based on the RADAR is shown in chart 3.1. The highest score identified via the RADAR
this year was achieved in the key results due to developments made in the last few years. Evaluation using the RADAR showed that the
lowest score was identified in the people criterion, an area where improvement is required.

Chart 3.1 Representation of the RADAR score per criterion (2012)

In evaluating sustainability of our performance and associated trends it was deemed essential to compare the results with previous years.
Increased scoring is evident across all criteria with the exception of two Enablers criteria (people and processes, products & services). As
the criteria and their weighting have been revised the scores achieved between 2009-2010 were recalculated using the revised RADAR
scoring matrix to provide an indication only due to the validity of the new scoring which could be questioned.

RADAR score (comparison and recalculation of previous years results using the revised weighting)
Criteria Score Factor Final Score 2012 Final Score 2011 Final Score 2010 Final Score 2009
1. Leadership 60 1.0 60 58 58 55
2. Strategy 69 1.0 69 68 56 51
3. People 42 1.0 42 46 51 51
4. Partnerships and Resources 73 1.0 73 66 61 60
5. Processes, Products & Services 70 1.0 70 76 56 55
6. Customer Results 79 1.5 119 73 96 90
7. People Results 54 1.0 54 54 54 53
8. Society Results 63 1.0 63 60 48 48
9. Business Results 80 1.5 120 76 90 87
Total 670 652 570 550
Table 3.2 Indicative comparison of the recalculated RADAR scores based on the revised criteria
60
69
42
73
70
119
54
63
120
0
20
40
60
80
100
120
140
Leadership Strategy People Partnerships and
Resources
Processes,
Products &
Services
Customer
Results
People Results Society Results Key Results
EFQM criteria
EFQM self-analysis matrix score (2012)
S
c
o
r
e


3.3 EFQM self-analysis matrix responses

The tailored matrix approach has been used for the past four years and was identified as the quickest and easiest to be completed by our
employees to further evaluate 1st4sports performance against the EFQM criteria. The following information shows the matrix outcomes
based on our employees responses. Results show the nine revised criteria (including both enablers and results) and accordingly revised
statements that enable evaluation of the current approaches and associated progress towards implementing our quality standards.

1. Leadership (1st4sport employees perceptions regarding current level of performance)
Number of
responses
Members of the Senior Management Team act as individuals when making decisions, of which employees are not aware. Decisions made
are not communicated effectively throughout 1st4sport. 0
The Senior Management Team work effectively together and ensure two-way open communication. They agree plans and set priorities.
3
The Senior Management Team develop and support improvement activities. They check progress, and show appreciation to those
involved. 7
The Senior Management Team manage change effectively across relevant areas and are willing to empower other employees to lead
improvement activities. 5
The Senior Management Team are fully active in promoting improvement activity and are open to the implementation of new ideas
suggested by the employees. Continuous improvement is the culture and business philosophy. 4

2. Strategy (1st4sport employees perceptions regarding current level of performance)
Number of
responses
1st4sports strategic direction is not widely communicated. Its only based on financial targets and not stakeholders
3
needs. 1
1st4sports strategic direction is developed using performance data and is communicated within 1st4sport. Employees understand and
accept responsibility in the achievement of this. Customer service targets are published. 9
1st4sports strategic direction is communicated throughout all stakeholders. Strategic objectives, targets and outcomes are
communicated to all teams and resources are made available to identify whether they are met. 4
1st4sports strategic direction is well understood throughout all stakeholders. Strategic objectives and targets communicated to all teams
are monitored and updated to ensure high levels of performance, future development and sustainability. 2
1st4sports strategic direction is visibly achieved. The success of all employees in the achievement of strategic objectives and targets is
recognised. Innovation and continuous improvement is the culture throughout 1st4sport. 3

1
Stakeholders: Recognised centres, learners, partners, external verifiers, 1st4sport employees.


3. People (1st4sport employees perceptions regarding current level of performance)
Number of
responses
Training is seen as a cost rather than an investment. Individuals at 1st4sport are employed to do their job without further personal
development. 1
The Senior Management Team recognises that success comes from employees. Skills training and further knowledge is encouraged.
Training and learning activities are planned for individuals in line with 1st4sports objectives and performance targets. 5
Responsibilities and tasks are delegated to relevant individuals. Employees are recognised for their achievements. Appraisals ensure the
aspirations of employees and 1st4sport are achieved. 6
Employees are valued and rewarded for their contribution. They are encouraged to implement improvements without reference to
management. A culture of personal development and continuous improvement exists. 6
Staff motivation, morale and ethics are high and above average when compared to other organisations. The full potential of all
employees is used in the need to achieve 1st4sports strategic direction. 1

4. Partnerships and resources (1st4sport employees perceptions regarding current level of performance)
Number of
responses
Partnership and resource management focuses on financial development. No system exists to support collation of information to support
effective decision making. Decisions on supplier selection, resource and stock are based on individuals instinct. Information is kept in
peoples head. 1
Information is available, often reviewed but rarely used to achieve improvement. Cash and financial development is seen by all to be
important. Resources and stock are being controlled. 0
Decisions are made based on statistics and information. Stock is related to customer requirements. Improvement of processes and
evaluation of new technology is taking place. Planning and monitoring systems are in place to evaluate resource and finance
management. 11
Areas of waste and ineffective processes are measured and form part of the improvement plans. Data is collected to view competitors
performance when establishing future business planning and strategic developments. Financial plans meet stakeholder needs. 3
Partnerships and resources are deployed and managed in a sustainable way to meet agreed strategy. 1st4sports activities and systems
are considered to be one of the best in the industry when compared to other organisations. This is a key resource in the development of
1st4sport. 4


5. Processes, Products and Services (1st4sport employees perceptions regarding current level of performance)
Number of
responses
Few processes exist. Changes are only made as and when problems arise. No system in place to effectively manage products and
services. 0
Processes and procedures are documented, however no system exists for ongoing development of these. Suggestions for process
improvements are not taken into consideration. 1
Skilled and trained individuals develop critical processes, and there is support for further improvement. Processes are monitored,
reviewed and corrective action is taken where required. 2
Meeting recognised centre, learner and industry needs is seen as the main purpose of process/product development within 1st4sport.
Clear ownership is allocated to individuals who are required to manage the core processes. Marketing strategies are in place and
processes contribute to the delivery of effective, value added service. 10
Process management ensures that the needs of all stakeholders are met. Recognised centres and learners find it easy to do business,
resulting in high levels of customer loyalty. Continuous feedback leads to improvement and new ways of working. 6

6. Customer Results (1st4sport employees perceptions regarding current level of performance)
Number of
responses
Information about recognised centres and learners is established via complaints only. Complaints are dealt with, when they arise with
little or no investigation to find or correct the cause of the complaint. 0
Information about recognised centres and learners is established through surveys and a quality assurance system. This data is used to
set performance standards. Employees have been trained in customer service. 3
A customer service statement exists and is widely published. The need to meet agreed customer expectations are reflected within the
team strategies and related targets, which are well understood across employees. 1
Continuous research exists to identify and meet recognised centre, learner and industry needs in the development of new and existing
products/services. Collection and analysis of performance data (complaints/feedback/compliments, customer satisfaction levels, etc.) is
used for improvement and strategic planning. 11
Customer commitment is being delivered by all processes. The level of customer service provided exceeds customers expectations.
Reputation within the industry is exceptional ensuring that 1st4sport holds a strong competitive advantage. 4


7. People Results (1st4sport employees perceptions regarding current level of performance)
Number of
responses
Employees complaints are resolved as and when they arise. Absence and turnover of 1st4sport employees are high. Morale at times is
poor and management tends to concentrate on themselves. 1
Employees views are examined through surveys and improvement ideas are sought. Personnel deal with complaints. 1
Two-way internal discussions take place and some form of appraisal is used for improvement and future planning. Communication and
feedback on a broad range of issues take place and morale is good. 13
Changes that may negatively affect employees are jointly worked on. Employee satisfaction data is collected and acted upon.
Performance data is available to show that employees/teams improve 1st4sports capability. 3
Comparisons are made against other organisations and show that employee satisfaction is high and has an improving trend. Two-way
appraisals are conducted. 1

8. Society Results (1st4sport employees perceptions regarding current level of performance)
Number of
responses
Compliance with regulations are seen as costly and a threat to competitiveness. 0
The need to comply with regulations is recognised and communicated within 1st4sport. Supporting processes and standards are
documented. 1
Strategic planning ensures compliance with regulations. Responsibility is allocated to Senior Management Team. Evaluation of
performance/compliance is taking place. 6
Encouragement is given for 1st4sport employees to become involved in understanding regulations. Stakeholders are aware of their
responsibility to comply with 1st4sport Recognised Centre Requirements, Qualification Criteria and relevant regulations. 9
Data is gathered on societal performance and used in business planning. Implementation of quality standards and compliance related
regulations is monitored via effective risk and performance management systems. 3

9. Business results (1st4sport employees perceptions regarding current level of performance)
Number of
responses
A system exists to monitor financial targets only. Results are not published and employees are not aware of achievements made. 1
Systems exist to monitor performance but little is being done with the results/data to achieve improvements. Employees are not aware of
what targets they are expected to achieve. 1
Tools are used to measure process and related output, which helps to view trends. Self-assessment is undertaken and used to set
targets, which are understood by employees. 4
Thorough analysis between set targets and results is undertaken via self-assessment, and performance outcomes are published to all
stakeholders. Improvement plans are set to ensure corrective actions and further development. 10
Comparisons with other organisation is taking place and 1st4sports performance is above average. A commitment by all to improve
business continually is the organisational culture. 3


3.4 EFQM self-analysis matrix score

Analysis of the responses given by our employees via the tailored matrix provided the score for each criterion of the EFQM model.

Chart 3.3 Representation of the self-analysis matrix score per criterion based on the revised weighting factors of the EFQM model

As in the case of the RADARs score comparison where the criteria and their weighting have been revised careful consideration was taken
in recalculating the results achieved between 2008-2010 to provide an indication. Therefore the data and associated comparison results
contained in table 3.3 should be treated in caution. It must be noted that before the recalculation of scores the total for 2008 was 543,
for 2009 it was 506 and 513 for 2010 (maximum total is 1000).

Self-analysis matrix score (comparison and recalculation of previous years results using the revised weighting)
Criteria Score
(per criterion)
Factor (weighting
of criterion)
Final Score
2012
Final Score
2011
Final Score
2010
Final Score
2009
Final Score
2008
1. Leadership 6.1 x10 61 58 50 57 58
2. Strategy 4.7 x10 47 51 40 34 46
3. People 5.1 x10 51 44 40 41 49
4. Partnerships and Resources 5.9 x10 59 58 50 53 54
5. Processes, Products & Services 7.2 x10 72 68 60 60 71
6. Customer Results 6.7 x15 101 96 90 74 81
7. People Results 5.2 x10 52 54 50 53 50
8. Society Results 6.5 x10 65 63 50 63 66
9. Business Results 6.4 x15 96 99 75 69 63
Total 604 591 505 504 538
Table 3.3 Self-analysis matrix score for 2012 and indicative comparison of the recalculated scores (2008-2012) based on the revised criteria
61
47
51
59
72
101
52
65
96
0
20
40
60
80
100
120
Leadership Strategy People Partnerships and
Resources
Processes,
Products &
Services
Customer Results People Results Society Results Business Results
EFQM criteria
Self-analysis matrix score (2012)
S
c
o
r
e


Chart 3.3 Comparison of scores awarded via the RADAR and the self-analysis matrix per criterion based on the revised criteria of the
EFQM model 2012

Despite the fact that the individual score in some criteria and the total score might be, to some extent different, trends in the scoring
between the nine criteria are the same. Differences in the scoring between the RADAR and the matrix were anticipated due to the nature
of the evaluation methods; the scoring from the self-analysis matrix uses perceptual data whilst the RADAR results are based on
evaluation of factual evidence across the breadth of our performance measurement data and the workshop undertaken.

60
69
42
73
70
119
54
63
120
61
47
51
59
72
101
52
65
96
0
20
40
60
80
100
120
140
Leadership Strategy People Partnerships
and Resources
Processes,
Products &
Services
Customer
Results
People Results Society Results Business
Results
EFQM criteria
Comparison of RADAR and Matrix scores (2012)
RADAR score
MATRIX score
S
c
o
r
e


4. Discussion

Results from the evaluation against the implementation of our quality standards and performance levels are discussed in this section. On
a global scale outcomes were very positive, accompanied by continuous upward trends in addition to improvements to performance and
provision of service.

4.1 Analysis and representation of the EFQM scoring results

The full score of our performance against the 32 sub-criteria of the revised EFQM model is presented in appendix 12 derived from the
evidence collected, analysed and assessed. This resulted in a scoring summary against the nine criteria, presented in section 3.1. In
order to attain favourable outcomes we implement the EFQM to benefit from the dynamics of the model via the integration of enablers
and results. Therefore, analysis and discussion of the outcomes is split into two parts; enablers (the leading indicators) and results
(lagging indicators). This relationship shows the overall integration of the nine criteria within the model. The score of each criterion shown
in the following pages is not the average of the sub-criteria; it is final criterion total after the weighting factor has been applied.

The integration starts with the development of customer orientation, which is defined in the strategy (criterion 2) and is implemented
throughout the organisation via systematic deployment. Leadership (criterion 1) ensure effective integrated approaches are deployed to
work towards this customer orientation. To achieve this, leaders establish valuable partnerships and make sufficient resources (criterion
4) and employees (criterion 3) available. Customer orientation is then supported by the development and implementation of processes
(criterion 5).

As presented in the RADAR assessment tool the fundamental elements of enablers and results are evaluated against the respective
attributes based on the sufficiency and availability of evidence via the utilisation of numerous methods to obtain sources/data. Where low
scores are attained this is usually due to lack of evidence to support the deployment, learning and benchmarking activities across the
industry.

The analysis of the self-assessment outcomes and particular structure of the discussion facilitates in obtaining a view on the cause and
effect linkage between enablers and results. In terms of enablers (criteria 1-5) evaluation of current approaches is undertaken based on
the attributes of being sound, integrated, implemented, structured, and subject to measurement to ensure learning and creativity and
improvement and innovation.

The term approach involves any procedures, processes, methods, tools, arrangements, etc. that are in place and show how we aim to
operate in line with our quality standards, deliver efficiency and achieve the anticipated levels of excellence. Similarly, analysis and
discussion of the results (criteria 6-9) is based on the grounds of positive trends, appropriate targets, comparisons, confidence, causes,
scope and relevance, integrity and segmentation.

According to our mission our ultimate purpose is to provide the active leisure and learning industry with a quality-assured and cost-
effective qualification awarding service. On this basis, we endeavour to achieve the maximum customer satisfaction levels, to ensure a
customer oriented perspective. Evaluation outcomes suggest that we have been successful in achieving our mission this year.


4.1.1 Leadership

Criterion Score
1. Leadership 60
1a. Leaders develop the mission, vision, values, and ethics and act as role models 55
1b. Leaders define, monitor, review and drive the improvement of the organisations management system and performance 75
1c. Leaders engage with customers, partners and representatives of society 80
1d. Leaders reinforce a culture of excellence with the organisations people 40
1e. Leaders ensure that the organisation is flexible and manages change effectively 50
Analysis of performance levels
Strengths

Leaders are proactive in responding to legislation and regulation updates, government policy and national initiatives.
Leaders participate extensively in the development and implementation of our management systems to ensure our sustainability.
Leaders have established industry relationships, which are pivotal to their success of our awarding organisation.
Leaders are fully engaged in the establishment and ongoing management of all partnerships.
Leaders are actively involved in benchmarking and learning activities via participation at national awarding organisation related
events and established working groups, ensuring knowledge and best practice are disseminated internally.
Areas for improvement

Leaders have limited knowledge of the EFQM criteria and have not engaged with the deployment of our quality standards.
Leaders do not manage change methodically to ensure the organisations ability to learn quickly and respond rapidly to change.


4.1.2 Strategy

Criterion Score
2. Strategy 69
2a. Strategy is based on understanding the needs and expectations both stakeholders and the external environment ecological sustainability 75
2b. Strategy is based on understanding internal performance and capabilities 75
2c. Strategy and supporting policies are developed, reviewed and updated to ensure economic, societal and ecological sustainability 65
2d. Strategy and supporting policies are communicated and deployed through plans, processes and objectives 60
Strengths

Established method to assess strategic risk in the development of qualifications and audit outcomes via web based systems
(Athena).
Total Quality Management Approach is deployed effectively and aligned to our strategic direction in support of our journey to
excellence.
Strategy is supported by the development of our Common Process Framework.
Sound and integrated approach is deployed in the monitoring of our strategic direction to ensure current and future needs of
stakeholders are supported and high level of strategic achievements maintained.

Lack of agility and resources to support the achievement of strategic targets via effective provision planning in response to market
needs.
Specific operational targets as part of the strategy are not measured based on performance measurement mechanisms and valid
and accurate results.


4.1.3 People

Criterion Score
3. People 42
3a. Peoples plans support the organisations strategy 50
3b. Peoples knowledge and capabilities are developed 50
3c. People are aligned, involved and empowered 30
3d. People communicate effectively throughout the organisation 45
3e. People are rewarded, recognised and cared for 35
Strengths

Skills, training and further knowledge is encouraged via e-learning courses.
Improved line management and reporting structure for external verifiers has been devised.

Poor communication of the systematic reporting of decisions across the organisational structure.
Employees lack awareness on critical processes and impact of change.
Minimal evidence to support clear recognition of employees achievements.
Lack of development of inspirational/creative working environment and inadequate organisational culture.


4.1.4 Partnerships and resources

Criterion Score
4. Partnerships and Resources 73
4a. Partners and suppliers are managed for sustainable benefit 70
4b. Finances are managed to secure sustained success 80
4c. Buildings, equipment, materials and natural resources are managed in a sustainable way 70
4d. Technology is managed to support the delivery of strategy 75
4e. Information and knowledge are managed to support effective decision making and to build the organisational capability 70
Strengths

Well established and new qualification development partnerships with governing bodies of sport and other technical partners provide
extensive expertise to support the development, design and implementation of qualifications in current and new markets.
Ongoing effective relationships with SSCs enable us to provide fit for purpose and accessible qualifications.
Secure features and validation components of the Advanced Secure Certification system.

Lack of resources to support effective maintenance of our systems hosted internally.
Inappropriate tool, lack of human resources and time constraints led to poor deployment of the provision plan and need for
micromanagement in the development and monitoring of qualifications.


4.1.5 Processes, Products and Services

Criterion Score
5. Processes, Products and Services 70
5a. Processes are designed and managed to optimise stakeholder value 70
5b. Products and services are developed to create optimum value for customers 65
5c. Products and services are effectively promoted and marketed 60
5d. Products and services are produced, delivered and managed 75
5e. Customer relationships are managed and enhanced 80

Strengths

Qualification development process and management is now able to be fully audited, demonstrating compliance with regulations via
the use of web based system (Athena).
Processes are developed and managed using an innovative approach (Control process mapping software) to establish and manage
the Common Process Framework.
Qualification packages continue to ensure leadership status in the industry and remain our unique selling point.
Ability to respond swiftly to proposals with secured demand to provide relevant qualifications to the industry.

Complex and disjointed technology portfolio impacts on services to stakeholders (limitations of components of the portfolio prevent
customised product development, amalgamated qualification packages and impacts on growth. Additionally, confusion and delays
created by two online web based systems which require centre engagement).
Inappropriate technological tools that do not allow sufficient auditing of our business operations and which are not integrated.
Qualification tools (TAV, Learner Packs) contain dated information and structure is inadequate.


4.1.6 Customer results

Criterion Score
6. Customer results 119
6a. Perceptions 80
6b. Performance indicators 75
Strengths

Customer loyalty large number of learners with multiple 1st4sport qualifications and centres with approval to deliver a range of
qualifications.
Advice and support related to compliance via the external verification activity is key and considered to be extremely beneficial and
valuable due to the constructive feedback given.
Professional services provided with an emphasis on our staffs ability to interact and build strong relationships to ensure stakeholder
satisfaction.
The value of our qualifications with regards to future careers/roles is recognised by learners.

Recognised centre dissatisfaction on the use of two different web based systems (Athena and Online Services).
External verification role lacks focus on customer care and consumer growth.


4.1.7 People results

Criterion Score
7. People results
54
7a. Perceptions 55
Strengths

Line management arrangements and governance structure is effective and increases employees motivation, helping them to fulfil
their role.

Lack of holistic approach to measure, review and respond to employee satisfaction. Inadequate perception measures and
performance indicators to determine employee satisfaction levels.
Limited opportunities for employee career progression.
Poor quality of buildings and facilities.

4.1.8 Society results

Criterion Score
8. Society Results
63
8a. Perceptions 65
Strengths

Provision of fit for purpose qualifications are of value to each learner career/role and therefore contribute to wider society.
Strong brand image and positive reputation is maintained within the industry, especially in relation to coaching qualifications.
Specific qualifications designed to underpin ethical and legal responsibility (Using Sport to Tackle Youth Crime suite).

Limited measures and indicators to assess the impact of our qualifications on wider society.


4.1.9 Key results

Criterion Score
9. Key Results
120
9a. Key Strategic Outcomes 80
9b. Key Performance Indicators 80
Strengths

Market share and competitive positioning was maintained in 2012; being the third largest awarding organisation in the leisure, travel
and tourism (in terms of learner achievements).
Continuous growth in our portfolio of qualifications supported by the high demand for our qualifications confirmed by both learners
and recognised centres.
Stakeholder satisfaction remains at high levels.
Achievement rate of both the implementation of our strategy and EFQM criteria was the highest compared to previous years.

Limited expansion into different qualification types/areas of high demand and failure to respond to improvement plan in this remit.
Limited integration of audit mechanisms related to quality standards and regulations across our operations and overall performance
via use of web based systems.


4.2 Improvement plan 2012

As a result of the self-assessment process several strengths and areas for improvement were identified. Use of the RADAR assessment
tool and self-analysis matrix provided an indication of our performance levels with an emphasis on strategic achievement rate and
deployment of quality standards to ensure compliance with regulations. Analysis of the outcomes provided an understanding of the cause
and effect relationship between enablers (current 1st4sport arrangements, processes etc.) and results.

The identification of areas for improvement led to the development of a subsequent improvement plan following the EFQM structure.
Detailed actions form the improvement plan, resultant of the evaluation against the nine revised criteria of the EFQM. Priority levels and
ownership are attached to each action with a set implementation target date and required resources. To make the implementation of the
improvement plan easy a detailed schedule is produced to enable teams and individuals with the completion of each action.

Timescales related to the availability of the Ofqual report (delayed for the last two consequent years) and its comparison to our
performance data, which is key to the conduct of self-assessment affect significantly the implementation of our improvement plan
schedule. Due to these limitations the final version of the report this year is not published until early October; consequently this leaves
only three months of implementation, which is insufficient time. Hence, a two year implementation basis is set for the achievement of the
plan. This in turn, makes the implementation and related timescales more realistic in ensuring actions based on the priority level are full
met.


Improvement Plan 2013/2014
Action required Priority Level
*
Target date
Team
responsible
Resources
required
Leadership

Increase leaders knowledge related to the EFQM criteria/quality standards and
to promote the culture of excellence.

2

April
2014

SMT

HQM

Design and deploy a web based mechanism to ensure methodical management
of change.

1

October
2013

QMT

HQM
Strategy

Review and reallocate human resources across the qualification development
team to enable business and provision planning to be successfully
implemented.

1

November
2013

SMT

HQM, HQD

Investigate the business case related to system updates to ensure the
development of performance measurement mechanisms to produce valid
evidence towards the achievement of awarding service related targets.

3

June
2014

SMT

HASS, HQM,
QM
People

Design and deploy a web based mechanism to improve communication issues
and to provide a systematic reporting of decisions across the organisational
structure.

1

January
2014

QMT

HQM

Ensure all QDT, QMT and AST members are trained on Control and monitor use
of the system and the implementation of changes.

1

February
2014

QMT

QM

Report employee satisfaction outcomes and related recommendations to EMT
for review and consideration.

2

January
2014

EMT, SMT

HQM

Conduct employee needs analysis related to their role and investigate ways to
provide an inspirational/creative working environment to improve
organisational culture.

2

June
2014

EMT, SMT

HQM, QM

*
Priority Level 1: immediate action, level 2: improvement, level 3: best practice.


*
Target date
Team
responsible
Resources
required
Partnerships and resources

Request the EMT to review the quality of the building/facilities and working
environment.

2

January
2014

SMT

HQM

Conduct detailed evaluation of the technology portfolio making clear future
recommendations and establishing a business case for development.

1

April
2014

Design and deploy a web based mechanism to ensure a methodical approach
to provision planning, partnership management and competitor analysis.

1

December
2013

SMT

HQD, HQM,
HASS, QM,
QDO

Commence management against reallocated QDT human resources to facilitate
effective qualification development and monitoring.

1

SMT

HQD
Processes, Products and Services

Review technology portfolio to ensure improved services to stakeholders and
continuous growth.

2

November
2014

SMT

HQM, QM

Ensure key audit tools in support of business operations are fully integrated.

2

May
2014

QMT

HQM, QM

Review TAV and Learner Packs templates.

2

March
2014

SMT

HQM
Customer Results

Monitor and respond to dissatisfaction from centres on the use of two systems
whilst evaluating potential solutions.

1

July
2014

QMT

HQM, QM

Redevelop the external verifier role to include the four fundamental aspects of
compliance, communication, customer care and consumer growth, updating
the EV Supply of Service accordingly.

1

December
2013

QMT

HQM

*


*
Target date
Team
responsible
Resources
required
People Results

Ensure perception measures and performance indicators are established to
determine employee satisfaction levels.

3

August
2014

QMT

HQM, QM

Request EMT to develop an approach to support employees career
progression.

2

April
2013

EMT, SMT

HQM

Request EMT investigation into solutions on improvements in the quality of the
building/facilities.
Society Results

Introduce additional performance measures and indicators to assess the impact
of our qualifications on wider society.

3

Ongoing

QMT

HQM, QM

Key Results

Respond to high volume qualification opportunities by establishing qualification
proposals in these areas.

1

March
2014

SMT

HQM, QM

Ensure effective mechanism is deployed to audit continuous monitoring of
quality standards and regulations across our operations.

1

January
2014

QMT

HQM, QM

*


4.3 Limitations of the self-assessment process and future recommendations (reflective practice)

Limitations Recommendations

Use of the annual qualifications markets report information published by
Ofqual is an essential part of the self-assessment process. This years
five-month delay in receiving the Ofqual report had a substantial impact
on the comparative analysis of key statistics and subsequent timescales
for the completion of the self-assessment report. This also impacts
significantly on the timely implementation of the improvement plan, the
strategic linkages/required updates and respective business plans.

On the basis that the annual qualifications markets report published by
Ofqual has been delayed over two consecutive years, our self-
assessment process and operational timescales for completion and
publication has been reviewed and rescheduled. However, this still does
not allow sufficient time for implementation of the improvement plan and
self-assessment outcomes may not be timely when reflecting
performance levels of nearly a year and half ago.

Communication to be made with the Ofqual regarding the
plan for next years report in order to establish our self-
assessment timescales.

The workshop/consensus meeting undertaken this year as part of the
RADAR approach involved two members of the self-assessment team
which is significantly better than previous years where only one person
conducted the RADAR analysis. Nevertheless consensus meetings are
more valid when all relevant stakeholders are involved in the consensus.
Additionally, in using all relevant stakeholders, all evidence to be listed in
support of the RADAR outcomes.

All members of our Senior Management Team will be invited
to the consensus meeting next year and all evidence used
within the RADAR evaluation will be listed. This will also
serve to increase our leaders engagement, awareness and
further the objectivity in the evaluation of our performance
against the EFQM criteria.

In assessing our performance in line with the EFQM criteria there was
evidence of approaches in place but also occasionally no evidence of
systematic implementation and measurement which made the allocation
of score more difficult. The use of the revised version of the EFQM model
enabled an enhanced evaluation of our performance; however this made
comparisons across performance results from the last three years more
difficult. Efforts were made to ensure data was treated with care when
establishing trends.

All evidence linked to the implementation of quality
standards will be mapped, integrated and audited into our
web based system (Athena) to facilitate our self-assessment
process and our application for our entry to the EFQM
Committed to Excellence level.


Limitations Recommendations

The employee satisfaction survey used to determine satisfaction levels on
specific critical areas. Some employees felt that in some cases the rating
scale of the questionnaire did not enable them to make the appropriate
selection to reflect their satisfaction level.

Changes in the rating scale required to be made next year to
enable employees express the accurate level of satisfaction
against the organisational and operational areas evaluated.

Launch of version 2 of Athena, redevelopments and enhancements in our
performance measurement tools and related systems caused significant
delays when analysing the different types/versions of data. In some
instances this has also resulted in an increase of the amounts of data or
new types of data collated, hence comparison will commence next year.
Lack of information systems ability to generate specific evidence with
regards to the measurement of our operational targets led to the use of
perceptual data. This has possibly affected the validity/insufficiency of
data and related results (awarding services related targets).

Ensure enhancements/upgrades of information systems to
support the generation of evidence in the measurement of
our operational target achievement rate, and increase
results validity.

Organisational changes have also affected the allocation of staff
resources, which are no longer available to contribute in the data
collection process as part of the self-assessment.

As organisational change is ongoing, this has been accepted
as part of the process and data will continue to be treated
with care to ensure consistency of results.

Coachwise employees who support key areas of awarding operations
(finance, personnel, warehouse, creative services, marketing and
information technology) did not engage with the self-assessment
process, specifically stakeholder and employee satisfaction surveys nor
were they invited to identify evidence as part of the RADAR evaluation
method. Organisational awareness and time constraints contributed to
this limitation. Furthermore, external verifiers were not invited to the
respond to the employee satisfaction survey.

Raise awareness and ensure full engagement across all
employees for next year.


4.4 Conclusion

Self-assessment continues to enable us to gain an insight of our current performance and stakeholder satisfaction levels, industry trends
and our compliance levels. On a global scale, our self-assessment outcomes were very positive, accompanied by continuous upward
trends and considerable increase in a number of areas where improvement has been achieved, such as overall performance and provision
of service. Despite the significant increase in the supply of the qualifications due to the QCF and the increased competition, we sustained
a competitive advantage confirmed by the number of qualifications achieved by our learners. In spite of the introduction of rigorous and
stringent regulations by Ofqual, the increased number of risk based SQA audits and qualification withdrawals noted in the Scottish market
we have successfully maintained our awarding statuses with both regulators. Continuous and radical industry change, heightened
regulatory expectations and SSC rationalisation has led to effective developments established as part of our strategic planning to secure
our sustainability. Our key achievements in 2012 are summarised below:

Ofqual awarding organisation recognition status has been maintained (including QCF accreditation and NQF Functional Skills status).
SQA awarding body approval status has been maintained.
The portfolio of our qualifications shows a continuous growth, ensuring the provision of our qualifications meets and exceeds end-
users expectations.
Our competitive positioning in the industry was successfully maintained; amongst the 530,748 recorded learner achievements for
qualifications offered by 47 different awarding organisations we have managed to become the third largest awarding organisation in
the leisure, travel and tourism sector in terms of number of learner achievements.
The number of learners with 1st4sport qualifications achievements in the education industry remains at a high level, which enables us
to maintain the 26th position on the list of the 212 high volume other qualifications.
The total number of events (5,252) authorised to be delivered by 1st4sport recognised centres was the largest to date.
Existing technical development partnerships were effectively maintained and new ones established, facilitating our sustainability and
expansion in new markets. Currently, 83% of our qualifications are developed in partnership with governing bodies of sport and other
organisations.
Innovative IT systems continue to be successfully (re)designed in support of our awarding function, confirmed by the increased use of
our recognised centres.
The achievement rate of both the implementation of our strategy and the revised EFQM criteria appear to be the highest in the last
four years (94% of strategic targets achieved, 670 points out of 1000 on the EFQM).
We endeavour to respond successfully to society needs and industry demand achieving the maximum stakeholder satisfaction levels and
ultimately to meet our mission. Self-assessment outcomes supported by stakeholders responses confirm our efforts for continuous
development and most importantly the accomplishment of our mission to provide the active leisure and learning industry with a quality-
assured and cost-effective qualification awarding service. Our total quality management approach and all interrelated management
systems have enabled us to maintain our awarding function via the implementation of our quality standards and a systematic strategic
planning process which facilitates continuous improvements.

The self-assessment process has been key in reviewing our current market position, business results, strengths and areas for
improvements. Methodical implementation of our improvement plan and strategic direction in addition to the continuous review of
industry trends will help maintain a sustainable advantage and further improve competitive positioning within the industry.


Appendices

Appendix 1 Education industry research and key trends (Ofqual Report and SQA Accreditation Annual Review)

AI Ofqual Annual Qualification Market Report (September 2013)

The Ofqual report provides an overview of the qualifications market, a single reference point and information about participants in the
regulated qualifications market. The Ofqual report is fundamental for our future planning and sustainability in the market. Not only does
it provide a picture of the qualifications market based on demand and supply, it also establishes a benchmark against which comparisons
across awarding organisations can be made and key projections for the future established.

Government reform of qualifications, school performance measures and public funding policies have a significant impact on learning
providers and are reflected in market outcomes. There are currently a number of reforms and reviews either under way or being
implemented by the government that can be expected to have a significant impact on the qualifications landscape over the coming years.
The development and take-up of qualifications is influenced by a range of factors based on the complex and dynamic relationship
between qualifications producers, purchasers, students and the qualifications end users. These market participants respond to incentives,
many of which come into play due to government policy changes and as a result:

qualifications producers (awarding organisations) respond to market demand and to incentives to develop and deliver new
qualifications of the right standard to meet government policy requirements and new skills requirements.
purchasers (schools, colleges and training providers) have to provide a curriculum offer that meets the needs of their students, the
funding policies of the funding agencies, and, in the case of schools, the governments school performance tables
students are interested in whether the qualification sends the right signals to employers or other parts of the education system to aid
their progression
qualification end users (employers, further and higher education) are interested in whether the qualification assesses the knowledge
and skills they value to the required standard.

On the demand side, trends in participation and all qualification achievements are presented by awarding organisation, sector subject
area, qualification type and level. On the supply side, an analysis of trends is presented based on the Ofqual recognised awarding
organisations, their business activities and their legal status. Further analysis is focused on the trends of regulated qualifications and
achievements within these qualifications, awarding organisations market share and sources of funding for qualifications offered by
learning providers in the further education and skills sector.

The separation of GCSEs and GCEs and all other qualifications within the report has made the interpretation of trends easier. These
divisions are based on the way data is available and do not indicate market boundaries. A wide variety of types of qualification are
covered by the term other qualifications, which refers to all regulated qualifications other than GCSE and AS and A levels. 1st4sport do
not award GCE and GCSE qualifications, however factual data is presented to explain the forces in the market. Various explanations for
the key trends in the qualifications market, which are summarised in table A1.1, are provided in the following pages. Comparison of
industry trends against these of 1st4sport and the possible impact on our awarding function is also analysed in this section.


Key Findings during 2011/2012
T
r
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n
d
s

i
n

d
e
m
a
n
d

Trends in the
participation
a total of 4.2 million students participated in further education in England, with three-quarters of these students aged
19 or over. The most common level for both participation and achievement was level 2.
there was a small decrease of 2.4% in the number of students in full-time education, which was slightly larger than the
fall in the population of 1.1%, although the trend in full-time education for the last five years was an increase of 9%.
a decrease of 19% was noted in the number of 16- to 18-year-olds in employment last year (more than 40% decrease
over five years), and an 8% increase in NEETs.
Trends per sector
subject area
the preparation for life and work sector subject area continued to provide the highest number of other achievements
with an 11% increase (a third of a million) over the previous year. This sector represented one-third of all other
achievements with a total of 38 awarding organisations registering an achievement.
the majority of the 20 qualifications with the most achievements funded by 1618 learner responsive provision were
functional skills qualifications. Nearly half of these 20 qualifications were at level 1.
around a third of the 20 qualifications with the most achievements funded by employer responsive provision (advanced
apprenticeship) were in business and management subjects.
nearly half of the 20 qualifications with the most achievements funded by employer responsive provision, (intermediate
apprenticeship) were in customer service and retail skills subjects
Trends per
qualification level
Level 2 qualifications account for nearly half of all other achievements.

Trends in
achievements
of the 19,000 other qualifications on the Register over 11,000 qualifications recorded at least one achievement.
there was an overall 4% increase to over 16 million achievements, with 5.5 million GCSE achievements, 2.1 million GCE
achievements, and 8.7 million achievements in other qualifications.
achievements are concentrated in relatively few qualifications, 50% of all achievements in other qualifications being
attributed to 212 qualifications. Over the five years, there was an increase of 13% in the number of achievements in
regulated qualifications and 37% increase in the number of other achievements.
qualifications designed for the QCF accounted for over half of the qualifications with achievements.
T
r
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d
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i
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s
u
p
p
l
y

Trends in regulated
qualifications
over 20,000 qualifications on the Register. Not all of these were available to learners, as some qualifications would have
expired during the course of the year, while others were new and not yet operational in centres. Of these 20,000
qualifications, approximately 650 were GCSEs, 300 were A levels and 19,000 were other qualifications.
Trends in market
share
a total of 176 awarding organisations were recognised to deliver regulated qualifications, five fewer than in the previous
year, representing the first decrease since 2005.
three awarding organisations in each sector subject area accounted for more than 50% of achievements in each sector.
In 11 sectors, two organisations accounted for over 50% of achievements.
the QCF accounted for over 60% of all other qualification achievements, with Edexcel registering one-quarter of the
achievements and seven awarding organisations accounting for 63% of achievements.
over 90% of the achievements were distributed among 20 awarding organisations, and over 80% of achievements
accounted for by only five awarding organisations (Pearson, AQA, OCR, City & Guilds and WJEC).
the highest volume of competency-based qualifications and knowledge qualifications in apprenticeships (the Level 2
Diploma in Retail Skills and the Level 2 Certificate in Retail Knowledge) were provided by Skillsfirst Awards.
Table A1.1 Ofqual report key findings


A1.1 Demand for qualifications

Outcomes from the analysis of the demand for qualifications for the 2010/11 academic year are presented in the following pages based
on participation rates in education and number of learner achievements for each qualification level, type, and subject sector area.

A1.1.1 Participation rates in education by age group (16- to 18-year-olds)

Various factors influence the level of participation in education, including government policy to increase the level of post-16 participation,
employers increased demand for employees with certain qualifications, changes in birth rates influencing cohort sizes and costs related
to the qualifications. A direct link between the level of participation in education or training and the demand for qualifications should be
expected. However, since the numbers of qualifications that an individual may take can vary, the increase or decrease is not necessarily
proportionate to the participation rate.

Any increase or decrease in participation also affected by changes funding may impact on the types of qualifications that are being taken.
This impacts on our strategy and annual plan of provision to ensure industry demand is met. However, effective planning is required as
fluctuations in participation rates in education or training may not necessarily be proportionate to the overall demand for qualifications.
To identify the trends in participation in education in England, data for the 1618 age group is collected by the Department for Education
(DfE), since any student under the age of 19 has the right to state-funded education or training. It includes students who are studying for
degrees, although they will not be included in any qualification data since Ofqual do not regulate degrees.

Although the trend in full-time education for the last five years was an increase of 9% a small decrease of 2.4% in the number of
students in full-time education was noted this year, which was slightly larger than the decrease in the population of 1.1%. There was also
a 19% decrease in the number of 16- to 18-year-olds in employment (more than 40% over five years), and an 8% increase in NEETs.
When reviewing the 1st4sport trends for 16-18 age group there is a 2% increase since last year.

Chart A1.1 Participation rates in education in England for the 16-18 age group (DfE SFR 12/2012)
78% 79% 79%
81% 82% 83%
62% 63% 64%
67%
69% 68%
12% 12%
10% 9% 9%
7%
10% 10% 10% 10% 9% 10%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2006 2007 2008 2009 2010 2011
P
e
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c
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n
t
a
g
e

Participation of 16-18 years old in education in England (2004 - 2011)
Total education and
training
Full-time education
Not in any education or
training in employment
Not in any education,
employment or training


A1.1.2 Participation rates in education by gender

The data collected by the DfE is split down into participation by gender. Certain types of qualifications are more likely to be taken by one
gender and therefore the participation rates may influence demand for these qualifications. The 3% decrease in male participation in full-
time education was larger than the decrease in the cohort (less than 1%). The increase in students who are not in any education,
employment and training (NEET) was larger for males (9%) than for females (7%) in this age group. A key change to the last five-year
trend is noted, where the gap between female and male participation has narrowed from 7% to 4%. It is apparent that there are more
females than males in full-time education and the gap widened to over 5%. As opposed to this, 1st4sport trends differ probably due to
the nature of qualifications we offer, which show a large gap (83% male - 17% female).

Chart A1.2 Participation rates by gender (16-18 age group) in education in England (DfE SFR 12/2012)


A1.1.3 Total number of achievements in regulated qualifications

The demand for qualifications presented in the following pages is based on the number of achievements for each qualification. The
classifications of qualification types, levels and sectors that are assigned to qualifications are analysed in groups, rather than individually.

Over the five years from 2007/08 to 2011/12, there was an increase of 13% in the number of achievements in regulated qualifications.
During the same period, there was a 10% decline in the number of GCSE achievements, and increases of 10% in GCE achievements and
37% in the number of other achievements. Part of the reason for this GCSE decline could be the changing nature of the cohort size each
year. This longer-term decline may also be linked to the broadening of the school curriculum and the increase in non-GCSE qualifications,
such as the IGCSE, being offered. This trend may reverse if schools focus on subjects in the English Baccalaureate and other changes in
performance measures.

Increases in participation rates, the number of qualifications an individual takes and the number of regulated qualifications are among the
factors that have caused an increase of 4% in the number of achievements in regulated qualifications between 2010/11 and 2011/12.
The main reason for growth in total achievement numbers over the past five years has been the increase of 37% in the number of other
achievements and an increase of over 9% this year.

The majority of the growth in achievements in other qualifications is due to new QCF qualifications at all levels, which is the also the
type of the majority of qualifications offered by 1st4sport. Although not significant there is a minor decline of 1% in the number of
1st4sport qualification achievements this year, which could be resultant of the nature and length of some of our qualifications that spread
over two or three years. Results of the responded demand to our supply of qualifications will be evident in the long term.

Chart A1.3 Trends in achievements in the qualifications market (JCQ datafor GCE and GCSE for summer series only and Ofquals RQAD)

5.5
1.8
5.9
13.2
6.3
1.9
6.2
14.5
7.3
2.0
6.0
15.3
8.0
2.0
5.9
15.9
8.0
2.2
5.5
15.7
8.7
2.1
5.5
16.4
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
16.0
18.0
Other qualifications GCE GCSE Total
A
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(
i
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m
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)
Trends in learner achievements of regulated qualifications (2006-2012)
2006/2007
2007/2008
2008/2009
2009/2010
2010/2011
2011/2012


A1.1.4 Achievements in other qualifications by sector

The Ofqual Register database logs sector areas against each qualification. The achievement figures shown in table A1.2 illustrate all
qualifications across the 15 sector subject area (SSA) codes.

Trends in the number of learner achievements in other qualifications by sector subject area (2007-2012)
Sector 2007/2008 2008/2009 2009/2010 2010/2011 2011/2012
01 - Health, public services and care 960,900 1,016,100 1,129,800 793,300 798,700
02 - Science and mathematics 73,400 95,800 142,600 167,200 220,600
03 - Agriculture, horticulture and animal care 123,500 90,100 106,100 120,300 118,700
04 - Engineering and manufacturing technologies 318,400 386,000 399,000 422,600 421,100
05 - Construction, planning and the built environment 210,100 257,100 227,900 209,500 233,400
06 - Information and communication technology 505,900 548,900 602,100 610,900 652,800
07 - Retail and commercial enterprise 369,800 410,600 499,400 693,200 787,900
08 - Leisure, travel and tourism 339,500 419,900 437,900 489,700 530,700
09 - Arts, media and publishing 711,500 757,200 840,700 786,600 890,800
10 - History, philosophy and theology 31,800 41,500 41,300 45,500 46,400
11 - Social sciences 3,700 2,900 3,100 4,500 4,200
12 - Languages, literature and culture 330,700 334,600 341,900 377,300 369,800
13 - Education and training 88,400 98,400 118,300 107,400 96,800
14 - Preparation for life and work 1,878,600 2,318,700 2,560,400 2,603,700 2,902,200
15 - Business, administration, finance and law 401,200 497,300 544,100 541,400 648,400
Total 6,347,200 7,274,900 7,994,600 7,973,100 8,722,600
Table A1.2 Trends in other qualification achievements by sector subject area (Ofquals RQAD)

We specialise in sector 08 (Leisure, Travel and Tourism), which shows continued growth over the last years and showing an 18% increase
this year. The positive trends in this sector are fundamental for our sustainability, as this supports the growing demand for our provision
across other qualifications.

We also operate in sector 13 (Education and Training) and award the nationally recognised offer for teaching, assessing, internal
verification and mentoring qualifications. These qualifications are designed to fulfil the needs of many of those who deliver 1st4sport
qualifications. Figures in this sector have dropped over the past year, explained by the restructure of these qualifications and changes in
government policy.


In our effort to expand in other areas, we extended our provision to also operate in sector 14 (Preparation for life and work) by
implementing Functional Skills qualifications. The preparation for life and work sector subject area continues to provide the highest
volume in terms of achievements, with an increase of 11% on the previous year. This sector represents one-third of all other
achievements. Seven of the top 20 other qualifications come from this sector subject area. The growth in achievements in this sector
subject area is due to the growth in QCF achievements (82% increase). Basic skills, key skills and functional skills qualifications have the
largest influence in terms of achievements in this sector.

The arts, media and publishing sector subject area is now the second largest sector, with a 13% increase in achievements last year.
Science and maths is the fastest growing sector, with an increase of over 30% in achievements last year and over 200% over the five-
year period. This was due to growth in achievements of qualifications in the QCF, such as high-volume qualifications including Edexcel
BTECs. The health, public services and care sector declined the most in achievements in the last five years (17%).

Chart A1.4 Trends in other qualification achievements by sector subject area (Ofquals RQAD)


A1.1.5 Achievements in other qualifications by level

Regulated qualifications can be found in two frameworks, either the National Qualifications Framework (NQF) or the Qualifications and
Credit Framework (QCF). Both frameworks describe and compare the level of demand of a qualification, and are aligned to allow
comparison of the relative demands on students. Qualifications in the QCF are made up of units with particular credit values. This
provides flexibility for students to achieve a qualification by accumulating and transferring credit towards the qualification. The QCF also
allows awarding organisations to share the units that make up a qualification and incorporate them within their qualifications. Many
other qualifications have been designed to meet the requirements of the QCF, however, many of the qualifications taken in schools, such
as GCSE and GCEs, remain in the NQF.

Chart A1.5 Trends in 'other' qualification achievements (Ofquals RQAD)

Level 2 qualification achievements account for nearly half of all other qualification achievements. Level 1_2 qualifications (known as
level 1/2 Certificates or IGCSEs), taken as an alternative to GCSEs, have recently shown a growth in achievements.

The distribution rate across our qualification levels and especially the level 2 have changed this year to the trends shown in chart A1.5
and accounts for 67.8% of level 1, 30% of level 2, 2% of level 3 and 0.2% of level 4 qualifications. However, this data was collected
during a transitional period of migration to the QCF, therefore it should be treated with care as it may include both NQF and QCF versions
of our awarded qualifications and excludes the qualification disciplines. In addition to this, this data may not include results from courses
that have a longer duration.

-
500,000
1,000,000
1,500,000
2,000,000
2,500,000
3,000,000
3,500,000
4,000,000
4,500,000
Entry Level 1 Level 2 Level 3 Level 4 - 8 Level 1_2
A
c
h
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v
e
m
e
n
t
s
'Other qualification achievements by level (2006-2012)
2006/7
2007/8
2008/9
2009/10
2010/11
2011/12


A1.1.6 Achievements in other qualifications by qualification type

'Other' qualifications are divided into different types based on achievements recorded across the 15 other qualification types. As shown
in table 1.3 the significant upward trend has continued in both the number of QCF qualifications and achievements in those qualifications,
since many awarding organisations have revised their qualifications in the NQF to meet the requirements of the QCF. The focus of the
Skills Funding Agency since August 2010 to fund vocational qualifications in the QCF has been a major influence on this trend.

We develop and award qualifications of the four types highlighted in table A1.3, responding successfully to the increased demand of QCF
and functional skills qualifications. Achievements in QCF qualifications have reached over 60% of all other qualification achievements in
the qualifications market. Functional skills qualifications are now the largest qualification type in the NQF in terms of achievements. It is
anticipated that this trend continues due to the phasing out of key skills qualifications, which were replaced by functional skills in
England, and essential skills in Wales and Northern Ireland. As expected the numbers of VRQ and NVQ achievements have fallen
substantially since the awarding organisations completed the re-alignment of their qualifications from the NQF to the QCF. These trends
have also been reflected in our records for our 1st4sport qualifications on the NQF and QCF.

Trends in the number of learner achievements in other qualifications by qualification type (2007-2012)
Type
2007/2008 2008/2009 2009/2010 2010/2011 2011/2012
Advanced Extension Award 3,100 0 700 400 400
Basic Skills 740,800 869,300 829,800 611,600 512,900
Diploma 0 200 4,700 9,200 10,900
English for Speakers of Other Languages 259,000 273,100 332,500 273,900 275,900
Entry Level 331,800 308,100 239,300 160,100 112,700
Free Standing Mathematics Qualification 18,500 19,600 23,700 25,500 22,900
Functional Skills 21,100 122,400 242,300 566,600 664,700
Higher Level 52,200 44,700 46,600 30,300 16,800
Key Skills 776,300 897,600 885,300 618,400 612,500
National Vocational Qualification 727,900 922,800 979,000 587,800 128,800
Occupational Qualification 24,500 26,500 23,200 17,500 4,600
Other General Qualification 897,400 951,100 969,100 767,600 432,500
Principal Learning 0 600 7,200 17,100 17,200
Project 200 12,000 26,800 50,500 49,800
QCF 33,700 220,300 777,200 2,837,100 5,284,100
Vocationally-Related Qualification 2,460,800 2,606,700 2,607,300 1,399,600 575,800
Total 6,347,200 7,274,900 7,994,600 7,973,100 8,722,600
Table A1.3 Trends in other qualification achievements by qualification type (Ofquals RQAD)


A1.1.7 Achievements in top 20 high volume other qualifications

Despite the fact that there are over 19,000 regulated other qualifications the demand for other qualifications is not evenly spread;
there appears to be a number of high volume qualifications. The top 20 other qualification achievements account for 14% of all other
achievements. Seven of these qualifications are found in the preparation for life and work sector subject area.

Chart A1.6 Achievements in the top 20 'other' qualifications (Ofquals RQAD)

0
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
180,000
The 20 high volume 'other' qualificatios with the most achievements (2011/2012)
CIEH Level 2 Award in Food Safety in Catering (QCF)
OCR Level 2 National First Award in ICT
OCR Level 2 National Award in ICT
Edexcel BTEC Level 2 Extended Certificate in Applied Science (QCF)
ABRSM Level 1 Award in Graded Examination in Music Performance (Grade 1) (QCF)
Edexcel BTEC Level 2 Extended Certificate in Sport (QCF)
Sports Leaders UK Level 1 Award in Sports Leadership (QCF)
OCR Level 2 Certificate in Adult Literacy
OCR Level 1 Certificate in Adult Numeracy
CIEH Level 2 Award in Health and Safety in the Workplace (QCF)
Edexcel Level 1 Functional Skills qualification in Mathematics
HABC Level 2 Award in Door Supervision (QCF)
Cambridge ESOL Level 1 Certificate in English (IELTS 5.5-6.5)
OCR Level 2 Certificate in Adult Numeracy
OCR Level 1 Certificate in Adult Literacy
City & Guilds Level 1 Key Skills in Application of Number
BCS Level 2 Certificate in IT User Skills (ECDL Extra) (ITQ) (QCF)
Edexcel Level 2 Functional Skills qualification in Mathematics


A1.1.8 Distribution of qualification achievements

The qualifications that are available are not evenly distributed in terms of the numbers of achievements. There are some high volume
qualifications and many low volume qualifications. Of the 19,000 other qualifications on the Register over 10,000 qualifications recorded
at least one achievement and over 9,000 qualifications that registered no achievements. It must be noted that some qualifications passed
their expiry date (although remained available for certification) and others became available during the year but students may not have
been registered or completed the qualifications.

Number of achievements
Number of qualifications (in 2011/2012)
Number of qualifications (2010/2011)
More than 100,000 1 3
50 00099,999 8 7
10,00049,999 154 129
5,0009,999 185 182
1,0004,999 1,009 961
500999 697 651
250499 879 917
100249 1,468 1,323
5099 1,204 1,154
1049 2,744 2,337
19 1,713 1,737
Zero 9,259 8,886
Total 19,321 18,287
Table A1.4 Comparison of 'other' qualifications by number of achievements (Ofquals RQAD)

The concentration of achievements across the most commonly taken qualifications is presented in table A1.5. Half of all achievements in
available other qualifications result from 212 qualifications and three quarters of all achievements came from 7% of all qualifications
that registered an achievement in 2011/12.

Percentage of 'other' achievements Number of qualifications with achievements Proportion of total qualifications with achievements
25% 53 1
50% 212 2
75% 729 7
90% 1,780 18
100% 10,062 100
Table A1.5 Number of 'other' qualifications required for each percentage of total achievements in 2011/2012 (Ofquals RQAD)


A1.2 Supply of regulated qualifications

Awarding organisations have to go through Ofquals recognition procedure to be allowed to offer regulated qualifications. Since July 2011,
any new awarding organisation needs to meet Ofquals Criteria for Recognition, and once they are recognised they need to continue to
meet Ofquals General Conditions of Recognition.

There are currently 176 organisations (at the end of September 2012) that are recognised to deliver regulated qualifications, which is five
fewer than last year. The first decline in numbers since 2005 is noticeable this year and is partly due to Ofquals new recognition process.
There were 34 applications to become new recognised awarding organisations, with 31 being returned as incompl ete, one withdrawn, one
successful and one in progress during the period between October 2011 and September 2012. A new awarding organisation (SFJ Awards)
was recognised between October 2011 and September 2012, and six surrendered their recognition.

Chart A1.7 Total number of awarding organisations recognised to deliver regulated qualifications on 30 September in each year (Ofqual)

98
105
112
107
114
122
141
144
161
179
176
0
20
40
60
80
100
120
140
160
180
200
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
N
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i
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o
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a
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i
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a
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i
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s
Year
Total recognised organisations (2001 - 2012)


A1.2.2 Economic information on recognised awarding organisations

Awarding organisations undertake activities other than just the awarding of regulated qualifications, and the turnover figures presented is
for the entire business. Table A1.6 shows the income of selected awarding organisations as collected from Companies House and the
Charity Commission. Data presented for 23 awarding organisations represents more than 90% of all achievements for the 2011/12
academic year and where accounts are available in the public domain. In some cases this data covers different financial periods (15-
month account period) hence this data should be treated with care.

Income of selected recognised awarding organisations for the financial year ending as shown (millions )
Company name Awarding organisation 2006 2007 2008 2009 2010 2011
ASDAN ASDAN 4.2 4.9 5.4 6.2 7.2 6.3
Assessment and Qualifications Alliance AQA 138.8 144.9 144.4 143.7 151.9 159.1
Associated Board of the Royal Schools of Music ABRSM 24.3 26.0 26.3 31.5 32.7 35.7
British Computer Society BCS 20.1 21.3 24.4 30.3 22.1 20.9
British Institute of Innkeeping Awarding Body BIIAB 4.6 3.6 3.4 3.4 2.9 2.4
British Safety Council BSC 8.3 8.0 9.6 9.3 9.4 8.4
British Sports Trust Sports Leaders UK 2.8 3.0 3.2 4.1 4.7 4.4
Chartered Institute of Environmental Health CIEH 13.1 14.3 13.9 14.0 13.4 12.2
Construction Industry Training Board Cskills Awards 252.4 290.2 323.7 317.4 279 253.1
Council for Awards in Children's Care and Education CACHE 9.5 7.9 8.8 8.7 8.7 8.2
Council for the Curriculum, Examinations and Assessment CCEA 8.4 8.7 8.6 9.1 9.4 9.7
Edexcel: Edexcel Limited Edexcel 202.8 225 205.7 252 316.8 N/A
Pearson Education Limited Pearson 154.7 166.1 246.5 243.3 257.6 510.6
Education Development International plc. EDI 14.2 16.1 21.5 28.3 29.5 35.0
Excellence, Achievement and Learning Ltd EAL 6.0 7.0 7.3 9.4 8.8 7.8
National Open College Network NOCN 2.0 2.8 2.6 2.4 2.6 2.5
NCFE NCFE 7.0 7.1 7.7 10.2 11.7 10.4
Oxford, Cambridge & RSA Exams OCR 96.3 106.7 120.8 122.3 125.6 118.5
Skillsfirst Awards Ltd Skillsfirst - - - - 0.6 1.9
The City & Guilds of London Institute C & G 94.7 97.2 106.2 116.1 118.3 117.8
Trinity College London TCL 15.4 17.1 21.2 24.9 26.0 25.9
Vocational Training Charitable Trust VTCT 1.5 5.9 6.5 5.9 5.8 5.5
WJEC-CBAC WJEC 24.8 27.2 29.6 32.5 36.2 39.7
Table A1.6 Total income across 23 awarding organisations (Account submissions from Companies House and the Charity Commission)


Setting aside Pearson, it has been a mixed year for awarding organisation income. Many have seen a decrease in their income and there
does not appear to be a trend across the different types of organisation. This decrease has come following a general growth trend in the
preceding years and for some organisations it can be linked to qualifications as this makes up the majority of their business. However,
this is not the case for all organisations. 1st4sport qualifications have achieved a slight increase in the income this year.

Chart A1.8 Trends in income of 23 awarding organisations (Account submissions from Companies House and the Charity Commission)

0.0
100.0
200.0
300.0
400.0
500.0
M
i
l
l
i
o
n
s
Recognised awarding organisations' income (2006-2011)
2006
2007
2008
2009
2010
2011


A1.2.3 Awarding organisations' primary area of business activity and legal status

For over half of all recognised awarding organisations, primary business activity is not focused on delivering qualifications. Some move
into qualifications due to their involvement in related activities, for example training providers and colleges. Four main categories have
therefore been identified to differentiate the organisations into:

those where qualifications is the main or only aim
those where the primary aim is training, education or skills (such as colleges, sector skills councils and work-based training
providers, except where the employer delivers the training)
professional membership or registration bodies that also offer qualifications
employers offering qualifications to their own staff as part of their training programmes.

Chart A1.9 Categorisation of awarding organisations business activity (Ofqual RQAD, account information from Companies House and the
Charity Commission, and analysis of awarding organisations websites)

Due to only one organisation being recognised and six surrendering their recognition in the last academic year, there has been little
change in the sector. Qualification delivery, which is also our primary focus is the major business area for over 40% of organisations with
another 30% being membership organisations; although this is not a clear distinction since some membership organisations see the
delivery of qualifications to be a major part of their activity for their members. The further quarter that are involved in training, education
or skills tend to be training providers expanding to provide qualifications, or universities and colleges.

Qualifications
42%
Membership
30%
Training/Education/Skills
26%
Employer
1%
Other
1%
Percentage of total awarding organisations by primary area of business activity
Qualifications
Membership
Training/Education/Skills
Employer
Other


The qualifications sector has many diverse organisations with different business goals, organisations legal status is categorised.
However, this categorisation is based on the legal status of the entity and can hide the true ownership of an awarding organisation. For
example, an organisation that is a limited company may be owned by a not-for-profit body or a registered charity.

Over half the organisations are companies limited by guarantee, which is also our legal status or PLCs. The regulated qualification market
is different from other market sectors as nearly half are not-for-profit organisations.

Chart A1.10 Categorisation of awarding organisations legal status (Ofqual RQAD, company classification from Companies House and the
Charity Commission, and analysis of awarding organisations websites)

It must be noted that Other includes: companies with joint charitable, Royal Charter and Limited by Guarantee status, limited liability
partnerships (LLP), organisations with joint charitable and Royal Charter status without being separately incorporated and companies
registered overseas. Public Bodies includes colleges, universities and sector skills councils.

Public/private
limited company
28%
Company limited by
guarantee and
a registered charity
26%
Company limited by guarantee
21%
Company holding a Royal
Charter and a registered charity
8%
Public body
7%
Other
6%
Company holding
a Royal Charter
4%
Percentage of total awarding organisations by legal status
Public/private limited company
Company limited by guarantee and a
registered charity
Company limited by guarantee
Company holding a Royal Charter and a
registered charity
Public body
Other
Company holding a Royal Charter


A1.2.5 Total number of regulated qualifications

Information presented in this section relates to the types of qualifications offered and the trends in the supply of these qualifications.
There was an increase of over 2,000 qualifications that were available to certify in the academic year 2011/12, bringing the total to over
20,000, although the number of qualifications available for students to register would have been less than this figure due to the expiry of
some qualifications during the year and the fact that many others were not yet recruiting students onto courses.

Chart A1.11 Total number of regulated qualifications by academic year (Ofquals RQAD)

These trends are similar to those identified in chart A2.2 which presents the total number of 1st4sport awarded qualifications and the
respective increase rate in 2011. Likewise with the industry trends, the increase rate of our awarded qualifications has not been
proportionate to the increase rate in our learners achievements. This could also be resultant of the nature and length of some of our
qualifications, which spread over two or three years. Results of the responded demand to our supply of qualifications will be evident in
the long term.

8,150
9,700
11,500
15,300
18,100
20,000
0
5000
10000
15000
20000
25000
2006/7 2007/8 2008/9 2009/10 2010/11 2011/12
R
e
g
u
l
a
t
e
d

Q
u
a
l
i
f
i
c
a
t
i
o
n
s
Total number of regulated qualifications (2006-2012)
Year


A1.2.6 Number of regulated qualifications by qualification type

Qualifications are divided into different types. Table A1.7 shows the qualification types and number of available qualifications to
certificate, as recorded on the Register and table A1.8 shows the number of achievements awarded for each type. The types of
qualifications that we award are highlighted in both tables.

Trends in the regulated qualifications of each type which were available to certificate (2007-2012)
Qualification type 2007/08 2008/09 2009/10 2010/11 2011/12
Advanced Extension Award - - - - -
Basic Skills 100 100 100 100 100
Diploma 50 150 200 200 200
English for Speakers of Other Languages 150 150 150 200 200
Entry Level 300 300 350 350 350
Free Standing Mathematics Qualification - - - - -
Functional Skills 100 100 250 200 200
GCE A Level 450 450 450 300 300
GCE AS 450 450 450 250 250
GCSE 450 700 750 800 650
General National Vocational Qualification 50 0 0 0 0
Higher Level 500 550 600 550 500
Key Skills 350 350 350 400 400
National Vocational Qualification 2,000 1,900 1,750 1,600 1,400
Occupational Qualification 100 100 100 100 100
Other General Qualification 600 650 750 750 800
Principal Learning 50 100 200 200 200
Project - - - - -
QCF 1,000 2,450 6,100 9,700 12,800
Vocationally-Related Qualification 2,950 2,950 2,750 2,400 2,100
Total 9,700 11,500 15,300 18,100 20,500
Table A1.7 Qualification types rounded to the nearest 50, where - denotes fewer than 50 qualifications (Ofqual, the Register)

During the 2011/12 academic year, there were over 19,000 other qualifications, 300 GCE A levels and 650 GCSE qualifications available.
Qualifications designed to meet the QCF criteria account for more than 60% of all qualifications. The impact of government policy and
funding regimes has shaped the supply of qualifications. The biggest impact has been the creation of the QCF alongside the funding that
favoured qualifications in this framework. This has led to many qualifications having a shorter lifecycle than might otherwise have been
the case. Examples are VRQ-type qualifications, which were first accredited in 2000 and have been redesigned for the QCF, and the
changes in specification in A levels and GCSEs over the years.


On this basis, it is evident that there are redundant qualifications on the system that have not passed the certification end date but are
no longer available to new students. Moreover, the QCF qualifications can be awarded in three different sizes (award, certificate and
diploma level), which can have a tripling effect in the number of qualifications in some cases. It is anticipated that new qualifications will
continue to be created to replace existing ones due to further reform of GCSEs and A levels, changes to performance measures, rising
education participation age, developments in apprenticeship frameworks and qualification funding changes.

For 2011/12 over 11,000 qualifications recorded at least one achievement, with QCF qualifications accounting for over half the
qualifications with achievements. QCF qualifications also account for 32% of all achievements and 60% of other achievements.

Trends in the regulated qualifications of each type for which achievements were awarded (2007-2012)
Qualification type 2007/08 2008/09 2009/10 2010/11 2011/12
Advanced Extension Award - 0 - - -
Basic Skills 50 50 50 50 50
Diploma 0 0 50 100 100
English for Speakers of Other Languages 100 100 100 150 150
Entry Level 250 250 250 250 250
Free Standing Mathematics Qualification - - - - -
Functional Skills 50 50 100 150 150
GCE A Level 250 250 300 250 250
GCE AS Level 250 450 300 250 250
General Certificate of Secondary Education 350 350 450 450 400
Higher Level 300 350 350 300 200
Key Skills 250 250 250 250 200
National Vocational Qualification 1,350 1,350 1,250 1,150 900
Occupational Qualification 50 50 50 50 50
Other General Qualification 450 500 550 600 500
Principal Learning 0 - 50 100 100
Project - - - - -
QCF 100 500 1,700 4,550 6,850
Vocationally-Related Qualification 2,100 2,150 1,950 1,600 1,000
Total 6,000 6,750 7,850 10,300 11,550
Table A1.8 Qualification types for which achievements were awarded, rounded to the nearest 50, where - denotes fewer than 50
qualifications (Ofqual, the Register)


A1.2.7 Market share of large and medium size awarding organisations by sector subject area, qualification type, level and funding streams

In order to gain an insight of the market share in terms of how qualification achievements are distributed across awarding organisations,
the following section presents the key trends for other qualifications, QCF qualifications and Functional Skills with further analysis of high
volume qualifications based on the funding streams.

The business, administration, finance and law sector subject area has the greatest number of awarding organisations with achievements.
There are 38 awarding organisations with achievements in the preparation for life and work sector subject area, which is the largest
sector subject area in terms of achievements.

Trends of awarding organisations operations on each sector subject area (2011/2012)
Sector Subject Area
Achievements in
2011/2012
Number of AOs
Number of AOs with
achievements
01 - Health, public services and care 798,684 76 54
02 - Science and mathematics 220,577 17 9
03 - Agriculture, horticulture and animal care 118,732 32 19
04 - Engineering and manufacturing technologies 421,106 55 36
05 - Construction, planning and the built environment 233,422 31 21
06 - Information and communication technology 652,773 30 22
07 - Retail and commercial enterprise 787,920 61 39
08 - Leisure, travel and tourism 530,748 47 35
09 - Arts, media and publishing 890,789 32 31
10 - History, philosophy and theology 46,419 11 8
11 - Social sciences 4,208 12 8
12 - Languages, literature and culture 369,830 23 15
13 - Education and training 96,781 62 44
14 - Preparation for life and work 2,902,185 68 38
15 - Business, administration, finance and law 648,414 82 68
Table A1.9 Analysis of the market share of awarding organisations in each sector subject area (Ofquals RQAD)


Although there are over 170 awarding organisations providing regulated qualifications, most of them do not provide qualifications across
many sector subject areas. The following chart shows the distribution of 94% of all other achievements across the largest ten awarding
organisations by number of achievements in 2011/12 in the leisure, travel and tourism sector. 1st4sport qualifications appears third on
the top ten awarding organisation with the largest number of achievements, amongst the 35 awarding organisations that recorded
achievements in the leisure, travel and tourism sector. Unlike GCE and GCSE, where the largest three organisations (AQA, Edexcel and
OCR) account for the majority of achievements, there is a lower level of concentration in the distribution of achievements for other
qualifications. This is due to the number of awarding organisations specialising in niche qualifications within few sectors.

Chart A1.12 The ten awarding organisations with the most achievements in sector 08 - Leisure, travel and tourism

There are over 140 organisations outside the top seven who achievements have been totalled in Others. Edexcel has nearly one quarter
of all achievements. The largest seven organisations nearly account for two-thirds of all achievements. NCFE has re-entered the top
seven, with AQA dropping out.

Chart A1.13 Percentage of 'other' achievements across the seven largest organisations (Ofquals RQAD)

Pearson
Education Ltd
38%
Sports Leaders UK
16%
1st4sport
Qualifications
12%
Institute of Qualified Lifeguards
6%
Central YMCA Qualifications
5%
Active IQ
5%
City & Guilds
4%
NCFE
4%
Lifetime Awarding
3%
OCR
2%
The ten awarding organisations with the most achievements in the leisure, travel and tourism sector
(2011/2012)
Pearson Education Ltd
Sports Leaders UK
Institute of Qualified Lifeguards
Central YMCA Qualifications
Active IQ
City & Guilds
NCFE
Lifetime Awarding
OCR
Edexcel
24%
City & Guilds
16%
OCR
12%
EDI
4%
NCFE
4%
CIEH
3% ABRSM
3%
Others
34%
Distribution of 'other' qualification achievements by the seven largest awarding organisations (2011/2012)
Edexcel City & Guilds
OCR EDI
NCFE CIEH
ABRSM Others


Only 3 awarding organisations show an increase in their other qualification achievements, with Edexcel increasing its number of
achievements by over one million, accounting for 44% of the growth in all achievements in the last five years.

Chart A1.14 Trends in 'other' qualification achievements across the seven largest awarding organisations (Ofquals RQAD)

Chart A1.15 shows the proportion of 'other' qualification achievements for awarding organisations outside of the top seven in terms of the
volume of qualification achievements and the distribution of the 2,923,200 (34%) achievements classified as other in the chart A1.13.

Chart A1.15 Percentage of 'other' qualification achievements excluding the seven largest awarding organisations (Ofquals RQAD)
0
500,000
1,000,000
1,500,000
2,000,000
2,500,000
3,000,000
Edexcel City & Guilds OCR EDI NCFE CIEH ABRSM Others
A
c
h
i
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v
e
m
e
n
t
s
Trends in 'other' qualification achievements across the seven largest awarding organisations (2007-2012)
2007/8
2008/9
2009/10
2010/11
2011/12
AQA
8%
NOCN
8%
Cambridge
ESOL
5%
HABC
5%
ASDAN
5%
Trinity College
London
4%
EAL
4%
Cskills Awards
4%
WJEC
3%
Sports Leaders UK
3% BCS
3%
Skillsfirst
3% CACHE
2%
Others
43%
Distribution of 'other' qualification achievements by medium sized awarding organisations (excluding 7
largest) (2011/2012)
AQA
NOCN
Cambridge ESOL Examinations
HABC
ASDAN
Trinity College London
EAL
Cskills Awards
WJEC
Sports Leaders UK
BCS
Skillsfirst
CACHE
Others


Qualifications in the QCF are made up of units with particular credit values. This provides a flexible way of getting a quali fication by
accumulating and transferring credit towards the qualification. The QCF accounts for over 60% of all qualification achievements of all
other qualifications. Edexcel has the largest share of achievements in the QCF, increasing from 15% to 25% over the last year. The top
seven account for 63% of achievements, increased from 57% last year. ABRSM have replaced NOCN in this group of awarding
organisations.

Chart A1.16 Percentage of 'other' achievements in the QCF across the seven largest organisations (Ofquals RQAD)

The accelerating growth in the number of QCF qualifications and subsequently the achievements in those qualifications is refl ected in
chart A1.17. There was an 86% increase in achievements from 2010/11 to 2011/12, from 2.8 million to 5.3 million achievements, with
Edexcel being responsible for an increase of nearly 900,000 achievements alone (over one-third of the total increase).

Chart A1.17 Trends in qualification achievements in the QCF across the seven largest awarding organisations (Ofquals RQAD)
Edexcel
25%
City & Guilds
12%
CIEH
6%
ABRSM
6%
OCR
5% NCFE
5%
EDI
4%
Others
37%
Achievements in the QCF across the seven largest awarding organisations (2011-2012)
CIEH ABRSM
OCR NCFE
EDI Others
0
500,000
1,000,000
1,500,000
2,000,000
Edexcel City and Guilds CIEH ABRSM OCR NCFE EDI Others
A
c
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v
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n
t
s
Trends in QCF achievements across the seven largest awarding organisations (2007-2012)
2007/2008
2008/2009
2009/2010
2010/2011
2011/2012


Chart A1.18 shows there was growth across all levels of qualifications. The largest increase last year was at level 2 (nearly 1.3 million
achievement increase), with the fastest growth at level 3 (over 130% increase).

Chart A1.18 Trends in qualification achievements in the QCF by NQF level (Ofquals RQAD)

The QCF has three different sizes of qualifications, which indicate the number of credits required to achieve them. The largest
qualification size in the QCF is a diploma, followed by a certificate. The smallest is an award. As shown in chart A1.19 the award is the
most commonly achieved qualification size in the QCF. This is used as a stepping stone onto the larger qualifications.

The share of Certificates and Diplomas achieved has increased from last year (certificate achievements increasing from 26% to 36% and
Diploma achievements increasing from 16% to 19% of the share of achievements).

Chart A1.19 Percentage of qualification achievements in the QCF by size (Ofquals RQAD)
-
500,000
1,000,000
1,500,000
2,000,000
2,500,000
3,000,000
Entry Level Level 1 Level 2 Level 3 Level 4 - 8
A
c
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i
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v
e
m
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n
t
s
Trends in QCF achievements by qualification level (2007-2012)
2007/8
2008/9
2009/10
2010/11
2011/12
Award
49%
Certificate
32%
Diploma
19%
QCF achievements by size (2011/12)
Award
Certificate
Diploma


The increase in QCF achievements across all sector subject areas is shown in table 1.10. Although there was growth across all sector
subject areas, some grew much faster than others in terms of achievements. Arts, media and publishing is now the largest sector subject
area in the QCF, increasing by over half a million achievements (an increase of 150%) in the last year, overtaking the retail and
commercial enterprise sector subject area. The fastest growing sector was science and maths (over 300% increase), and the slowest was
the history, philosophy and theology sector (0.3% growth).

QCF achievements by sector subject area (2007-2012)
Sector 2007/08 2008/09 2009/10 2010/11 2011/2012
01 - Health, Public Services and Care 400 7,300 48,500 335,700 689,000
02 - Science and Mathematics 0 100 30,800 128,100
03 - Agriculture, Horticulture and Animal Care 0 100 30,500 77,000 106,300
04 - Engineering and Manufacturing Technologies 0 8,000 43,600 162,900 309,600
05 - Construction, Planning and the Built Environment 0 16,200 46,900 113,000 194,600
06 - Information and Communication Technology 500 2,800 73,000 180,700 257,400
07 - Retail and Commercial Enterprise - 31,200 138,700 545,200 759,400
08 - Leisure, Travel and Tourism 0 300 8,100 228,300 481,800
09 - Arts, Media and Publishing 3,000 6,000 72,200 345,100 863,500
10 - History, Philosophy and Theology 0 0 0 32,500 32,600
11 - Social Sciences 0 - 400 400 500
12 - Languages, Literature and Culture 0 2,200 19,000 43,800 88,800
13 - Education and Training 12,000 20,600 35,300 56,400 87,300
14 - Preparation for Life and Work 900 20,800 134,100 373,200 680,800
15 - Business, Administration and Law 16,800 104,800 126,800 312,100 604,400
Total 33,700 220,300 777,200 2,837,100 5,284,100
Table 1.10 Achievements in the QCF by sector subject area (Ofquals RQAD)


Chart A1.20 Achievements in the top 20 qualifications in the QCF (Ofquals RQAD)

The CIEH Level 2 Award in Food Safety and Catering remains the most commonly achieved QCF qualification (100,000 achievements
more than the next qualification). All except one of the top 20 qualifications are at either level 1 or 2.

0
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
180,000
A
c
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v
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m
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n
t
s
Top 20 qualification achievements in the QCF (2011/2012)
CIEH Level 2 Award in Food Safety in Catering (QCF)
Edexcel BTEC Level 2 Extended Certificate in Applied Science (QCF)
Edexcel BTEC Level 2 Extended Certificate in Sport (QCF)
Sports Leaders UK Level 1 Award in Sports Leadership (QCF)
CIEH Level 2 Award in Health and Safety in the Workplace (QCF)
HABC Level 2 Award in Door Supervision (QCF)
BCS Level 2 Certificate in IT User Skills (ECDL Extra) (ITQ) (QCF)
Edexcel BTEC Level 2 Certificate in Sport (QCF)
HABC Level 2 Award in Food Safety in Catering (QCF)
BSC Level 1 Award in Health and Safety at Work (QCF)
BIIAB Level 2 Award for Personal Licence Holders (QCF)
BSC Entry Level Award in Workplace Hazard Awareness (Entry 3) (QCF)
Skillsfirst Level 2 Diploma in Retail Skills (QCF)
Edexcel BTEC Level 1 Award in WorkSkills (QCF)
NCFE Level 2 Certificate in Equality and Diversity (QCF)
ABRSM Level 2 Certificate in Graded Examination in Music Performance (Grade 4) (QCF)
BCS Level 1 Award in IT User Skills (ECDL Essentials) (ITQ) (QCF)


Functional Skills assess the practical skills that allow people to use English, mathematics, and information and communication technology
(ICT) in real-life contexts. Functional skills pilot qualifications were withdrawn in August 2010, and the new qualifications are in the NQF.
They replaced the old skills for life qualifications and the three main key skills qualifications, and are included in apprenticeship
frameworks. There are 15 awarding organisations that awarded certificates in functional skills in 2011/12. Edexcel overtook City & Guilds
in the number of achievements awarded. Both these organisations now account for two-thirds of all functional skills achievements.

Chart A1.21 Percentage of achievements for the Functional Skills qualifications across the seven largest organisations (Ofquals RQAD)

The following chart shows the growth in functional skills achievements over the past five years. Achievements before the 2010/11
academic year were for pilot functional skills qualifications. Edexcel showed the largest increase in achievements over the last five years,
with an increase of 50% in the last year. AQA and OCR posted the largest decrease last year.

Chart A1.22 Trends in qualification achievements in Functional Skills across the seven largest awarding organisations (Ofquals RQAD)
Edexcel
36% City & Guilds
31%
AQA
13%
OCR
10%
WJEC
3%
EDI
3%
NOCN
2%
Others
2%
Achievements in Functional Skills across the seven largest awarding organisations (2011/2012)
AQA OCR
WJEC EDI
NOCN Others
0
50,000
100,000
150,000
200,000
250,000
300,000
Edexcel City & Guilds AQA OCR WJEC EDI NOCN Others
A
c
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v
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t
s
Trends in Functional Skills achievements across the seven largest awarding organisations (2007-2012)
2007/8
2008/9
2009/10
2010/11
2011/12


The following section presents an analysis of the sources of funding for qualifications offered by learning providers in the further
education and skills sector based on the ILR database.The ILR is a database containing data (from 1st August 2011 to 31st July 2012)
about students and learning programmes that is collected from learning providers in the further education and skills sector in England by
the Data Service. Learning providers who receive funding directly from the Skills Funding Agency or the Education Funding Agency are
required to submit ILR returns.

The further education and skills sector includes: further education colleges, sixth form colleges, former external institutions, independent
learning providers, local authorities and voluntary and community organisations. The three main sources of public funding for
qualifications that were offered by learning providers in the further education and skills sector are:

16-18 Learner Responsive Funding
Adult Learner Responsive Funding
Employer Responsive Funding.

For the year 1st August 2011 to 31st July 2012, 4,567,200 achievements were recorded in the ILR. The following chart shows the
distribution of these achievements, according to their sources of funding.

Chart A1.23 Sources of funding for qualifications offered by learning providers in the further education and skills sector, 1st August 2011
to 31st July 2012 (ILR)

A total of 93% of the achievements were funded either by the Skills Funding Agency or the Young Peoples Learning Agency/Education
Funding Agency through 16-18 Learner Responsive provision, Adult Learner Responsive provision or Employer Responsive provision
(including Employer Responsive provision where the qualification was the main aim of an apprenticeship programme). A very small
proportion of achievements were funded through routes other than the Skills Funding Agency or the Education Funding Agency.

16-18 Learner Responsive
Provision
40%
Adult Learner Responsive
Provision
24%
Employer Responsive
Provision
23%
Employer Responsive Provision,
where the qualification was the
main aim of an apprenticeship
programme
6%
No SFA or YPLA
funding
4%
Other
3%
Analysis of funding sources for qualifications offered by learning providers in the further education and skills
sector (2011/2012)
16-18 Learner Responsive Provision
Adult Learner Responsive Provision
Employer Responsive Provision
Employer Responsive Provision, where the qualification
was the main aim of an apprenticeship programme
No SFA or YPLA funding
Other


The top 20 qualifications funded by 16-18 Learner Responsive provision accounted for 78% of all the achievements in those
qualifications. The majority of the top 20 qualifications, by type, are functional skills qualifications, which accounted for 56% of the
achievements. Half of the top 20 qualifications are at level 1. The highest number of achievements was in City & Guilds Functional Skills
qualification in Maths at Entry 3.

Top 20 qualifications with the most achievements that were funded by 16-18 Learner Responsive provision
Qualification Title
Achievements
16-18 LRP Total % of Total
City & Guilds Functional Skills qualification in Maths at Entry 3 24,000 27,300 87.9
Edexcel Functional Skills qualification in Maths at Level 1 23,100 32,600 70.9
Edexcel Functional Skills qualification in English at Level 1 22,000 29,200 75.3
NCFE Level 1 Award in Learning to Learn (QCF) 21,200 23,900 88.7
City & Guilds Functional Skills qualification in English at Level 1 20,300 27,100 74.9
City & Guilds Functional Skills qualification in English at Entry 3 19,300 22,100 87.3
Edexcel BTEC Level 1 Award in WorkSkills (QCF) 18,400 29,000 63.4
City & Guilds Functional Skills qualification in Maths at Level 1 17,500 25,700 68.1
Edexcel Functional Skills qualification in Maths at Entry 3 16,200 19,300 83.9
Edexcel Functional Skills Qualification in English at Entry 3 14,100 16,800 83.9
AQA Level 3 Advanced Subsidiary GCE in Sociology 13,000 13,300 97.7
City & Guilds Level 1 Award in Employability and Personal Development (QCF) 13,000 19,700 66.0
City & Guilds Functional Skills qualification in Information and Communication Technology (ICT) at Entry 3 12,800 17,400 73.6
AQA Level 3 Advanced Subsidiary GCE in Psychology A 12,400 12,800 96.9
ASCENTIS Level 1 Award in Health and Safety (QCF) 12,400 14,200 87.3
NCFE Level 1 Award in Substance Misuse Awareness (QCF) 12,100 14,400 84.0
NOCN Entry Level Award in Skills Towards Enabling Progression (Step-UP) (Entry 3) (QCF) 11,300 19,000 59.5
Edexcel Functional Skills qualification in Maths at Level 2 10,900 17,300 63.0
Edexcel BTEC Level 3 Extended Diploma in Art and Design (QCF) 10,700 11,900 89.9
Total of achievements for 20 qualifications 319,900 410,100 78.0
Total of achievements for all qualifications 1,810,400 4,567,200 39.6
Table A1.11 The 20 regulated qualifications with the most achievements between 1st August 2011 and 31st July 2012 that were funded
by 16-18 Learner Responsive provision (ILR)


The top 20 qualifications funded by Adult Learner Responsive provision accounted for 73% of all the achievements in those qualifications.
The 1st4sport Level 1 Award in Coaching Football (QCF) is included in this list with 14,800 achievements. Level 1 and level 2
qualifications accounted for over 80% of the achievements, with qualifications in numeracy and literacy accounting for over 60% of
achievements.

Top 20 qualifications with the most achievements that were funded by Adult Learner Responsive provision
Qualification Title
Achievements
ALRP Total % of Total
OCR Level 2 Certificate in Adult Literacy 27,400 38,000 72.1
OCR Level 1 Certificate in Adult Numeracy 26,300 39,900 65.9
BCS Level 2 Certificate in IT User Skills (ECDL Extra) (ITQ) (QCF) 26,000 28,800 90.3
NCFE Level 2 Certificate in Equality and Diversity (QCF) 25,600 27,100 94.5
OCR Level 2 Certificate in Adult Numeracy 25,200 33,900 74.3
NCFE Level 2 Certificate in Understanding the Safe Handling of Medicines (QCF) 24,300 24,900 97.6
OCR Level 1 Certificate in Adult Literacy 24,000 36,900 65.0
City & Guilds Level 2 Certificate in Adult Literacy 19,500 26,500 73.6
City & Guilds Entry Level Certificate in Adult Numeracy 19,500 26,600 73.3
BCS Level 1 Award in IT User Skills (ECDL Essentials) (ITQ) (QCF) 19,400 20,500 94.6
City & Guilds Level 1 Certificate in Adult Numeracy 19,100 25,300 75.5
City & Guilds Level 2 Certificate in Adult Numeracy 18,800 25,200 74.6
City & Guilds Level 1 Certificate in Adult Literacy 17,100 22,700 75.3
OCR Entry Level Award in Employability Skills (Entry 3) (QCF) 13,200 14,200 93.0
City & Guilds Entry Level Certificate in Adult Literacy 12,000 17,300 69.4
Edexcel Entry Level Certificate in Adult Numeracy 9,100 9,900 91.9
NOCN Entry Level Award in Progression (Entry 3) (QCF) 8,600 19,200 44.8
1st4sport Level 1 Award in Coaching Football (QCF) 8,000 14,800 54.1
Edexcel Level 1 Certificate in Adult Literacy 7,300 9,400 77.7
by Adult Learner Responsive provision (ILR)


The top 20 qualifications funded by Employer Responsive provision accounted for 94% of all the achievements in those qualifications.
Level 1 qualifications accounted for over half of the achievements, and qualifications in communication or application of number
accounted for around 80% of achievements.

Top 20 qualifications with the most achievements that were funded by Employer Responsive provision
Qualification Title
Achievements
ERP Total % of Total
Edexcel Level 1 Key Skills in Application of Number 36,200 38,100 95.0
City & Guilds Level 1 Key Skills in Application of Number 35,600 36,500 97.5
Edexcel Level 1 Key Skills in Communication 33,600 35,500 94.6
City & Guilds Level 1 Key Skills in Communication 30,900 31,800 97.2
EDI Level 1 Key Skills in Application of Number 24,100 24,200 99.6
City & Guilds Level 2 Key Skills in Communication 23,300 24,200 96.3
City & Guilds Level 2 Key Skills in Application of Number 21,400 22,300 96.0
EDI Level 2 Key Skills in Communication 19,600 19,800 99.0
EDI Level 1 Key Skills in Communication 19,400 19,500 99.5
Skillsfirst Level 2 Certificate in Retail Knowledge (QCF) 18,500 20,300 91.1
EDI Level 2 Key Skills in Application of Number 16,300 16,600 98.2
Edexcel Level 2 Key Skills in Communication 13,400 13,700 97.8
Edexcel Level 2 Key Skills in Application of Number 12,200 12,500 97.6
EDI Level 2 Certificate in Principles of Business and Administration (QCF) 10,700 11,500 93.0
EDI Level 2 Certificate in Customer Service (QCF) 9,700 11,300 85.8
ASCENTIS Entry Level Certificate in Adult Numeracy 9,300 9,600 96.9
Edexcel BTEC Level 2 Certificate in Customer Service (QCF) 8,900 16,800 53.0
City & Guilds Level 2 Certificate in Cleaning and Support Services Skills (QCF) 7,600 9,800 77.6
Cskills Awards Level 2 NVQ Certificate in Plant Operations (Construction) (QCF) 7,400 7,500 98.7
OCR Level 1 Key Skills in Application of Number 7,100 7,300 97.3
by Employer Learner Responsive provision (ILR)


AII SQA Accreditation Annual Review (2012/2013)

This section focuses on the qualification market trends in Scotland as presented within the SQA Accreditation Annual Review. An overview
of the market size based on the number of qualifications and achievements is provided concluded with awarding bodies compliance levels
in line with SQAs auditing activity. For the purpose of this report only areas related to 1st4sport operations as an approved awarding
body in the Scottish market are presented. The two 1st4sport qualifications available of the SCQF are the SVQ 2 in Activity Leadership at
SCQF level 5 and the SVQ 3 in Leisure Management at SCQF Level 7.

In the financial year 2012/13, 28 organisations contacted SQA Accreditation to explore the possibility of becoming an approved awarding
body. The majority (10) of those who decided not to progress with approval were training centres or providers. Two awarding bodies
(NOCN and CYQ), at their request, had SQA-approved awarding body status withdrawn due to lack of qualification uptake. The new
organisations that gained awarding body approval in 2012/13 are highlighted in the table below.

List of the 36 awarding bodies approved by SQA (March 2013)
Approved Awarding Body Name
1st4sport Qualifications Institute of Leadership and Management (ILM)
Alcohol Focus Scotland (AFS) IMI Awards (IMI)
Association of Accounting Technicians (AAT) Institute of Revenues Rating and Valuation (IRRV)
Association of Chartered Certified Accountants (ACCA) ITC First Aid Limited
BIIAB Lantra
Chartered Institute of Housing (CIH) Mineral Products Qualification Council (MPQC)
Chartered Management Institute (CMI) National Examination Board in Occupational Safety and Health (NEBOSH)
City & Guilds Packaging Industry Awarding Body Company (PIABC)
Pearson Education Limited (Edexcel) Process Awards Authority Limited/VQ-SET (PAA/VQ-SET)
Education Development International (EDI) Rockschool
Excellence, Achievement and Learning Limited (EAL) Royal Academy of Dance (RAD)
Engineering Construction Industry Training Board (ECITB) Safety Training Awards (STA)
Equestrian Qualifications GB Limited (EQL) Scottish Bakers
First Aid Awards Limited (FAAL) Scottish Qualifications Authority (SQA)
Future (Awards and Qualifications) Limited Skillsfirst Awards Limited
GQA Qualifications Limited (GQA) Small Firms Enterprise Development Initiative (SFEDI Awards)
Highfield Awarding Body for Compliance (HABC) Vocational Training Charitable Trust (VTCT)
Industry Qualifications Limited (IQ Ltd) Worshipful Company of Spectacle Makers (WCSM)
Table AII.1 The full list of the 36 awarding bodies approved by SQA (March 2013)


SQA Accreditations core functions include the approval of awarding bodies, approval of qualification products, and the accreditation of
qualifications. As at the end of 2012/13, SQA Accreditation had a total of 940 accredited qualifications, made up of the following
qualification types.

Types of accredited qualifications in the Scottish market
Qualification Types Number of accredited qualifications
Scottish Vocational Qualifications (SVQs) 694
Other qualifications (such as competence-based qualifications) 196
Regulatory and Licensing qualifications (R&L) 50
Total 940
Table AII.2 Types of accredited qualifications in the Scottish market

At the end of 2012/13, there were 694 SVQs accredited which is a decrease of 3% on prior year. Ninety-seven accredited SVQs were
withdrawn during 2012/13. The common rationale for awarding bodies withdrawing SVQs was low or zero uptake of the qualification,
which is also the case for our 1st4sport SVQ 2 in Activity Leadership at SCQF level 5 that will be withdrawn soon.

In some instances, SVQs were replaced with alternative accredited competence-based qualifications. This has been driven in part by MA
Frameworks where the SVQ has not been successful and has therefore been replaced with an alternative accredited competence-based
qualification. SQA Accreditation will continue to monitor these movements and identify where possible the reasons behind these changes.
In line with prior years, there was a higher volume of SVQ Levels 2 and 3 accredited.

Levels of SVQ accredited qualifications
Qualification Level Number of accredited qualifications
SVQ Level 1 38
SVQ Level 2 300
SVQ Level 3 300
SVQ Level 4 47
SVQ Level 5 9
Total 694
Table AII.3 Accredited SVQs levels


At the end of 2012/13, there were 196 Other qualifications accredited which is an increase of 29% on prior year. This considerable
increase is in relation to existing awarding bodies expanding their provision in Other qualifications, particularly City & Guilds, IMI, STA
and SQA. In addition, two of SQA Accreditations newly approved awarding bodies PIABC and SFEDI also came forward for the
accreditation of Other qualifications in 2012/13.

Table AII.4 shows the trends in the SVQ market performance from 2007/08 to 2012/13. This information is presented by financial year.
In 201213, both registrations and certifications for SVQs increased from the previous year. This may be a result of available funding for
Modern Apprenticeships which include SVQs in a number of Frameworks. However, uptake is still not at the level seen in 2010/11 or
2009/10 and this may be due to some awarding bodies moving away from SVQs and opting for accreditation of alternative competence-
based qualifications.

SVQ market performance (2007-2013)
Year Registrations +/- % Certifications +/- %
200708 48,761 n/a 29,357 n/a
200809 39,879 -18% 31,206 +6%
200910 45,155 +13% 35,066 +12%
201011 47,405 +5% 36,713 +4%
201112 40,245 -15% 29,945 -18%
201213 43,444 +7.9% 32,397 +8%
Table AII.4 Trends in the SVQ market

One of the most critical SQA Accreditation functions is the approval and auditing monitoring of awarding bodies. SQA Accreditation carries
out monitoring of all SQA-approved awarding bodies in line with established quality assurance processes that are based on a range of
measures with compliance assessed throughout 2012/13 against either the SQA Accreditation Awarding Body Criteria (2007) or the
Regulatory Principles (2011) and associated directives.

Awarding body audits are based on a three-year cycle, depending upon perceived risk. Centre monitoring visits check the effectiveness of
the awarding bodys systems and enable SQA Accreditation to determine trends to help improve both regulation and learner experience.
Throughout the year, all Centre Monitoring activity was based on the criteria; however, during this transitional period, awarding bodies
could elect to be audited against the Principles. As a result, all statistical information provided in the analysis below has been split
depending upon the regulatory model applied.


The SQA Accreditation audit and centre monitoring reports approved during 2012/13 were for 11 audits and 25 centre monitoring reports
(108 centre monitoring visits). This is a 40% increase in activity from 2011/12, a result of both an increase in the number of remote
monitoring activities and a number of centre visits taking place in Quarter 4, 2011/12, but approved by ACG in June 2012 (36).

As a result of the main awarding body audit and the centre monitoring visits against the Awarding Body Criteria (2007) Statements of
Excellence (SoE) the most common areas of non-compliance are presented below.

Areas of non-compliance against the Awarding Body Criteria (2007)
Statement of Excellence (SoE) Instances of non-compliance
1. Governance and Leadership 0
2. Quality Enhancement 0
3. Administration and Support 53
4. Qualification Development and Design 1
5. Assessment and Verification 21
Total 75
Table AII.5 Areas of non-compliance against the Awarding Body Criteria (2007)

During this audit period, the majority of non-compliances were recorded against Statement of Excellence 3: Administration and Support.
This is to be expected due to the higher number of key goals within this statement. The Administration and Support section of the
Awarding Body Criteria (2007) covers a range of areas and encompasses from communication, centre approval and customer service
through to certification and registration of candidates. It would also be expected that a number of challenges would exist specifically with
regard to legal and statutory requirements.

Although trends in non-compliances cannot be compared year-on-year due to the varied nature of the issues, the increase in non-
compliances from 2011/12 is proportional to the increase in activity from 2010/11. However, there was an increase in non-compliances
against the consistency and evidence of assessments (Statement of Excellence 5: Assessment and Verification) specifically surrounding
external verification. This was therefore a focus during audit activity in 2012/13.


As a result of the auditing activity observations are noted where an awarding bodys processes meet the criteria but there is a potential
weakness which may eventually result in non-compliance if no action is taken. The awarding body is free to choose whether or not to act
on the observation. It should be noted that observations continue to be acted upon by the majority of awarding bodies. The most
common observations made during the main awarding body audit and centre monitoring visits, against the Awarding Body Criteria (2007)
Statements of Excellence are presented below.

Observations against the Awarding Body Criteria (2007)
Statement of Excellence (SoE) Total observations
1. Governance and Leadership 0
2. Quality Enhancement 2
3. Administration and Support 73
4. Qualification Development and Design 16
5. Assessment and Verification 36
Total 127
Table AII.6 Observations against the Awarding Body Criteria (2007)

During this audit period, the majority of observations were recorded against Statement of Excellence 3: Administration and Support.
Although there was a disproportional rise from the previous year in the number of observations noted against Statement 4: Qualification
Development and Design, these did not refer to one specific issue or trend.

Issues are recorded where there is evidence that there is significant risk to either the learner or integrity of a qualification and therefore
immediate and comprehensive action is required. The number of issues identified by grouping mirror the volume of detail within the
Principles, although it was recognised that issues noted under governance were variable and did not reflect any significant trends.

Issues against the Awarding Body Criteria (2007)
Grouping Total issues
General (1) 0
Governance (25) 3
Qualification Design and Development (617) 3
Malpractice and Complaints (1820) 1
Certification (2122) 1
Total 8
Table AII.7 Issues against the Awarding Body Criteria (2007)


A recommendation may be provided if is considered that an awarding bodys processes meet the Regulatory Principles (2011) but where
either improvements could be made or, where a current process, if allowed to embed, may pose a risk to the learner or integrity of a
qualification. Regulatory Principle 6 contains a large amount of information and so it is to be expected that the majority of
recommendations would align to this principle. Various improvements were identified and these were not attributable to one specific area.

Recommendations against the Awarding Body Criteria (2007)
Grouping Total recommendations
General (1) 0
Governance (25) 6
Qualification Design and Development (617) 7
Malpractice and Complaints (1820) 0
Certification (2122) 4
Total 17
Table AII.8 Recommendations against the Awarding Body Criteria (2007)

The information presented on both regulators reports and reviews is taken into consideration in establishing our future planning and
related actions to maintain our competitive positioning in both markets. The next section is focused on 1st4sport performance across a
number of areas.


Appendix 2 1st4sport performance statistics

Upward trends continue throughout the majority of our key areas in the demand and supply even after the completion of the migration
phase (2010-2011) to the QCF. Although there are a few decreases in some areas they are not significant, with facts being provided to
establish to the rationale.

Chart A2.1 Trends in the demand for qualifications number of new recognised centre and qualification approvals statuses granted

The qualification approval demand levels for 2012 appear to have returned to normal levels following the extensive demand in 2010-2011
due to the QCF migration, when centres sought approval for the QCF version of our qualifications as the NQF was due to expire.

Chart A2.2 Trends in the supply of qualifications number of 1st4sport accredited qualifications

Our portfolio of accredited qualifications continues to grow, however this figure does not necessarily represent the actual number. It must
be noted that in the total of 277 qualifications, pathways, disciplines and add-on modules are counted as separate qualifications to ensure
consistency with our IT systems functionality and the associated audit trail maintained. The increase in the regulated qualifications
offered is in line with the upward industry trends, due to the migration to the QCF and the fact that the majority of NQF qualifications
were to expire. The full list of these accredited qualifications is displayed in table A2.1. However, this data should be treated with care as
it includes in some cases the QCF and NQF version of some qualifications that expired during 2012.
56 67 69
87
71 65 75
54
80
134
225
482
550
405
0
100
200
300
400
500
600
2006 2007 2008 2009 2010 2011 2012
N
u
m
b
e
r

o
f

a
p
p
l
i
c
a
t
i
o
n
s
Trends in the number of new recognised centres and qualification approvals (2006-2012)
Applications granted
Centre Recognition
Applications granted
Qualification Approval
Year
1
9 11 14 19
45
56
65
81
116
166
257
277
0
100
200
300
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
N
u
m
b
e
r

o
f

q
u
a
l
i
f
i
c
a
t
i
o
n
s
Year
Increase in the number of accredited qualifications (2000-2012)


Accredited Qualifications Awarded by 1st4sport Qualifications
Qualification Type Qualification Title AO code
QCF Entry Level Award in Preparation for Event Volunteering (Entry Level) (QCF) ELAPEV
Functional skills Functional Skills Qualification in English at Level 1 L1ENG
Functional skills Functional Skills Qualification in Mathematics at Level 1 L1MATH
QCF Level 1 Award in Coaching Angling (QCF) L1ACAQ
QCF Level 1 Award in Coaching Archery (QCF) L1ACARCQ
QCF Level 1 Award in Coaching Badminton (QCF) L1ACBADQ
QCF Level 1 Award in Coaching Basketball (QCF) L1ACBBQ
QCF Level 1 Award in Coaching Boccia (QCF) L1ACBOCQ
Unaccredited Level 1 Award in Coaching Cricket L1ACCRQO
QCF Level 1 Award in Coaching Cricket (QCF) L1ACCRQ
QCF Level 1 Award in Coaching Cycling (QCF) L1ACCQ
QCF Level 1 Award in Coaching Fives (QCF) L1AC5Q
QCF Level 1 Award in Coaching Football (QCF) L1ACFQ
QCF Level 1 Award in Coaching Gymnastics (Acrobatic Gym) (QCF) L1ACGACGQ
QCF Level 1 Award in Coaching Gymnastics (Aerobic Gym) (QCF) L1ACGAGQ
QCF Level 1 Award in Coaching Gymnastics (General) (QCF) L1ACGGQ
QCF Level 1 Award in Coaching Gymnastics (Men's Artistic) (QCF) L1ACGMAAQ
QCF Level 1 Award in Coaching Gymnastics (Men's Artistic) (QCF) L1ACGMAQ
QCF Level 1 Award in Coaching Gymnastics (Pre-School) (QCF) L1ACGPQ
QCF Level 1 Award in Coaching Gymnastics (Rhythmic) (QCF) L1ACGRQ
QCF Level 1 Award in Coaching Gymnastics (Team Gym) (QCF) L1ACGTGQ
QCF Level 1 Award in Coaching Gymnastics (Trampolining) (QCF) L1ACGTRQ
QCF Level 1 Award in Coaching Gymnastics (Tumbling) (QCF) L1ACGTQ
QCF Level 1 Award in Coaching Gymnastics (Women's Artistic) (QCF) L1ACGWAQ
QCF Level 1 Award in Coaching Gymnastics (Women's Artistic) (QCF) L1ACGWAAQ
QCF Level 1 Award in Coaching Hockey (QCF) L1ACHQ
QCF Level 1 Award In Coaching Indoor Rowing (QCF) L1ACIRQ
QCF Level 1 Award in Coaching Judo (QCF) L1ACJQ
QCF Level 1 Award in Coaching Lacrosse (QCF) L1ACLAXQ
QCF Level 1 Award in Coaching Netball (QCF) L1ACNBQ


QCF Level 1 Award in Coaching Orienteering (QCF) L1ACOQ
QCF Level 1 Award in Coaching Parkour/Freerunning (QCF) L1ACPKQ
QCF Level 1 Award in Coaching Rounders (QCF) L1ACRONQ
QCF Level 1 Award in Coaching Rugby League (QCF) L1ACRLQ
QCF Level 1 Award in Coaching Rugby Union (QCF) L1ACRUQ
QCF Level 1 Award in Coaching Squash (QCF) L1ACSQQ
QCF Level 1 Award in Coaching Strength and Conditioning for Sport (QCF) L1ACSCQ
QCF Level 1 Award in Coaching Table Tennis (QCF) L1ACTTQ
QCF Level 1 Award in Coaching Tennis (QCF) L1ACTENQ
QCF Level 1 Award in Coaching Triathlon (QCF) L1ACTRIQ
QCF Level 1 Award in Coaching Volleyball (QCF) L1ACVBQ
QCF Level 1 Award in Coaching Wrestling (QCF) L1ACWQ
QCF Level 1 Award in Preparation for Event Volunteering (Personal Best) (QCF) L1APEV
QCF Level 1 Award in Preparation for Event Volunteering in Volleyball (QCF) L1APEVVBQ
QCF Level 1 Award in the Principles of Coaching Sport (QCF) L1POCS
QCF Level 1 Award in Using Sport to Tackle Youth Crime (QCF) L1ASTCQ
VRQ Level 1 Certificate in Coaching Angling L1CCA
VRQ Level 1 Certificate in Coaching Archery L1CCARC
VRQ Level 1 Certificate in Coaching Indoor Rowing L1CCIR
VRQ Level 1 Certificate in Coaching Judo L1CCJ
VRQ Level 1 Certificate in Coaching Netball L1CCNB
VRQ Level 1 Certificate in Coaching Parkour/Freerunning L1CCPK
VRQ Level 1 Certificate in Coaching Rounders L1CCRON
VRQ Level 1 Certificate in Coaching Rugby League L1CCRL
QCF Level 1 Certificate in Preparation for Event Volunteering (QCF) L1CPEVQ
QCF Level 1 NVQ Award in Sports and Active Leisure (QCF) L1ASAL
VRQ Level 2 Award in Coaching Studies ACS06
QCF Level 2 Award in Employment Awareness in Active Leisure and Learning (QCF) L2EAALL
QCF Level 2 Award in Employment Awareness in the Outdoors (QCF) L2AEAOQ
QCF Level 2 Award in First Aid for Sport (QCF) L2AFASQ
QCF Level 2 Award in Introductory Work in the Outdoors (QCF) L2AIWOQ


QCF Level 2 Award in Leadership through Football (QCF) L2ALTF
QCF Level 2 Award in Leadership through Rugby Union (QCF) L2ALTRU
QCF Level 2 Award in Multi-Skills Development in Sport (QCF) L2AMDSQ
QCF Level 2 Award in the Principles of Coaching Sport (QCF) L2POCS
QCF Level 2 Award in the Treatment and Management of Injury in Sport (QCF) L2TMIQ
QCF Level 2 Award in Understanding Stewarding at Spectator Events (QCF) L2AUSSE
QCF Level 2 Award in Using Sport to Tackle Youth Crime (QCF) L2ASTCQ
VRQ Level 2 Certificate for Sports Officials in Cricket (Umpire) L2CSOCU
VRQ Level 2 Certificate for Sports Officials in Football L2SOF
VRQ Level 2 Certificate in Coaching Angling L2CCA08
QCF Level 2 Certificate In Coaching Angling (QCF) (Coarse) L2CCAQ
QCF Level 2 Certificate In Coaching Angling (QCF) (Game) L2CCAQG
QCF Level 2 Certificate In Coaching Angling (QCF) (Sea) L2CCAQS
VRQ Level 2 Certificate in Coaching Badminton L2CCBAD
QCF Level 2 Certificate in Coaching Badminton (QCF) L2CCBADQ
VRQ Level 2 Certificate in Coaching Basketball L2CCBB
QCF Level 2 Certificate in Coaching Basketball (QCF) L2CCBBQ
VRQ Level 2 Certificate in Coaching Cricket L2CCCR
VRQ Level 2 Certificate in Coaching Cricket L2CCCRC
Unaccredited Level 2 Certificate in Coaching Cricket (QCF) L2CCCRQO
QCF Level 2 Certificate in Coaching Cricket L2CCCRQ
VRQ Level 2 Certificate in Coaching Cycling L2CCC
QCF Level 2 Certificate in Coaching Cycling (QCF) L2CCCQ
QCF Level 2 Certificate in Coaching Fives (QCF) L2CC5Q
VRQ Level 2 Certificate in Coaching Football L2CCF07
Unaccredited Level 2 Certificate in Coaching Football (Overseas Delivery) L2CCFOC
QCF Level 2 Certificate in Coaching Football (QCF) L2CCFQ
VRQ Level 2 Certificate in Coaching Gymnastics (Acrobatic Gym) L2CCGACG
QCF Level 2 Certificate in Coaching Gymnastics (Acrobatic Gym) (QCF) L2CCGACGQ
VRQ Level 2 Certificate in Coaching Gymnastics (Aerobic Gym) L2CCGAG
QCF Level 2 Certificate in Coaching Gymnastics (Aerobic Gym) (QCF) L2CCGAGQ


VRQ Level 2 Certificate in Coaching Gymnastics (General) L2CCGG
QCF Level 2 Certificate in Coaching Gymnastics (General) (QCF) L2CCGGQ
VRQ Level 2 Certificate in Coaching Gymnastics (Men's Artistic) L2CCGMA
QCF Level 2 Certificate in Coaching Gymnastics (Men's Artistic) (QCF) L2CCGMAQ
QCF Level 2 Certificate in Coaching Gymnastics (Men's Artistic) (QCF) L2CCGMAAQ
VRQ Level 2 Certificate in Coaching Gymnastics (Pre-School) L2CCGP
QCF Level 2 Certificate in Coaching Gymnastics (Pre-School) (QCF) L2CCGPQ
VRQ Level 2 Certificate in Coaching Gymnastics (Rhythmic) L2CCGR
QCF Level 2 Certificate in Coaching Gymnastics (Rhythmic) (QCF) L2CCGRQ
VRQ Level 2 Certificate in Coaching Gymnastics (Team Gym) L2CCGTG
QCF Level 2 Certificate in Coaching Gymnastics (Team Gym) (QCF) L2CCGTGQ
VRQ Level 2 Certificate in Coaching Gymnastics (Trampolining) L2CCGTR
QCF Level 2 Certificate in Coaching Gymnastics (Trampolining) (QCF) L2CCGTRQ
VRQ Level 2 Certificate in Coaching Gymnastics (Tumbling) L2CCGT
QCF Level 2 Certificate in Coaching Gymnastics (Tumbling) (QCF) L2CCGTQ
VRQ Level 2 Certificate in Coaching Gymnastics (Women's Artistic) L2CCGWA
QCF Level 2 Certificate in Coaching Gymnastics (Women's Artistic) (QCF) L2CCGWAQ
QCF Level 2 Certificate in Coaching Gymnastics (Women's Artistic) (QCF) L2CCGWAAQ
QCF Level 2 Certificate in Coaching Handball (QCF) L2CCHBQ
VRQ Level 2 Certificate in Coaching Hockey L2CCH07
QCF Level 2 Certificate in Coaching Hockey (QCF) L2CCHQ
VRQ Level 2 Certificate in Coaching Indoor Rowing L2CCIR
QCF Level 2 Certificate in Coaching Indoor Rowing (QCF) L2CCIRQ
QCF Level 2 Certificate in Coaching Judo (QCF) L2CCJQ
QCF Level 2 Certificate in Coaching Lacrosse (QCF) L2CCLAXQ
VRQ Level 2 Certificate in Coaching Motor Sport L2CCMSA
QCF Level 2 Certificate in Coaching Motor Sport (QCF) L2CCMSQ
QCF Level 2 Certificate in Coaching Netball (QCF) L2CCNBQ
VRQ Level 2 Certificate in Coaching Orienteering L2CCO09


QCF Level 2 Certificate in Coaching Orienteering (QCF) L2CCOQ
QCF Level 2 Certificate in Coaching Parkour/ Freerunning (QCF) L2CCPKQ
VRQ Level 2 Certificate in Coaching Rounders L2CCRON
QCF Level 2 Certificate in Coaching Rounders (QCF) L2CCRONQ
VRQ Level 2 Certificate in Coaching Rowing (Fixed) L2CCROWF
QCF Level 2 Certificate in Coaching Rowing (QCF) (Fixed) L2CCROWQ
VRQ Level 2 Certificate in Coaching Rowing (Sliding) L2CCROW
QCF Level 2 Certificate in Coaching Rugby League (QCF) L2CCRLQ
VRQ Level 2 Certificate in Coaching Rugby Union L2CCRU07
QCF Level 2 Certificate in Coaching Rugby Union (QCF) L2CCRUQ
VRQ Level 2 Certificate in Coaching Squash L2CCSQ
QCF Level 2 Certificate in Coaching Squash (QCF) L2CCSQQ
VRQ Level 2 Certificate in Coaching Strength and Conditioning L2CCSC
QCF Level 2 Certificate in Coaching Strength and Conditioning for Sport (QCF) L2CCSCQ
VRQ Level 2 Certificate in Coaching Table Tennis L2CCTT
QCF Level 2 Certificate In Coaching Table Tennis (QCF) L2CCTTQ
VRQ Level 2 Certificate in Coaching Tennis L2CCTEN
QCF Level 2 Certificate in Coaching Tennis (QCF) L2CCTENQ
VRQ Level 2 Certificate in Coaching Triathlon L2CCTRI
QCF Level 2 Certificate in Coaching Triathlon (QCF) L2CCTRIQ
QCF Level 2 Certificate in Coaching Volleyball (QCF) L2CCVBQ
QCF Level 2 Certificate in Coaching Water Skiing/Wakeboarding (QCF) L2CCWS
QCF Level 2 Certificate in Coaching Wrestling (QCF) L2CCWQ
VRQ Level 2 Certificate in Event and Match Day Stewarding CEMS07
VRQ Level 2 Certificate in First Aid for Sport FAS
QCF Level 2 Certificate in Introductory Work in the Outdoors (QCF) L2CIWOQ
QCF Level 2 Certificate in Leisure Operations (QCF) L2CLOQ
QCF Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF) L2CSLPESSQ
QCF Level 2 Certificate in the Principles and Preparations for Coaching Sport (QCF) L2PPCS
VRQ Level 2 Certificate in the Treatment and Management of Injury in Sport L2TMI08


VRQ Level 2 Certificate in Working in the Outdoors L2CWO
QCF Level 2 Diploma in Coaching Learn to Swim (QCF) L2DLTS
QCF Level 2 Diploma in Coaching Tennis (QCF) L2DCTENQ
QCF Level 2 NVQ Award in Mechanical Ride Operation (QCF) L2AMROQ
QCF Level 2 NVQ Certificate in Active Leisure, Learning and Well-being Operational Services (QCF) L2OPS
QCF Level 2 NVQ Certificate in Activity Leadership (QCF) L2NVQALQ
NVQ Level 2 NVQ Certificate in Spectator Safety (QCF) L2NCSS
QCF Level 2 NVQ Certificate in Spectator Safety (QCF) L2NCSSQ
NVQ Level 2 NVQ in Spectator Safety L2NVQSS
NVQ Level 2 NVQ in Sport, Recreation and Allied Occupations: Coaching, Teaching and Instructing - Association Football L2NVQAF
NVQ Level 2 NVQ in Sport, Recreation and Allied Occupations: Coaching, Teaching and Instructing - Coaching Swimming L2NVQCS
NVQ Level 2 NVQ in Sport, Recreation and Allied Occupations: Coaching, Teaching and Instructing - Teaching Swimming L2NVQTS
NVQ Level 2 NVQ in Sport, Recreation and Allied Occupations: Coaching, Teaching and Instructing - Tennis L2NVQTEN
QCF Level 3 Award in Assessing Competence in the Work Environment (QCF) L3AACWEQ
QCF Level 3 Award in Assessing Vocationally Related Achievement (QCF) L3AAVRAQ
QCF Level 3 Award in Coordinating Sports Volunteers (QCF) L3ACSVQ
QCF Level 3 Award in Delivering Learning (QCF) L3ADLQ
QCF Level 3 Award in Employment Awareness in Active Leisure and Learning (QCF) L3EAALL
QCF Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) L3APTLLSQ
QCF Level 3 Award in the Principles of Coaching Sports (QCF) L3POCS
QCF Level 3 Award in Workforce Mentoring (QCF) L3AWMQ
QCF Level 3 Certificate in Achieving Excellence in Sports Performance (Basketball) (QCF) L3CAXBBQ
QCF Level 3 Certificate in Achieving Excellence in Sports Performance (Handball) (QCF) L3CAXHBQ
QCF Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) L3CAXQ
QCF Level 3 Certificate in Achieving Excellence in Sports Performance (Rowing) (QCF) L3CAXROWQ
QCF Level 3 Certificate in Achieving Excellence in Sports Performance (Rugby League) (QCF) L3CAXRLQ
QCF Level 3 Certificate in Achieving Excellence in Sports Performance (Swimming) (QCF) L3CAXSWQ
QCF Level 3 Certificate in Assessing Vocational Achievement (QCF) L3CAVAQ
VRQ Level 3 Certificate in Coaching Badminton L3CCBAD
QCF Level 3 Certificate in Coaching Badminton (QCF) L3CCBADQ


QCF Level 3 Certificate in Coaching Basketball (QCF) L3CCBBQ
VRQ Level 3 Certificate in Coaching Cricket L3CCCR
QCF Level 3 Certificate in Coaching Cricket (QCF) L3CCCRQ
VRQ Level 3 Certificate in Coaching Cycling L3CCC
VRQ Level 3 Certificate in Coaching Football L3CCF06
VRQ Level 3 Certificate in Coaching Gymnastics (Acrobatic Gym) L3CCGACG
QCF Level 3 Certificate in Coaching Gymnastics (Acrobatic Gym) (QCF) L3CCGACGQ
VRQ Level 3 Certificate in Coaching Gymnastics (Aerobic Gym) L3CCGAG
QCF Level 3 Certificate in Coaching Gymnastics (Aerobic Gym) (QCF) L3CCGAGQ
VRQ Level 3 Certificate in Coaching Gymnastics (General) L3CCGG
QCF Level 3 Certificate in Coaching Gymnastics (General) (QCF) L3CCGGQ
QCF Level 3 Certificate in Coaching Gymnastics (Men's Artistic) (QCF) L3CCGMAQ
VRQ Level 3 Certificate in Coaching Gymnastics (Pre-School) L3CCGP
QCF Level 3 Certificate in Coaching Gymnastics (Pre-School) (QCF) L3CCGPQ
VRQ Level 3 Certificate in Coaching Gymnastics (Rhythmic) L3CCGR
QCF Level 3 Certificate in Coaching Gymnastics (Rhythmic) (QCF) L3CCGRQ
VRQ Level 3 Certificate in Coaching Gymnastics (Team Gym) L3CCGTG
QCF Level 3 Certificate in Coaching Gymnastics (Team Gym) (QCF) L3CCGTGQ
VRQ Level 3 Certificate in Coaching Gymnastics (Trampolining) L3CCGTR
QCF Level 3 Certificate in Coaching Gymnastics (Trampolining) (QCF) L3CCGTRQ
VRQ Level 3 Certificate in Coaching Gymnastics (Tumbling) L3CCGT
QCF Level 3 Certificate in Coaching Gymnastics (Tumbling) (QCF) L3CCGTQ
VRQ Level 3 Certificate in Coaching Gymnastics (Women's Artistic) L3CCGWA
QCF Level 3 Certificate in Coaching Gymnastics (Women's Artistic) (QCF) L3CCGWAQ
VRQ Level 3 Certificate in Coaching Hockey L3CCH
QCF Level 3 Certificate in Coaching Hockey (QCF) L3CCHQ
QCF Level 3 Certificate in Coaching Judo (QCF) L3CCJQ
QCF Level 3 Certificate in Coaching Mountain Biking (QCF) L3CCMBQ
QCF Level 3 Certificate in Coaching Netball (QCF) L3CCNBQ


QCF Level 3 Certificate in Coaching Orienteering (QCF) L3CCOQ
QCF Level 3 Certificate in Coaching Road and Time Trial Cycling (QCF) L3CCRTTQ
VRQ Level 3 Certificate in Coaching Rowing L3CCROW
QCF Level 3 Certificate in Coaching Rowing (QCF) L3CCROWQ
QCF Level 3 Certificate in Coaching Rugby League (QCF) L3CCRLQ
VRQ Level 3 Certificate in Coaching Rugby Union L3CCRU
QCF Level 3 Certificate in Coaching Rugby Union (QCF) L3CCRUQ
VRQ Level 3 Certificate in Coaching Squash L3CCSQ
QCF Level 3 Certificate in Coaching Squash (QCF) L3CCSQQ
VRQ Level 3 Certificate in Coaching Strength and Conditioning L3CCSC
QCF Level 3 Certificate in Coaching Strength and Conditioning for Sport (QCF) L3CCSCQ
VRQ Level 3 Certificate in Coaching Table Tennis L3CCTT
QCF Level 3 Certificate in Coaching Table Tennis (QCF) L3CCTTQ
QCF Level 3 Certificate in Coaching Tennis (QCF) L3CCTENQ
QCF Level 3 Certificate in Coaching Track Cycling (QCF) L3CCTCQ
VRQ Level 3 Certificate in Coaching Triathlon L3CCTRI
QCF Level 3 Certificate in Coaching Triathlon (QCF) L3CCTRIQ
QCF Level 3 Certificate in Employment Awareness in the Outdoors (QCF) L3CEAOQ
VRQ Level 3 Certificate in Industry and Organisational Awareness for the Active Leisure and Learning Industry L3CIOA06
VRQ Level 3 Certificate in Internal Verification Practice in Sport L3CIVPS
VRQ Level 3 Certificate in Introduction to Assessment Practice in Sport L3IAPS
QCF Level 3 Certificate in Leisure Management (QCF) L3CLMQ
VRQ Level 3 Certificate in Managing Sports Volunteers L3CMSV
QCF Level 3 Certificate in Managing Sports Volunteers (QCF) L3CMSVQ
VRQ Level 3 Certificate in Mentoring in Sport L3CMS10
VRQ Level 3 Certificate in Talented Athlete Lifestyle Support L3CTALS
QCF Level 3 Certificate in Talented Athlete Lifestyle Support (QCF) L3CTALSQ
QCF Level 3 Certificate In the Treatment and Management of Injury (QCF) L3TMIQ
VRQ Level 3 Certificate in The Treatment and Management of Injury in Football L3TMI05
VRQ Level 3 Certificate in Tutoring in Sport L3CTS


QCF Level 3 Certificate in Understanding Sports Performance (Basketball) (QCF) L3CUSPBBQ
QCF Level 3 Certificate in Understanding Sports Performance (Handball) (QCF) L3CUSPHBQ
QCF Level 3 Certificate in Understanding Sports Performance (QCF) L3CUSPQ
QCF Level 3 Certificate in Understanding Sports Performance (Rowing) (QCF) L3CUSPROWQ
QCF Level 3 Certificate in Understanding Sports Performance (Rugby League) (QCF) L3CUSPRLQ
QCF Level 3 Certificate in Understanding Sports Performance (Swimming) (QCF) L3CUSPSWQ
VRQ Level 3 Certificate in Working in the Outdoors L3CWO
QCF Level 3 Diploma in Coaching Tennis (QCF) L3DCTENQ
QCF Level 3 NVQ Certificate in Spectator Safety (QCF) L3NCSS
QCF Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (Basketball) (QCF) L3DAXBBQ
QCF Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (Handball) (QCF) L3DAXHBQ
QCF Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (QCF) L3DAXQ
QCF Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (Rowing) (QCF) L3DAXROWQ
QCF Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (Rugby League) (QCF) L3DAXRLQ
QCF Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (Swimming) (QCF) L3DAXSWQ
QCF Level 3 NVQ Diploma in Leisure Management (QCF) L3DLMQ
QCF Level 3 NVQ Diploma in Outdoor Programmes (QCF) (via the Outdoor Development Training Pathway) L3DOPOD
QCF Level 3 NVQ Diploma in Outdoor Programmes (QCF) (via the Outdoor Education Pathway) L3DOPOE
QCF Level 3 NVQ Diploma in Outdoor Programmes (QCF) (via the Outdoor Recreation Pathway) L3DOPOR
QCF Level 3 NVQ Diploma in Sports Development (QCF) L3DSD
QCF Level 3 NVQ Diploma in Sports Development (QCF) L3DSDP
NVQ Level 3 NVQ in Achieving Excellence in Sports Performance L3AEX
NVQ Level 3 NVQ in Achieving Excellence in Sports Performance (Handball) L3AEXHB
NVQ Level 3 NVQ in Achieving Excellence in Sports Performance (Rowing) L3AEXROW
NVQ Level 3 NVQ in Achieving Excellence in Sports Performance (Rugby League) L3AEXRL
NVQ Level 3 NVQ in Achieving Excellence in Sports Performance (Swimming) L3AEXSW
NVQ Level 3 NVQ in Spectator Safety L3NVQSS
QCF Level 4 Award In the Internal Quality Assurance of Assessment Processes and Practice (QCF) L4AIQAQ
QCF Level 4 NVQ Diploma in Spectator Safety Management (QCF) L4NDSS
SVQ SVQ 2 in Activity Leadership at SCQF level 5 SVQ3LM
SVQ SVQ 3 in Leisure Management at SCQF Level 7 SL2SVQAL
Table A2.1 List of accredited qualifications awarded by 1st4sport (as of 31 December 2012).


Chart A2.3 Trends in the demand for qualifications number of course authorisations (as of 31 December 2012)

2012 saw the largest number of events (5252) ever being authorised to be delivered by 1st4sport recognised centres. On the other hand,
a diminutive decrease of 1% is noted in the number of registered (Chart A2.4) and certificated learners (Chart A2.5).

Chart A2.4 Trends in the demand for qualifications number of registered learners (financial year)

3627
4269
4583
5124 5089
4799
5252
0
1000
2000
3000
4000
5000
6000
2006 2007 2008 2009 2010 2011 2012
C
o
u
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s
e

a
u
t
h
o
r
i
s
a
t
i
o
n
s
Year
Trends in the number of course authorisations (2006-2012)
58980
61449
63477
73358 73831 73703 72835
0
10000
20000
30000
40000
50000
60000
70000
80000
2006/7 2007/8 2008/9 2009/10 2010/11 2011/12 2012/13
R
e
g
i
s
t
e
r
e
d

L
e
a
r
n
e
r
s
Year
Trends in the number of registered learners (2006-2012)


Chart A2.5 Trends in the demand for qualifications number of learner achievements/certifications

When reviewing learner certification figures several factors should be taken into consideration that may affect the accuracy of data, such
as the time at which the data is exported from the system and also the length of some qualifications, which might be spread over two or
three years.

Chart A2.6 Trends in learner participation by gender (2012)

3091
15129
32516
40678
44540 44831
53501
63798 62856
64754
64069
0
10000
20000
30000
40000
50000
60000
70000
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
L
e
a
r
n
e
r

A
c
h
i
e
v
e
m
e
n
t
s
Year
Trends in learner achievement rate/certifications (2002-2012)
87%
85%
83% 82% 83%
13%
15%
17% 18% 17%
0%
20%
40%
60%
80%
100%
2008 2009 2010 2011 2012
R
e
g
i
s
t
e
r
e
d

L
e
a
r
n
e
r
s
Year
Participation by gender (registered learners 2008 - 2012)
Registered male
learners
Registered female
learners


Chart A2.7 Trends in learner participation by age (2012)

Chart A2.8 Trends in learner participation by ethnicity (2012)
1%
31%
28%
36%
4%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Age 14-15 Age 16-18 Age 19-25 Age 26-49 Age 50 or over
R
e
g
i
s
t
e
r
e
d

L
e
a
r
n
e
r
s
Participation by age (registered learners - 2012)
55%
37%
3%
2% 2%
1%
0%
10%
20%
30%
40%
50%
60%
White Prefer not to say/Not
supplied
Black Mixed Asian Other
R
e
g
i
s
t
e
r
e
d

L
e
a
r
n
e
r
s
Trends in participation by ethnicity (registered learners - 2012)


Chart A2.9 Disability types of learners (2012)

A total of 293 learners were identified to have a disability; this accounts for less than 1% of the total number of registered learners for
2012.

Chart A2.10 Trends in reasonable adjustment requests

The reasonable adjustment requests were related to 24 different qualifications detailed in chart A11.8. All 100% of reasonable
adjustment requests were effectively reviewed and granted based on learners needs and associated evidence.

Learning
38%
Other
29%
Physical
18%
Hearing
8%
Visual
4%
Multiple
2%
Mobility
1%
Disability types in participation (registered learners - 2012)
Learning
Other
Physical
Hearing
Visual
Multiple
Mobility
8
40
35
43
44
55
0
10
20
30
40
50
60
2007 2008 2009 2010 2011 2012
N
u
m
b
e
r

o
f

r
e
q
u
e
s
t
s
Trends in the number of requests for reasonable adjustments (2007 - 2012)
Year


Chart A2.11 Trends in special consideration requests

The special consideration requests were related to 28 different qualifications detailed in chart A11.11. A total of 13% of special
consideration requests were not granted (22 requests out of 175) due to evidence failing to support learners eligibility for special
consideration.

Chart A2.12 Trends in the number of incidents managed

Incident types may include a sanction against a centre reported by an EV, learner appeal against the outcomes of their assessment by
their centre, learner complaint against their centre, suspected learner misconduct, suspected non-compliance by a centre, suspected child
or vulnerable adult safeguarding issue by a centre, customer service complaint to 1st4sport from a centre, customer service complaint to
1st4sport from a learner, suspected non-compliance by 1st4sport, suspected child or vulnerable adult safeguarding issue by 1st4sport,
centre appeal against a 1st4sport procedural decision or learner appeal against a 1st4sport procedural decision.

0
62
178
141
175
0
50
100
150
200
2008 2009 2010 2011 2012
N
u
m
b
e
r

o
f

r
e
q
u
e
s
t
s
Trends in the number of requests for special consideration (2008 - 2012)
Year
20
25
35
66
67 68
0
10
20
30
40
50
60
70
80
2007 2008 2009 2010 2011 2012
N
u
m
b
e
r

o
f

i
n
c
i
d
e
n
t
s
Trends in the number of incidents (2007 - 2012)
Year


Appendix 3 Strategic direction achievement rates

A3.1 Strategic direction achievement results

The overall strategic direction achievement rate for 2012 is very satisfactory (94%). However, several targets could not be measured due
to updates made in the strategy; changes in processes/timescales, newly introduced targets and insufficiency of data to enable
comparison. Supporting evidence (SDPL) is provided on specific targets to provide the rationale for the associated performance levels.

Strategic Direction 2009-2014
CSF Strategic Targets Achievement
of target
Performance levels
(2012) (2011) (2010) (2009) (2008)
Maintain and
extend the
awarding
organisation
Achieve 100% compliance with the General Conditions of Recognition
and report via statement to Ofqual
Yes 100% N/A N/A N/A N/A
Maintain QCF recognition status ensuring 100% compliance Yes 100% 100% 100% 100% N/A
Maintain NQF recognition status ensuring 100% compliance Yes 100% 100% 100% 100% N/A
Maintain SQA awarding body status ensuring 100% compliance against
Key Goals
Yes 100% Target
met
N/A N/A N/A
Maintain positive industry relationships by agreeing 100% of the annual
plan of regulated provision with the SSC each year
Yes 100% 100% 100% Insufficient data
Ensure 80% of the annual plan of provision is achieved each year Yes 92% 84% 82% Insufficient data
Maintain and extend the business of > 65% of UKCC sports for the
development and awarding of QCF coaching provision at levels 1-3
Yes 82% 80% 79% 71% N/A
Achieve SQA accreditation for SVQ Level 3 in Leisure Management at
SCQF Level 7
Effectively manage resources in the development, delivery and
awarding of qualifications
Increase (centre and learner) demand (based on RC, QA statuses and
LR-learner registrations annually)
Yes 15% (RC) -8% (RC) -18%(RC) 26% (RC) 3% (RC)
No -26%(QA) 14%(QA) 114%(QA) 68%(QA) 68%(QA)
No -1% (LR) -0.2%(LR) 1% (LR) 16% (LR) 3%(LR)
Ensure 80% of predicted demand is achieved annually Yes 95% 83% 54% Insufficient data
Develop 80% of the annual plan of provision in partnership with
nationally recognised bodies/identified technical experts
Yes 83% 80% 95% 92% 95%
Establish three new qualification partnerships annually Yes 100% N/A N/A N/A N/A
Achieve min. score of 550 (out of 1000) against the latest EFQM model
version
Yes 670
(2013)
652
(2010)
575
(1999)
553
(1999)
542
(1999)
Ensure 70% overall strategic target achievement rate Yes 94% 93% 80% 74% N/A


CSF Strategic Targets Achievement
of target
Performance levels
(2012) (2011) (2010) (2009) (2008)
Maintain and
extend the
awarding
organisation
Ensure each qualification adds value to the career/role pathway of end
users
Yes 98% 92% 93% 91% 90%
80% stakeholders confirm 1st4sport improve each year and meet
needs/ expectations, providing value added service
Yes 92% 93% 91% 95% 82%
60% achievement rate of validation and processing of awarding
requests within set timescales
Yes 97% 94% 94% 92% N/A
Identify, develop and maintain fit for purpose IT systems
1
to support
the awarding function and services to stakeholders
Yes 91% (A
and OS)
81% (A) 91% (A) 93%
(OS)
N/A
73%(OS) 86%(OS)
Maintain the Common Process Framework via Control to effectively
manage processes and related documentation
Yes Target
met
Target
met
N/A N/A N/A
Maintain and
extend the
awarding
function
Conduct of annual self-assessment and publication of report by June Yes 100% 100% 100% 100% 100%
Conduct of annual self-evaluation (regulations) and submission of
statement of compliance by 17 May
Acknowledge, provide updates or final outcomes to 100% incident
reports within/every 25 working days
Yes 100% 79% 82% 86% 84%
Confirm 80% recognition and qualification approval within 10 working
days of the recognition and approval verification visit
Yes 91% 90% 64% N/A N/A
Confirm 80% of qualification approvals within 10 working days of
receipt of fully completed application
Yes 96% 100% 91% N/A N/A
Work towards 70% of courses/ cohorts being externally verified at a
ratio of 1:6/1:75 (where <6 annually a minimum of 1 event verified)
Yes 78% 68% N/A N/A N/A
Ensure 70% of verification outcomes are forwarded to centres within 5
working days of the external verification activity occurring
Yes 85% 93% 89% 72% 35%
Provide an outcome to 80% access arrangement (reasonable
adjustment,special consideration) within 10 working days of receipt
Yes 95% (RA) 91% (RA) 100%(RA) 100% 100%
96% (SC) 100%(SC) 87% (SC)
Ensure 80% of EV workforce achieved expectations annually Yes 94% 93% 89% N/A N/A
Maintain and
extend
qualification
provision
Ensure proposal and business case is agreed by SMT for 100% of new
area of provision
Review 100% of active qualifications against regulatory conditions
creating and communicating revised qualification specification across
stakeholders by 1 May
Implement revised qualification approval criteria for 100% of active
qualifications by 1 May

1
This includes Athena (A) and Online Services (OS). The percentage shown for online service use only applies to those who receive this service (this does not include
Gymnastics, Cricket Boards, County Football associations, Rugby Football Union Regional Centres and Welsh Rugby Union Regional Centres).


CSF Operational Targets Achievement
of target
Performance levels
(2012) (2011) (2010) (2009) (2008)
Maintain
and
extend
awarding
systems
and
services
Upgrade Parnassus to version 3.5 by November 2012 Yes Target met N/A N/A N/A N/A
Increase the number of eligible recognised centres utilising the 1st4sport
On-line Service by 5% annually
Yes 45% 5% 28% N/A N/A
Upgrade Advanced Secure by December 2012 to ensure effective
certification of learners
No Target
not met
N/A N/A N/A N/A
Launch the Athena Home page for centres by September 2012 to improve
system navigation
Yes Target
met
N/A N/A N/A N/A
Revise and relaunch centre solution in Athena by September 2012 to
continue to quality assure qualification delivery
Yes Target
met
N/A N/A N/A N/A
Establish qualification development solution in Athena by September 2012
to quality assure qualification development
Yes Target
met
N/A N/A N/A N/A
Ensure the website provides current, accurate and relevant information for
stakeholders
Yes 96%

97% 95% 98% 98%
Distribute Centre Bulletins and EV Newsletters three times annually Yes 100% 100% N/A N/A N/A
Respond to requests for awarding data within 10 working days of the
required date
Yes 100% 100% 100% 97% N/A
80% enquiries are processed within 5 working days of receipt Yes 96% 96% 97% 98% 96%
80% event authorisation requests are processed and confirmed within 5
working days of receipt
Yes 94% 93% 95% 91% 85%
80% learner/workforce resources are dispatched as a minimum 10 working
days prior to the start date of the event (none fast track)
Yes 92% 88% 93% 82% 92%
80% learners are registered within 20 working days of receipt of the
registration request
Yes 98% 95% 97% 97% 87%
80% claims for learner certification are validated, processed and
dispatched within 20 working days of the request
Yes 96% 94% 87% 81% 77%
80% written assessment papers are dispatched as a minimum 5 working
days prior to the specified date on the request
Yes 98% 95% 99% 95% N/A
80% event cancellation/postponement/termination requests are processed
within 10 working days of receipt
Yes 98% 95% 99% 97% N/A
80% learner transferral/withdrawal requests are effectively processed
within 10 working days of receipt
Yes 99% 100% 99% 100% N/A
80% certificate replacement requests are effectively processed within 10
Yes 98% 91% 86% N/A N/A
Successfully dispatch of resources based on valid data and reports
ensuring a reduction in errors and customer service complaints
Yes 99.5%

99.7%

99.7%

99.6%

N/A
Table A3.1 Strategic direction achievement and performance levels


A3.2 Strategic direction performance levels (SDPL) evidence 1

A large number of qualifications have been developed in partnership; several partnerships with governing bodies of sport are well
established and enable us to support the effective development and successful implementation of our qualifications. Table 3.2 shows
qualifications that have been developed (some still in development) with technical development partners for qualifications on the QCF and
some on the NQF due to expire.

1st4sport directory of qualification partners and qualifications (2012)
Development Partner Suite of Qualification Qualifications Code
FA Learning Activity Leadership Level 2 Award in Leadership through Football (QCF) L2ALTF
RFU Level 2 Award in Leadership through Rugby Union (QCF) L2ALTRU
Rugby League Achieving Excellence
in Sports Performance
Level 3 NVQ in Achieving Excellence in Sports Performance (Rugby League) L3AEXRL
ASA Level 3 NVQ in Achieving Excellence in Sports Performance (Swimming) L3AEXSW
British Rowing Level 3 NVQ in Achieving Excellence in Sports Performance (Rowing) L3AEXROW
England Handball Association Level 3 NVQ in Achieving Excellence in Sports Performance (Handball) L3AEXHB
ASA, British Rowing, England
Handball Association, England
Basketball
Achieving Excellence
in Sports Performance
(QCF)
Level 3 Certificate in Understanding Sports Performance L3CUSPQ
Level 3 Certificate in Achieving Excellence in Sports Performance L3CAXQ
Level 3 NVQ Diploma in Achieving Excellence in Sports Performance L3DAXQ
Talented Athlete Scholarship
Scheme (TASS)
Athlete Support Level 3 Certificate in Talented Athlete Support L3CTALS
Level 3 Certificate in Talented Athlete Lifestyle Support (QCF) L3TALSQ
FA Medical and Exercise
Science Department

First Aid and Injury
Management
Level 2 Certificate in First Aid for Sport L2FAS
Level 2 Certificate in the Treatment and Management of Injury in Sport L2TMI
Level 2 Award in the Treatment and Management of Injury in Sport (QCF) L2TMIQ
Level 3 Certificate in the Treatment and Management of Injury in Football L3TMI
Level 3 Certificate in the Treatment and Management of Injury in Sport (QCF) L3TMIQ
The Association for Physical
Education (afPE)
Physical Education
and School Sport
Level 2 Certificate in Supporting Learning in Physical Education and School Sport L2CSLPESSQ
The UK Angling Source Group Coaching Angling Level 1 Certificate in Coaching Angling L1CCA
Level 2 Certificate in Coaching Angling L2CCA
Level 1 Award in Coaching Angling (QCF) L1ACAQ
Level 2 Certificate in Coaching Angling (QCF) L2CCAQ


The National Source Group
for Archery GB
Coaching Archery Level 1 Certificate in Coaching Archery L1CCARC
Level 1 Award in Coaching Archery (QCF) L1ACARCQ
for Badminton
Coaching Badminton Level 1 Certificate in Coaching Badminton L1CCBAD
Level 2 Certificate in Coaching Badminton L2CCBAD
Level 3 Certificate in Coaching Badminton L3CCBAD
Level 1 Award in Coaching Badminton (QCF) L1ACBADQ
Level 2 Certificate in Coaching Badminton (QCF) L2CCBADQ
Level 3 Certificate in Coaching Badminton (QCF) L3CCBADQ
for Basketball
Coaching Basketball Level 1 Certificate in Coaching Basketball L1CCBB
Level 2 Certificate in Coaching Basketball L2CCBB
Level 1 Award in Coaching Basketball (QCF) L1ACBBQ
Level 2 Certificate in Coaching Basketball (QCF) L2CCBBQ
Level 3 Certificate in Coaching Basketball (QCF) L3CCBBQ
for Boccia
Coaching Boccia Level 1 Award in Coaching Boccia (QCF) L1ACBOCQ
Level 2 Certificate in Coaching Boccia (QCF) (in development) L2CCBOCQ
The Bowls Development
Alliance
Coaching Bowls Level 1 Award in Coaching Bowls (QCF) (in development) L1ACBOWLSQ
Level 2 Certificate in Coaching Bowls (QCF) L2CCBOWLSQ
The England and Wales
Cricket Board (ECB)
Coaching Cricket Level 1 Certificate in Coaching Cricket L1CCCR
Level 1 Award in Coaching Cricket (QCF) L1ACCRQ
Level 2 Certificate in Coaching Cricket L2CCCR
Level 2 Certificate in Coaching Cricket (QCF) L2CCCRQ
Level 3 Certificate in Coaching Cricket L3CCCR
Level 3 Certificate in Coaching Cricket (QCF) L3CCCRQ
British Cycling and The UK
Source Group for Cycling
Coaching Cycling Level 1 Certificate in Coaching Cycling L1CCC
Level 2 Certificate in Coaching Cycling L2CCC
Level 3 Certificate in Coaching Cycling L3CCC
Level 1 Award in Coaching Cycling (QCF) L1ACCQ
Level 2 Certificate in Coaching Cycling (QCF) L2CCCQ
Level 3 Certificate in Coaching Track Cycling (QCF) L3CCTCQ
Level 3 Certificate in Coaching Road and Time Trial Cycling (QCF) L3CCRTTCQ


UK Dodgeball Association Coaching Dodgeball Level 2 Certificate in Coaching Dodgeball (QCF) (in development) L2CCDBQ
British Fencing Coaching Fencing Level 2 Certificate in Coaching Fencing (QCF) L2CCFEQ
The Fives Federation Coaching Fives Level 2 Certificate in Coaching Fives (QCF) L2CC5Q
FA Learning Coaching Football Level 1 Certificate in Coaching Football L1CCF
Level 2 Certificate in Coaching Football L2CCF
Level 3 Certificate in Coaching Football L3CCF
Level 1 Award in Coaching Football (QCF) L1ACFQ
Level 2 Certificate in Coaching Football (QCF) L2CCFQ
British Gymnastics Coaching Gymnastics Level 1 Certificate in Coaching Gymnastics L1CCG
Level 1 Award in Coaching Gymnastics (QCF) L1ACGQ
Level 2 Certificate in Coaching Gymnastics L2CCG
Level 2 Certificate in Coaching Gymnastics (QCF) L2CCGQ
Level 3 Certificate in Coaching Gymnastics L3CCG
Level 3 Certificate in Coaching Gymnastics (QCF) L3CCGQ
England Handball Association Coaching Handball Level 2 Certificate in Coaching Handball (QCF) L2CCHBQ
England Hockey Board Coaching Hockey Level 1 Certificate in Coaching Hockey L1CCH
Level 1 Award in Coaching Hockey (QCF) L1CCHQ
Level 2 Certificate in Coaching Hockey L2CCH
Level 2 Certificate in Coaching Hockey (QCF) L2CCHQ
Level 3 Certificate in Coaching Hockey L3CCH
Level 3 Certificate in Coaching Hockey (QCF) L3CCHQ
The National Source Group for
Judo
Coaching Judo Level 1 Certificate in Coaching Judo L1CCJU
Level 2 Certificate in Coaching Judo L2CCJU
Level 3 Certificate in Coaching Judo L3CCJU
Level 1 Award in Coaching Judo (QCF) L1ACJQ
Level 2 Certificate in Coaching Judo (QCF) L2CCJQ
English Lacrosse Coaching Lacrosse Level 1 Award in Coaching Lacrosse (QCF) L1ACLAXQ
Level 2 Certificate in Coaching Lacrosse (QCF) L2CCLAXQ


The Motor Sport Association Coaching Motor Sport Level 2 Certificate in Coaching Motor Sport L2CCMSA
Level 2 Certificate in Coaching Motor Sport (QCF) L2CCMSQ
Netball
Coaching Netball Level 1 Certificate in Coaching Netball L1CCNB
Level 2 Certificate in Coaching Netball L2CCNB
Level 3 Certificate in Coaching Netball L3CCNB
Level 1 Award in Coaching Netball (QCF) L1ACNBQ
Level 2 Certificate in Coaching Netball (QCF) L2CCNBQ
Level 3 Certificate in Coaching Netball (QCF) L3CCNBQ
British Orienteering Coaching Orienteering Level 1 Certificate in Coaching Orienteering L1CCO
Level 2 Certificate in Coaching Orienteering L2CCO
Level 1 Award in Coaching Orienteering (QCF) L1ACOQ
Level 2 Certificate in Coaching Orienteering (QCF) L2CCOQ
Parkour UK Coaching Parkour Level 1 Certificate in Coaching Parkour/Free Running L1CCPK
Level 1 Award in Coaching Parkour/Free Running (QCF) L1ACPKQ
Level 2 Certificate in Coaching Parkour/Free Running (QCF) L2CCPKQ
Rounders England Coaching Rounders Level 1 Certificate in Coaching Rounders L1CCRON
Level 2 Certificate in Coaching Rounders L2CCRON
Level 1 Award in Coaching Rounders (QCF) L1ACRONQ
Level 2 Certificate in Coaching Rounders (QCF) L2CCRONQ
British Rowing Coaching Rowing Level 2 Certificate in Coaching Rowing L2CCROW
Level 2 Certificate in Coaching Rowing (QCF) L2CCROWQ
Level 3 Certificate in Coaching Rowing L3CCROW
Level 3 Certificate in Coaching Rowing (QCF) L3CCROWQ
Level 1 Certificate in Coaching Indoor Rowing L1CCIR
Level 1 Award in Coaching Indoor Rowing (QCF) L1ACIRQ
Level 2 Certificate in Coaching Indoor Rowing L2CCIR
Level 2 Certificate in Coaching Indoor Rowing (QCF) L2CCIRQ


Rugby League
Coaching Rugby League Level 1 Certificate in Coaching Rugby League L1CCRL
Level 2 Certificate in Coaching Rugby League L2CCRL
Level 3 Certificate in Coaching Rugby League L3CCRL
Level 1 Award in Coaching Rugby League (QCF) L1ACRLQ
Level 2 Certificate in Coaching Rugby League (QCF) L2CCRLQ
Level 3 Certificate in Coaching Rugby League (QCF) L3CCRLQ
Rugby Football Union (RFU)
and Welsh Rugby Union
(WRU)
Coaching Rugby Union Level 1 Certificate in Coaching Rugby Union L1CCRU
Level 2 Certificate in Coaching Rugby Union L2CCRU
Level 3 Certificate in Coaching Rugby Union L3CCRU
Level 1 Award in Coaching Rugby Union (QCF) L1ACRUQ
Level 2 Certificate in Coaching Rugby Union (QCF) L2CCRUQ
Level 3 Certificate in Coaching Rugby Union (QCF) L3CCRUQ
Squash
Coaching Squash Level 1 Certificate in Coaching Squash L1CCSQ
Level 2 Certificate in Coaching Squash L2CCSQ
Level 3 Certificate in Coaching Squash L3CCSQ
Level 1 Award in Coaching Squash (QCF) L1ACSQQ
Level 2 Certificate in Coaching Squash (QCF) L2CCSQQ
Level 3 Certificate in Coaching Squash (QCF) L3CCSQQ
Rugby Football Union Coaching Strength and
Conditioning for Sport
Level 1 Award in Coaching Strength and Conditioning for Sport (QCF) L1ACSCQ
Level 2 Certificate in Coaching Strength and Conditioning for Sport (QCF) L2CCSCQ
Level 3 Certificate in Coaching Strength and Conditioning for Sport (QCF) L3CCSCQ
Level 1 Certificate in Strength and Conditioning for Sport L1CCSC
ASA Coaching Swimming Level 2 Diploma in Coaching Learn to Swim (QCF) L2DLTS
English Table Tennis
Association
Coaching Table Tennis Level 1 Certificate in Coaching Table Tennis L1CCTT
Level 2 Certificate in Coaching Table Tennis L2CCTT
Level 3 Certificate in Coaching Table Tennis L3CCTT


LTA/ British Tennis Coaching Tennis Level 1 Award in Coaching Tennis (QCF) L1ACTENQ
Level 1 Certificate in Coaching Tennis L1CCTEN
Level 2 Certificate in Coaching Tennis (QCF) L2CCTENQ
Level 2 Diploma in Coaching Tennis (QCF) L2DCTENQ
Level 3 Certificate in Coaching Tennis (QCF) L3CCTENQ
Level 3 Diploma in Coaching Tennis (QCF) L3DCTENQ
British Triathlon Federation Coaching Triathlon Level 1 Certificate in Coaching Triathlon L1CCTRI
Level 2 Certificate in Coaching Triathlon L2CCTRI
Level 3 Certificate in Coaching Triathlon L3CCTRI
Level 1 Award in Coaching Triathlon (QCF) L1ACTRIQ
Level 2 Certificate in Coaching Triathlon (QCF) L2CCTRIQ
Level 3 Certificate in Coaching Triathlon (QCF) L3CCTRIQ
Volleyball England Coaching Volleyball Level 1 Certificate in Coaching Volleyball L1CCVB
Level 1 Award in Coaching Volleyball (QCF) L1ACVBQ
British Water Ski & Wakeboard Coaching Waterskiing Level 2 Certificate in Coaching Waterskiing/ Wakeboarding (QCF) L2CCWS
Level 3 Certificate in Coaching Water Skiing (QCF) L3CCWSQ
British Wrestling Association Coaching Wrestling Level 1 Award in Coaching Wrestling (QCF) L1ACWQ
Level 2 Certificate in Coaching Wrestling (QCF) L2CCWQ
Active Communities Network
Using Sport to Tackle Youth
Crime
Level 1 Award in Using Sport to Tackle Youth Crime (QCF) L1ASTCQ
Level 2 Award in Using Sport to Tackle Youth Crime (QCF) L2ASTCQ
Table A3.2 1st4sport directory of technical development partners and qualifications


A3.3 Strategic direction performance levels (SDPL) evidence 2
The following statistics show an indication of the use of Athena, on the third year of implementation. In some cases the business
processes have changed and subsequently some forms were replaced or merged and news ones introduced. As new components are
developed in Athena to support specific processes the number of some forms, such as the qualification update and enquiry has
decreased. The number of forms in table A3.3 does not represent the final outcomes as it includes both complete and incomplete forms.
Use of Athena based on form creation
Form type
(as amended in 2012)
Total No
(2012)
%
(2012)
Form type
(as implemented in 2010-2011)
Total No
(2011)
%
(2011)
Total No
(2010)
%
(2010)
External Verification Report - Verification of a course/cohort 843 28% Verification of a course/cohort 802 27% 624 19%
Qualification Approval Update 581 20% Qualification approval update 581 19% 446 14%
Qualification Approval Application 439 15% Qualification approval application 635 21% 504 16%
External Verification Report - Direct Claims Status 245 8% Verification of direct claims status 147 4% 68 2%
Centre Compliance Declaration 206 7% N/A (new form) - - - -
Special Consideration Request 169 6% Special consideration request 141 4% 179 5%
Recognition and Approval Application 88 3% Recognition and approval application 82 2% 94 3%
EV Performance Review 76 3% EV Performance profile 92 3% 88 2%
Reasonable Adjustment Request 61 2% Reasonable adjustment request 44 1% 43 1%
Enquiry 46 2% Enquiry 153 5% 524 16%
External Verification Report - Desk review of course/cohort 44 1% N/A (used as part of the EV form) - - - -

Incident Management Report

31

1%
Allegations (1st4sport raised) 37 1% 18 1%
Allegations (centre raised) 3 1% 6 1%
Appeals (1st4sport raised) 3 1% 0 0%
Advisory Visit 27 1% Advisory visit 15 1% 13 1%
External Verification Report - Verification of a systems 24 1% Verification of systems 138 4% 242 7%

Centre Action Response

15

1%
Centre action response 3 1% 9 1%
Centre action closure 0 0% 1 1%
Recognition and Approval Verification Report 15 1% N/A - - - -
EV Withdrawal Report 10 0% EV withdrawal of service 0 0% 1 1%
Qualification Development 7 0% N/A (new form) - - - -
EV Observation Report 7 0% N/A (new form) - - - -
Centre Withdrawal Report 7 0% Withdrawal of services 4 1% 194 6%
Centre Feedback Report 6 0% N/A (used as a separate form) - - - -
Event Report 4 0% N/A (launched in 2012) - - - -
Probationary EV performance review 3 0% Probationary EV performance review 11 1% 4 1%
EV Recruitment 2 0% EV Recruitment 83 3% 64 2%
Total 2966 100% Total 2974 100% 3122 100%
Table A3.3 Use of Athena based on form volumes


Following the launch of the new Athena Home page for centres a short survey was distributed via email (2 August 2012) to all centre
contacts with the aim to seek specific feedback on three areas and general feedback on the evaluation of Athena as a whole. A total of
1,620 users were contacted out of which 32 responded. Evaluation results and satisfaction rate is shown in the tables and charts below.

Quantitative Data from Centre Feedback
Question Rating and number of responses
How user friendly is Athena now that we have
introduced the Home page?
Very User Friendly User Friendly Not User Friendly
13 15 4
How easy is it to navigate using the new home
page?
Very Easy Easy Difficult
9 19 4
How much has introduction of the home page
improved the navigation?
Very much improved Improved Not improved at all
13 15 4
Total number of responses 32
Chart A3.1 Centre responses (count) on ease of use, navigation and improvement levels of the new Athena Home page

Chart A3.2 Centre responses (percentage) on ease of use, navigation and improvement levels of the new Athena Home page
Very User
Friendly
41%
User
Friendly
47%
Not User
Friendly
12%
How user friendly is Athena now
that we have introduced the Home
page?
Very
Easy
28%
Easy
60%
Difficult
12%
How easy is it to navigate using
the new home page?
Very
much
improved
41%
Improved
47%
Not
improved
at all
12%
How much has introduction of the
home page improved the
navigation?


The response rate of stakeholders who confirm 1st4sport identify, develop and maintain fit for purpose IT systems to support the
awarding function and services to stakeholders is considerably high (91% for both Athena and online services). There has been a
significant increase in the centre users of Athena since the first year of implementation which supports the increased use of the system
by centres; total number of recognised centre users in Athena is 1886 and 762 in online services in 2012. These figures however include
users that may be inactive of which 1st4sport is not aware.

Activated users on Athena based on role
Type of user Number 2012 Number 2011 Number 2010 Percentage
Recognised centres 1886 820 563 91%
External Verifiers 87 114 117 4%
1st4sport staff 19 21 22 1%
Partners 72 68 9 3%
Total 2064 1023 711 100%
Table A3.4 Activated users on Athena based on role

In order to review the effectiveness and use of IT based support systems (online services) which are related to awarding service requests
a statistical analysis was undertaken. Results show that there has been a year-on-year increase of recognised centres using online
services to submit requests. In addition to that, the increase is due to the launch of the improvements within the system, which is more
user friendly and has been promoted to the centres more effectively. Should the system be accessed by some of the largest recognised
centres such as Gymnastics, Cricket Boards, County Football associations, Rugby Football Union Regional Centres and Welsh Rugby Union
Regional Centres, which use alternative systems, the percentage of the system use would have been significantly higher. However, to
ensure effective relationships and to facilitate partner needs we have established links between the key partners own systems and our
awarding services.

Chart 3.3 Awarding system (online services) use
90%
62%
57%
13%
10%
38%
43%
87%
0%
20%
40%
60%
80%
100%
2009 2010 2011 2012
P
e
r
c
e
n
t
a
g
e
Use of online services systems for the awarding related requests (2009-2012)
Manual requests
Online requests
Year


A3.4 Strategic direction performance levels (SDPL evidence 3)

Achievement of the course verification targets is very significant as external verification is the key reporting tool on quality assurance
levels maintained by centres and with regards to any instances of non-compliance. A comprehensive statistical analysis has therefore
been undertaken based on achievement of 70% of the ratio of 1:6 courses and 1:75 cohorts for specific qualifications. The first set of
results presented in table A3.5 refer to the courses achievement rate (1:6), followed by cohorts results (1:75). Results show that this is
the first year the verification target is not only met but also exceeded (78%).

Target achievement rate on verification of events (courses and cohorts) per qualification (2012)
Qualifications
Courses
delivered
Courses
verified
(inc.DCS)
Target (1:6
and minimum
1 annually)
Target
achievement

L1ACAQ - Level 1 Award In Coaching Angling (QCF) 25 5 4 Met
L1ACARCQ - Level 1 Award In Coaching Archery (QCF) 38 7 6 Met
L1ACBADQ - Level 1 Award in Coaching Badminton (QCF) 74 11 12 Met
L1ACBBQ - Level 1 Award in Coaching Basketball (QCF) 82 21 13 Met
L1ACCQ - Level 1 Award in Coaching Cycling (QCF) 11 1 1 Met
L1ACCRQ - Level 1 Award in Coaching Cricket (QCF) 170 26 28 Met
L1ACFQ - Level 1 Award in Coaching Football (QCF) 1640 226 273 Met
L1ACGACGQ - Level 1 Award in Coaching Gymnastics (Acrobatic Gym) (QCF) 14 2 2 Met
L1ACGGQ - Level 1 Award in Coaching Gymnastics (General) (QCF) 53 11 8 Met
L1ACGMAQ - Level 1 Award in Coaching Gymnastics (Men's Artistic) (QCF) 14 1 2 Not met
L1ACGPQ - Level 1 Award in Coaching Gymnastics (Pre-School) (QCF) 17 2 2 Met
L1ACGRQ - Level 1 Award in Coaching Gymnastics (Rhythmic) (QCF) 3 0 1 Not met
L1ACGTGQ - Level 1 Award in Coaching Gymnastics (Team Gym) (QCF) 5 0 1 Not met
L1ACGTQ - Level 1 Award in Coaching Gymnastics (Tumbling) (QCF) 4 1 1 Met
L1ACGTRQ - Level 1 Award in Coaching Gymnastics (Trampolining) (QCF) 48 6 8 Met
L1ACGWAQ - Level 1 Award in Coaching Gymnastics (Women's Artistic) (QCF) 43 6 7 Met
L1ACHQ - Level 1 Award in Coaching Hockey (QCF) 56 8 9 Met
L1ACJQ - Level 1 Award in Coaching Judo (QCF) 10 0 1 Not met
L1ACLAXQ - Level 1 Award In Coaching Lacrosse (QCF) 13 0 2 Not met
L1ACNBQ - Level 1 Award in Coaching Netball (QCF) 58 10 9 Met
L1ACOQ - Level 1 Award in Coaching Orienteering (QCF) 13 0 2 Not met
L1ACPKQ - Level 1 Award in Coaching Parkour/ Freerunning (QCF) 7 0 1 Not met


Qualifications
Courses
delivered
Courses
verified
(inc.DCS)
Target (1:6
and minimum
1 annually)
Target
achievement
L1ACRLQ - Level 1 Award in Coaching Rugby League (QCF) 37 8 6 Met
L1ACRONQ - Level 1 Award in Coaching Rounders (QCF) 14 1 2 Not met
L1ACRUQ - Level 1 Award in Coaching Rugby Union (QCF) 202 8 33 Not met
L1ACSCQ - Level 1 Award In Coaching Strength and Conditioning for Sport (QCF) 48 13 8 Met
L1ACSQQ - Level 1 Award in Coaching Squash (QCF) 28 5 4 Met
L1ACTENQ - Level 1 Award in Coaching Tennis (QCF) 172 20 28 Met
L1ACTRIQ - Level 1 Award in Coaching Triathlon (QCF) 24 5 4 Met
L1ACTTQ - Level 1 Award in Coaching Table Tennis (QCF) 34 5 5 Met
L1ACVBQ - Level 1 Award in Coaching Volleyball (QCF) 41 7 6 Met
L1ACWQ - Level 1 Award in Coaching Wrestling (QCF) 3 1 1 Met
L1ASAL - Level 1 NVQ Award in Sport and Active Leisure (QCF) 6 11 1 Met
L1ASTCQ - Level 1 Award In Using Sport to Tackle Youth Crime (QCF) 24 2 4 Not met
L1ENG - Functional Skills Qualification in English at Level 1 5 3 1 Met
L1MATH - Functional Skills Qualification in Mathematics at Level 1 4 3 1 Met
L1POCS - Level 1 Award in the Principles of Coaching Sport (QCF) 68 33 11 Met
L2AEAOQ - Level 2 Award in Employment Awareness in the Outdoors (QCF) 26 7 4 Met
L2AFASQ - Level 2 Award in First Aid for Sport (QCF) 18 9 3 Met
L2AIWOQ - Level 2 Award In Introductory Work in the Outdoors (QCF) 3 1 1 Met
L2ALTF - Level 2 Award in Leadership through Football (QCF) 60 57 10 Met
L2ALTRU - Level 2 Award in Leadership through Rugby Union (QCF) 13 7 2 Met
L2AMDSQ - Level 2 Award In Multi-Skills Development in Sport (QCF) 70 17 11 Met
L2AUSSE - Level 2 Award in Understanding Stewarding at Spectator Events (QCF) 14 10 2 Met
L2CC5Q - Level 2 Certificate in Coaching Fives (QCF) 3 1 1 Met
L2CCAQ - Level 2 Certificate In Coaching Angling (QCF) 34 5 5 Met
L2CCBADQ - Level 2 Certificate in Coaching Badminton (QCF) 20 4 3 Met
L2CCBBQ - Level 2 Certificate in Coaching Basketball (QCF) 19 7 3 Met
L2CCCQ - Level 2 Certificate in Coaching Cycling (QCF) 34 1 5 Met
L2CCCRQ - Level 2 Certificate in Coaching Cricket (QCF) 103 32 17 Met
L2CCFQ - Level 2 Certificate in Coaching Football (QCF) 384 120 64 Met


Qualifications
Courses
delivered
Courses
verified
(inc.DCS)
Target (1:6
and minimum
1 annually)
Target
achievement
L2CCGACGQ - Level 2 Certificate in Coaching Gymnastics (Acrobatic Gym) (QCF) 10 2 1 Met
L2CCGGQ - Level 2 Certificate in Coaching Gymnastics (General) (QCF) 23 5 3 Met
L2CCGMAQ - Level 2 Certificate in Coaching Gymnastics (Men's Artistic) (QCF) 8 0 1 Not met
L2CCGPQ - Level 2 Certificate in Coaching Gymnastics (Pre-School) (QCF) 12 1 2 Not met
L2CCGRQ - Level 2 Certificate in Coaching Gymnastics (Rhythmic) (QCF) 3 0 1 Not met
L2CCGTGQ - Level 2 Certificate in Coaching Gymnastics (Team Gym) (QCF) 3 2 1 Met
L2CCGTQ - Level 2 Certificate in Coaching Gymnastics (Tumbling) (QCF) 2 1 1 Met
L2CCGTRQ - Level 2 Certificate in Coaching Gymnastics (Trampolining) (QCF) 25 6 4 Met
L2CCGWAQ - Level 2 Certificate in Coaching Gymnastics (Women's Artistic) (QCF) 23 3 3 Met
L2CCHQ - Level 2 Certificate in Coaching Hockey (QCF) 60 7 10 Met
L2CCJQ - Level 2 Certificate in Coaching Judo (QCF) 10 2 1 Met
L2CCLAXQ - Level 2 Certificate in Coaching Lacrosse (QCF) 7 1 1 Met
L2CCMSQ - Level 2 Certificate In Coaching Motor Sport (QCF) 1 0 1 Met
L2CCNBQ - Level 2 Certificate in Coaching Netball (QCF) 27 6 4 Met
L2CCOQ - Level 2 Certificate In Coaching Orienteering (QCF) 4 0 1 Not met
L2CCPKQ - Level 2 Certificate in Coaching Parkour/Freerunning (QCF) 4 1 1 Met
L2CCRLQ - Level 2 Certificate in Coaching Rugby League (QCF) 27 5 4 Met
L2CCRONQ - Level 2 Certificate in Coaching Rounders (QCF) 6 1 1 Met
L2CCROWQ - Level 2 Certificate In Coaching Rowing (QCF) 36 9 6 Met
L2CCRUQ - Level 2 Certificate in Coaching Rugby Union (QCF) 77 6 12 Not met
L2CCSCQ - Level 2 Certificate In Coaching Strength and Conditioning for Sport (QCF) 22 9 3 Met
L2CCSQQ - Level 2 Certificate in Coaching Squash (QCF) 14 4 2 Met
L2CCTENQ - Level 2 Certificate in Coaching Tennis (QCF) 69 10 11 Met
L2CCTRIQ - Level 2 Certificate in Coaching Triathlon (QCF) 25 5 4 Met
L2CCTTQ - Level 2 Certificate In Coaching Table Tennis (QCF) 17 1 2 Not met
L2CCWQ - Level 2 Certificate In Coaching Wrestling (QCF) 1 1 1 Met
L2CCWS - Level 2 Certificate in Coaching Water Skiing/Wakeboarding (QCF) 17 3 2 Met
L2CIWOQ - Level 2 Certificate In Introductory Work in the Outdoors (QCF) 1 1 1 Met


Qualifications
Courses
delivered
Courses
verified
(inc.DCS)
Target (1:6
and minimum
1 annually)
Target
achievement
L2CLOQ - Level 2 Certificate in Leisure Operations (QCF) 7 3 1 Met
L2CSLPESSQ-Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF) 39 16 6 Met
L2DCTENQ - Level 2 Diploma in Coaching Tennis (QCF) 2 3 1 Met
L2DLTS - Level 2 Diploma in Coaching Learn to Swim (QCF) 9 1 1 Met
L2EAALL - Level 2 Award in Employment Awareness in Active Leisure and Learning (QCF) 141 45 23 Met
L2PPCS - Level 2 Certificate in the Principles and Preparations for Coaching Sport (QCF) 24 13 4 Met
L2TMIQ - Level 2 Award in the Treatment and Management of Injury in Sport (QCF) 8 5 1 Met
L3AACWEQ - Level 3 Award in Assessing Competence in the Work Environment (QCF) 4 3 1 Met
L3AAVRAQ - Level 3 Award in Assessing Vocationally Related Achievement (QCF) 17 9 2 Met
L3ADLQ - Level 3 Award in Delivering Learning (QCF) 5 1 1 Met
L3APTLLSQ - Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) 49 12 8 Met
L3AWMQ - Level 3 Award in Workforce Mentoring (QCF) 5 1 1 Met
L3CAVAQ - Level 3 Certificate in Assessing Vocational Achievement (QCF) 22 4 3 Met
L3CAVAQA - Level 3 Certificate in Assessing Vocational Achievement (QCF) 1 0 1 Not met
L3CAXBBQ - Level 3 Certificate in Achieving Excellence in Sports Performance (Basketball) (QCF) 1 0 1 Not met
L3CAXQ - Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) 2 1 1 Met
L3CAXROWQ - Level 3 Certificate in Achieving Excellence in Sports Performance (Rowing) (QCF) 2 0 1 Not met
L3CCBADQ - Level 3 Certificate in Coaching Badminton (QCF) 1 0 1 Not met
L3CCCRQ - Level 3 Certificate in Coaching Cricket (QCF) 2 1 1 Met
L3CCHQ - Level 3 Certificate in Coaching Hockey (QCF) 3 1 1 Met
L3CCJQ - Level 3 Certificate in Coaching Judo (QCF) 1 0 1 Not met
L3CCMTBQ - Level 3 Certificate in Coaching Mountain Biking (QCF) 2 0 1 Not met
L3CCNBQ - Level 3 Certificate in Coaching Netball (QCF) 5 1 1 Met
L3CCRLQ - Level 3 Certificate in Coaching Rugby League (QCF) 2 0 1 Not met
L3CCRTTQ - Level 3 Certificate in Coaching Road and Time Trial Cycling (QCF) 4 0 1 Not met
L3CCRUQ - Level 3 Certificate in Coaching Rugby Union (QCF) 6 3 1 Met
L3CCSCQ - Level 3 Certificate in Coaching Strength and Conditioning for Sport (QCF) 2 0 1 Not met
L3CCSQQ - Level 3 Certificate in Coaching Squash (QCF) 1 1 1 Met


Qualifications
Courses
delivered
Courses
verified
(inc.DCS)
Target (1:6
and minimum
1 annually)
Target
achievement
L3CCTCQ - Level 3 Certificate in Coaching Track Cycling (QCF) 3 0 1 Not met
L3CCTENQ - Level 3 Certificate in Coaching Tennis (QCF) 17 2 2 Met
L3CCTRIQ - Level 3 Certificate in Coaching Triathlon (QCF) 2 1 1 Met
L3CCTTQ - Level 3 Certificate in Coaching Table Tennis (QCF) 1 0 1 Not met
L3CEAOQ - Level 3 Certificate in Employment Awareness in the Outdoors (QCF) 5 1 1 Met
L3CLMQ - Level 3 Certificate in Leisure Management (QCF) 8 1 1 Met
L3CMSVQ - Level 3 Certificate in Managing Sports Volunteers (QCF) 8 5 1 Met
L3CUSPBBQ - Level 3 Certificate in Understanding Sports Performance (Basketball) (QCF) 1 0 1 Not met
L3CUSPHBQ - Level 3 Certificate in Understanding Sports Performance (Handball) (QCF) 1 0 1 Not met
L3CUSPQ - Level 3 Certificate in Understanding Sports Performance (QCF) 1 1 1 Met
L3CUSPROWQ - Level 3 Certificate in Understanding Sports Performance (Rowing) (QCF) 2 0 1 Not met
L3DAXBBQ - Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (Basketball) (QCF) 1 2 1 Met
L3EAALL - Level 3 Award in Employment Awareness in Active Leisure and Learning (QCF) 59 25 9 Met
L3TMIQ - Level 3 Certificate in the Treatment and Management of Injury in Sport (QCF) 6 2 1 Met
L4AIQAQ-Level 4 Award in the Internal Quality Assurance of Assessment Processes & Practice (QCF) 11 5 1 Met
Qualifications
Courses
delivered
Learners
registered
Courses
verified
(inc.DCS)
Target (1:75
and minimum
1 annually)
Target
achievement
L2NCSSQ - Level 2 NVQ Certificate in Spectator Safety (QCF) 59 1607 19 21 Not met
L2NVQALQ - Level 2 NVQ Certificate in Activity Leadership (QCF) 82 810 42 10 Met
L2OPS-Level 2 NVQ Certificate in Active Leisure, Learning and Well-being Operational
Services (QCF) 5 41 3 1 Met
L3DLMQ - Level 3 NVQ Diploma in Leisure Management (QCF) 8 18 1 1 Met
L3DOPOD - Level 3 NVQ Diploma in Outdoor Programmes (QCF) 15 20 6 1 Met
L3DSD - Level 3 NVQ Diploma in Sports Development 24 72 6 1 Met
L3NCSS - Level 3 NVQ Certificate in Spectator Safety (QCF) 10 65 1 1 Met
L4NDSS - Level 4 NVQ Diploma in Spectator Safety Management (QCF) 2 4 2 1 Met
SVQ3LM - SVQ 3 in Leisure Management at SCQF Level 7 1 7 1 1 Met
Table A3.5 Analysis of target achievement rate on verification of courses and cohorts per qualification


Verification rates seem to be both below and above the target set. A number of courses might have been over verified in line with our
incident and risk handling procedures or due to the period of data collection which may reflect visits for courses delivered at the end of
2011. On the other hand, in some instances verification rates are below the target for some qualifications. This could be resultant of the
nature and length of qualifications spreading over two or three years which makes it difficult for EVs to conduct the verification activity,
especially for the Gymnastics disciplines where the delivery of generic components is taking place together but then splits into discipline
specific delivery at a later stage. In addition to this, changes in the EV allocation models, recruitment and training of new sport specific
EVs and insufficiencies in the external verification activity have caused discrepancies in the standard verification procedure, resulting in a
lower amount of courses being verified than the expected ratio.

It must be noted that due to the current data collection process to measure the achievement rate against the 1:75 verification of cohorts
it is difficult to ensure the validity of results presented in table A3.5. This data should be treated with care as it provides only an
indication of approximate achievement results as the data is based on the number of courses verified and not the number of learners.

A comparison of the verification activity in relation to the number of courses delivered is illustrated in chart A3.4 between 2008 and 2012,
however this provides an overview of the verification trends due to the verification ratio of courses/cohorts being changed from 1:4 to
1:6 and from 1:50 to 1:75 respectively in 2010. Evidently, the overall percentage of courses being verified has gradually increased. This
ensures high level of quality assurance in line with our risk management process, which impacts on the number of courses being verified.

The total number of courses delivered is clearly lower than the total number of courses authorised as the data does not reflect cancelled
and overseas courses, for which verification is currently not required.

Chart A3.4 Trends in the volumes of verification activity
4594
5007 5054
4760
5231
530
795 818
931
1143
0
1000
2000
3000
4000
5000
6000
2008 2009 2010 2011 2012
C
o
u
n
t
Trends in the total number of courses delivered and verified
Total number of
courses delivered
Total number of
courses verified
Year


Appendix 4 Self evaluation - Statutory compliance outcomes

Self evaluation and monitoring of our compliance with regulations is fundamental in order for us to maintain our awarding status and
continue to operate within particular areas and award specific types of qualifications. Therefore, a comprehensive review of our
compliance with the following statutory regulations has been undertaken:

General Conditions of Recognition - Ofqual (2012)
SQA Accreditation Principles (2012)

As shown in tables the self-evaluation was conducted using the principles and scale of the RADAR tool for the established approaches,
their deployment and assessment and refinement activities, which enabled a comparison across the results across regulations.
RADAR Scale (Assessment of the EFQM Quality Standards) RADAR Scale (Manipulated for Assessment of the Conditions)

Recognised as a global role model
Able to demonstrate
Limited ability to demonstrate
Unable to demonstrate

Recognised as a global compliance role model
Fully able to demonstrate compliance
Able to demonstrate compliance
2

Limited ability to demonstrate compliance
Unable to demonstrate compliance
Evaluation of Approaches Evaluation of Deployment Evaluation of Assessment & Refinement

RADAR scale
1: Unable to demonstrate
2: Limited ability to demonstrate
3: Able to demonstrate
4: Fully able to demonstrate compliance
5: Recognised as global compliance role model

RADAR scale

RADAR scale

Outcomes of the review are summarised in the table below and presented in detail in the following pages.
Summary of self-evaluation outcomes against the two types of regulations
General Conditions of Recognition (2012) SQA Accreditation Principles (2012)

0% (0 areas) - Recognised as a global compliance role model
50% (5 areas) - Fully able to demonstrate compliance
50% (5 areas) - Able to demonstrate compliance
0% (0 areas) Limited ability to demonstrate compliance
0% (0 areas) Unable to demonstrate compliance

0% (0 areas) - Recognised as a global compliance role model
36% (9 areas) - Fully able to demonstrate compliance
56% (14 areas) - Able to demonstrate compliance
8% (2 areas) - Limited ability to demonstrate compliance
0% (0 areas) - Unable to demonstrate compliance

2
Any Condition which is identified lower than this point on the scale is classed as non-compliant. In 2012, Conditions that were confirmed as Able to demonstrate
compliance or above were reported to Ofqual as compliant as supporting evidence to the statement and to prevent any confusion.


Self Evaluation Summary Ofqual General Conditions of Recognition (November 2012)
Condition RADAR Summary 2011
3
RADAR Summary 2012 2013 Refinement Activities
A: Governance Able to demonstrate
compliance
Able to demonstrate
compliance
Web based Governance solution integrated into Athena to be
deployed
B: The awarding organisation
and Ofqual
Able to demonstrate
compliance
Able to demonstrate
compliance
Notifications Grid via the web based Governance solution
integrated into Athena to be deployed
C: Third parties Limited ability to demonstrate
compliance
4

Able to demonstrate
compliance
Partnership Management Grid via the web based Governance
solution integrated into Athena to be deployed
D: General requirements for
regulated qualifications
Able to demonstrate
compliance
compliance
Tutor/assessor evaluation surveys to be re-launched to further
investigate the requirements of validity, reliability, comparability,
manageability and minimising bias per qualification
E: Design and development of
qualifications
Able to demonstrate
compliance
Full able to demonstrate
compliance
Qualification development audit content to be improved via 12
month QDT Training
F: Providing qualifications to
purchasers
Able to demonstrate
compliance
compliance
Stakeholder satisfaction feedback to be collected

G: Setting and delivering the
assessment
Able to demonstrate
compliance
compliance
Tutor/assessor evaluation surveys to be re-launched
H: From marking to issuing
results
Able to demonstrate
compliance
Able to demonstrate
compliance
CEV/EV standardisation event structure and content to be
reviewed and refined. Development audit content to improve via
12 month QDT Training/Audit AO Forum outcomes via Event
Management Forms
I: Appeals and certificates Able to demonstrate
compliance
compliance
Work with other AOs to improve terms of reference across AO
forums
J: Interpretation and definitions Able to demonstrate
compliance
Able to demonstrate
compliance
Language used across audit systems to be monitored for
consistency and understanding

3
We have been committed to increasing our compliance levels and in the last 12 months have ensured full implementation of the updated centre management solution and
brand new qualification development solutions integrated via Athena our Quality Assurance system. These have ensured a significant increase in our compliance levels
across a large number of conditions. In addition to this we have also tested and successfully implemented the links between Parnassus, our Awarding Service System and
the Learning Records Service to enable us to validate ULNs and upload learner achievements.
4
We confirmed to Ofqual that we were not fully compliant with condition C1: Third parties in May 2012. To generate compliance as quickly as possible, partnership
agreements were reviewed and centre agreements devised and deployed via Athena. The Centre Recognition and Qualification Approval Conditions were also deployed in
support of the centre agreements and training was provided to our external verifiers to help them understand the impact of conditions. Confirmation of compliance was
submitted to Ofqual in September 2012.


Self Evaluation Summary SQA Accreditation Principles (2012)
Principle RADAR Summary 2012 2013 Refinement Activities
G
e
n
e
r
a
l

1. The awarding body must deal with SQA Accreditation in an open and co-
operative way, and disclose anything which SQA Accreditation would
reasonably expect to be made aware.

compliance

Web based Governance solution integrated into
Athena to be deployed.
G
o
v
e
r
n
a
n
c
e

2. The awarding body must publish clear information on their products,
services and associated charges and fees.

Limited ability to
demonstrate compliance

Website to be reviewed and updated with
accurate information on the SCQF qualifications

3. The awarding body must ensure that they employ robust processes to
protect their own business interests as well as the interests of their
approved centres and learners.

Able to demonstrate
compliance

AO specific risk register to be established.

4. The awarding body must ensure that they conduct their operations
ethically, taking account of any legislation, including but not limited to
equalities, competition and data protection laws.

compliance

None at this time

5. The awarding body must promote a culture of continuous improvement
within the organisation and throughout their approved centres, and have
in place a system which allows them to manage risk.

Full able to demonstrate
compliance

Qualification development audit content to be
improved via 12 month QDT Training.
Q
u
a
l
i
f
i
c
a
t
i
o
n

d
e
s
i
g
n

a
n
d

d
e
v
e
l
o
p
m
e
n
t

6. The awarding body and their approved centres must have the relevant
expertise, quality assurance procedures, technological, financial, human
resources and other physical resources, to carry out their regulated
functions, during the life of the qualifications and Units they offer.

compliance

Stakeholder satisfaction feedback to be
collected.

7. The awarding body must ensure that SQA Accreditation is granted access
to the awarding body, their approved centres, assessment locations,
staff, learners, premises, meetings, documents, data, analysis and
evaluations on request.

compliance

Web based Governance solution integrated into
Athena to be deployed.

8. The awarding body must ensure that the identification, design,
development and review of qualifications and Units, meet the needs of
the users of qualifications.

Limited ability to
demonstrate compliance

Target markets and related needs must be
indentified and data collected prior to launching
a qualification. For those already available this
must now be completed.

9. The awarding body must ensure that the qualification subject content,
skills knowledge and understanding, where relevant to the aim of the
qualification, are clearly defined for each SQA accredited qualification.

compliance

None at this time


Q
u
a
l
i
f
i
c
a
t
i
o
n

d
e
s
i
g
n

a
n
d

d
e
v
e
l
o
p
m
e
n
t

10. The awarding body must ensure that, where possible, progression or
outcome opportunities for learners are clearly identified in terms of
qualification pathways or employment opportunities.

Able to demonstrate
compliance

Target markets and related needs must be
indentified and data collected prior to
launching a qualification. For those already
available this must now be completed.

11. The awarding body must ensure that the design of the qualification
provides for assessment methods that:

(a) Allow the generation of evidence that is relevant
(b) Enable learners to demonstrate their abilities against the full range of
qualification requirements
(c) Clearly define centre requirements for controlled conditions
(d) use language and terminology that is appropriate for the target group.

compliance

None at this time

12. The awarding body must ensure that assessments are accessible and
produce results that are valid, reliable, transparent and fair.

Able to demonstrate
compliance

None at this time

13. The awarding body must have clearly defined processes for reasonable
adjustments to assessments.

compliance

None at this time

14. The awarding body must consult with stakeholders, taking into account
relevant equality and diversity groups, to ensure that there are no
unnecessary barriers to entry to the assessment of the qualifications they
design and/or offer for different groups of learners.

Able to demonstrate
compliance

None at this time

15. The awarding body must state the nature of any necessary barrier to the
assessment and must justify the inclusion of the requirements that create
the barrier, only and explicitly in terms of the integrity of the qualification.

Able to demonstrate
compliance

None at this time

16. Qualification title: The awarding body must ensure that qualifications and
Unit titles:
(a) are clear, meaningful and consistent;
(b) specify the relevant subject area;
(c) include the SCQF level of the qualification or Unit (where relevant).

compliance

None at this time

17. The awarding body must:
(a) make clear how pass marks and any grade boundaries are determined,
or specify the grading scale or the criteria against which learners
performance will be differentiated
(b) clearly state the form in which the qualification and/or Unit results will
be reported
(c) ensure that learners receive accurate and timely results.

Able to demonstrate
compliance

None at this time


M
a
l
p
r
a
c
t
i
c
e

a
n
d

c
o
m
p
l
a
i
n
t
s

18. The awarding body and their centres must deal with complaints on a
fair and equitable basis, in line with their published procedures and
timescales, and without unreasonable delay. The awarding body, their
centres and learners must be made aware of how and when they can
complain to SQA Accreditation. Where a complaint is upheld, the
awarding body and/or centre must take appropriate, corrective and/or
preventative action.

Able to demonstrate
compliance

All centres and learners must be made aware
that they have a right to bring the matter to the
attention of the regulator.

Also the Public Services Ombudsman must also
be referred to where this applies.

19. The awarding body must ensure that steps are taken to prevent
malpractice and maladministration, inform SQA Accreditation when any
cases, or suspected cases, of malpractice and/or maladministration are
discovered, and develop and implement corrective action plans to
prevent further occurrence.

Able to demonstrate
compliance

None at this time

20. Where a centre undertakes any part of the delivery of a qualification
which an awarding body makes available, the awarding body must
keep under review the arrangements put in place by that centre for
preventing malpractice and maladministration.

Able to demonstrate
compliance

None at this time
C
e
r
t
i
f
i
c
a
t
i
o
n

21. The awarding body must take measures in the design and issuing of
their certificates to protect against fraudulent use.

Able to demonstrate
compliance

None at this time

22. The awarding body must ensure that qualification and Unit certificates
meet SQA Accreditations minimum requirements, reflect learner
achievement, are only issued on the basis of a valid claim, and are
supplied within a reasonable and clearly communicated timescale.

Able to demonstrate
compliance

None at this time
A
p
p
e
a
l
s

23. The awarding body and their centres must publish clear, fair and
equitable procedures and timelines for dealing with enquiries about
results and appeals. They must take appropriate, corrective and/or
preventative action for all learners and centres affected.

Able to demonstrate
compliance

All centres and learners must be made aware
that they have a right to bring the matter to the
attention of the regulator.

Also the Public Services Ombudsman must also
be referred to where this applies.

24. The awarding body must make available to SQA Accreditation statistics
on the number of enquiries about results and appeals they have
received and dealt with.

Able to demonstrate
compliance

None at this time

25. The awarding body must ensure that the resolution of appeals includes
independent consideration and that appropriate records are retained.

Able to demonstrate
compliance

None at this time


Appendix 5 Benchmarking

Outcomes from our benchmarking activities following our participation in the Federation of Awarding Bodies (FAB) scheme, which enabled
awarding organisations to become part of a brokerage group with other awarding organisations, are presented below. For confidentiality
purposes, the names of the organisations involved within the brokerage group are not named, no details are supplied and all i nformation
related to the brokerage group is maintained securely. The sole information made available for the purpose of this report are those areas
identified by 1st4sport as having been benchmarked and the 1st4sport Senior Management Team response to the benchmarking
outcomes. This confirms our strengths and areas for improvement (in which cases action plans have been devised).

Benchmarking Activities
Area 1st4sport Approach (current practice) 1st4sport Outcome 1st4sport Action Plan (future practice)

DPA

Policy in place and communicated

Strength

N/A

Centre
agreements

Requirements expected to be complied with
upon being granted recognition status

Area for improvement

Design Centre Agreement via Athena.
Give 18 months by which to deploy this
within the centres.

Risk Management

Coachwise Risk Register and 1st4sport
incident management log


Design 1st4sport AO specific risk register
over the next twelve months.

Internal Audits

Warehouse : Perpetual inventory
Finance: Internal and external audits
Governance: Audits resultant of
investigations


Design a mechanism within Athena by
which to record audits within the next
twelve months. Then commence
undertaking AO specific audits.

Statement of
compliance

Report and letter format (concise but
responds showing via RADAR levels of
compliance)

Strength

N/A
A5.1 Areas of benchmarking activities


Appendix 6 Stakeholder satisfaction levels

Outcomes of the annual survey, which identify stakeholder satisfaction levels based on our performance and services are presented in
four parts: the awarding organisation, quality management, qualification provision, awarding services and awarding systems. As part of
the annual self-assessment process it was imperative to measure the implementation of the Coachwise values by 1st4sport, shown within
the awarding organisation results (charts A6.7 - A6.12).

A6.1 Stakeholder satisfaction levels - The Awarding Organisation

Chart A6.1 Perceptions on whether 1st4sport is managed effectively with clear lines of accountability operating within a culture of
excellence

Chart A6.2 Perceptions on whether 1st4sports reputation and image within the education industry is very positive

29%
36%
55%
22%
59%
57%
44%
72%
1%
0% 0%
6%
0% 0% 0% 0%
10%
7%
2%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Recognised Centres Qualification Partners 1st4sport EVs 1st4sport staff
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport is managed effectively with clear lines of accountability operating within a culture of excellence
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
35%
25%
47%
28%
58%
68%
47%
67%
2% 4%
0% 0% 0% 0% 0% 0%
5%
4%
5% 6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport's reputation and image within the education industry is very positive
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Chart A6.3 Perceptions on whether 1st4sport ensure the development and maintenance of effective business relationships with its
stakeholders, resulting in business loyalty

Chart A6.4 Perceptions on whether 1st4sport embrace ethical, environmental, legal and regulatory responsibility throughout its activities

28% 29%
51%
44%
56%
71%
45%
56%
4%
0% 0% 0% 1% 0% 0% 0%
10%
0%
4%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure the development and maintenance of effective business relationships with stakeholders
resulting in business loyalty
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
32%
29%
60%
50%
56%
61%
36%
50%
1%
0% 0% 0% 0% 0% 0% 0%
11% 11%
4%
0%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport embrace ethical, environmental, legal and regulatory responsibility throughout its activities
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Chart A6.5 Perceptions on whether 1st4sports provide qualifications that are of value in learners career/role and therefore contribute to
the society

Chart A6.6 Perceptions on whether 1st4sport provide the industries within which we operate with a quality-assured and cost-effective
qualification awarding service

39%
25%
56% 56%
57%
71%
44% 44%
1% 0% 0% 0% 0% 0% 0% 0%
3% 4%
0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport provides qualifications that are of value to each learner's career/role and therefore contribute to
society
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
30%
25%
55%
50%
63%
64%
44%
50%
3% 4%
0% 0%
1%
0% 0% 0%
3%
7%
2%
0%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport provide the industries within which we operate with a quality-assured and cost-effective
qualification awarding service
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Chart A6.7 Perceptions on whether 1st4sport operate in a fair and equitable manner

Chart A6.8 Perceptions on whether 1st4sport deliver professional services

39%
32%
67% 67%
56%
61%
31%
33%
0% 0%
2%
0% 0% 0% 0% 0%
4%
7%
0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport operate in a fair and equitable manner
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
40%
36%
64%
56% 55%
64%
36%
44%
2%
0% 0% 0% 0% 0% 0% 0%
2%
0% 0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport deliver professional services
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Chart A6.9 Perceptions on whether 1st4sport promote teamwork

Chart A6.10 Perceptions on whether 1st4sport are open to learn

27%
32%
60%
39%
52%
57%
36%
56%
2%
0% 0%
6%
0% 0% 0% 0%
18%
11%
4%
0%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport promote teamwork
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
28%
39%
47%
33%
50% 50%
47%
61%
2%
0% 0%
6%
0% 0% 0% 0%
19%
11%
5%
0%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport are open to learn
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Chart A6.11 Perceptions on whether 1st4sport preserve a personal touch

Chart A6.12 Perceptions on whether 1st4sport try to maintain a sense of humour and have fun
32%
43%
55%
50%
56%
54%
42%
50%
6%
0%
2%
0%
1%
4%
0% 0%
5%
0%
2%
0%
0%
10%
20%
30%
40%
50%
60%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport preserve a personal touch
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
25%
46%
55%
28%
48%
36%
38%
67%
4% 4%
2%
6%
1%
4%
0% 0%
22%
11%
5%
0%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport try to maintain a sense of humour and have fun
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


A6.2 Stakeholder satisfaction levels - Quality Management

Chart A6.13 Perceptions on whether 1st4sport has improved over the last year in meeting stakeholder needs/expectations and providing
value added service

Chart A6.14 Perceptions on whether 1st4sport quality assure the delivery of our qualifications through effective internal and external
verification

24%
21%
35%
28%
50%
57%
58%
50%
7%
4%
2%
0% 1% 0% 0% 0%
18% 18%
5%
22%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport has improved over the last year in meeting stakeholder needs/expectations and providing value
added service
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
38%
29%
62%
44%
55%
57%
38%
50%
2%
14%
0%
6%
0% 0% 0% 0%
4%
0% 0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport quality assure the delivery of our qualifications through effective internal and external verification
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Chart A6.15 Perceptions on whether 1st4sport manage risk via the implementation and monitoring of effective action plans

A6.3 Stakeholder satisfaction levels Qualification Provision

Chart A6.16 Perceptions on whether 1st4sport develop, deliver and award qualifications that meet the needs of end users (learners,
centres, employers)

26%
25%
47%
28%
60%
50%
53%
61%
3%
7%
0%
6%
0% 0% 0% 0%
11%
18%
0%
6%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport manage risk via the implementation and monitoring of effective action plans for centres
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
38%
43%
65%
33%
59%
57%
35%
67%
2%
0% 0% 0% 0% 0% 0% 0% 1% 0% 0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport develop, deliver and award qualifications that meet the needs of end users (learners, centres,
employers)
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Chart A6.17 Perceptions on whether 1st4sport ensure that the title, size, structure and content of qualifications are clear, use appropriate
language and are fit for purpose

Chart A6.18 Perceptions on whether 1st4sport ensure qualification resources are clear and effective for the use of centre staff and
learners

32% 32%
53%
39%
60%
61%
44%
61%
6% 7%
4%
0%
1%
0% 0% 0%
1%
0% 0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure that the title, size, structure and content of qualifications are clear, use appropriate
language and are fit for purpose
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
35%
29%
42%
28%
54%
64%
55%
72%
6% 7%
4%
0%
2%
0% 0% 0%
2%
0% 0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure qualification resources are clear and effective for the use of centre staff and learners
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Chart A6.19 Perceptions on whether 1st4sport clearly define the assessment, level of difficulty and the way in which it should be carried
out

Chart A6.20 Perceptions on whether 1st4sport ensure assessment guidance clearly confirms the standards of knowledge and performance
required by learners

32%
21%
49%
28%
61%
75%
47%
72%
3%
0%
4%
0% 1% 0% 0% 0%
4% 4%
0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport clearly define the assessment, the level of difficulty and the way in which it should be carried out
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
33%
21%
49%
28%
63%
75%
47%
72%
2%
0%
4%
0% 1% 0% 0% 0%
1%
4%
0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure assessment guidance clearly confirms the standards of knowledge and performance
required by learners
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Chart A6.21 Perceptions on whether 1st4sport assessment methods and tools do not create barriers to access or learner achievement

Chart A6.22 Perceptions on whether 1st4sport promote equality ensuring barriers to access are identified and mitigated through needs
based access arrangements

33%
25%
47%
33%
59%
68%
49%
67%
6%
0%
2%
0% 0%
7%
0% 0%
2%
0%
2%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport assessment methods and tools do not create barriers to access or learner achievement
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
34%
32%
44%
33%
56%
64%
56%
67%
2%
0% 0% 0% 0%
4%
0% 0%
8%
0% 0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport promote equality ensuring barriers to access are identified and mitigated through needs based
access arrangements
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


A6.4 Stakeholder satisfaction levels Awarding Services

Chart A6.23 Perceptions on whether 1st4sport ensure that information on awarding services, qualification, features and fees are easily
accessible with clear pricing structures

Chart A6.24 Perceptions on whether 1st4sport ensure that any increase in fees is communicated a reasonable timeframe in advance to
enable centres to plan accordingly

19%
21%
36%
17%
66%
75%
53%
56%
7%
4%
2%
28%
1% 0% 0% 0%
7%
0%
9%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure that information on awarding services, qualification, features and fees are easily accessible
with clear pricing structures
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
24%
18%
25%
28%
57%
68%
51%
56%
3%
0%
4%
6%
0% 0% 0% 0%
16%
14%
20%
11%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure that any increase in fees is communicated a reasonable timeframe in advance to enable
centres to plan accordingly
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Chart A6.25 Perceptions on whether 1st4sport ensure effective communication across stakeholders via regular newsletters

Chart A6.26 Perceptions on whether 1st4sport ensure a response to enquiries within 5 working days

31%
21%
44% 44%
63%
75%
55%
56%
1%
4%
0% 0% 0% 0% 0% 0%
4%
0%
2%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure effective communication across stakeholders via regular newsletters
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
34%
18%
35%
44%
56%
71%
49%
44%
3% 4%
2%
0%
1%
0% 0% 0%
7% 7%
15%
11%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure a response to enquiries within 5 working days
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Chart A6.27 Perceptions on whether 1st4sport ensure requests for course/programme authorisation are processed and confirmed within 5

Chart A6.28 Perceptions on whether 1st4sport ensure learner/workforce resources are dispatched at a minimum of 10 working days prior
to the start date of the course/programme

32%
7%
29%
33%
55%
82%
45%
33%
5%
0%
2%
11%
1% 0% 0% 0%
7%
11%
24%
22%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure requests for course/programme authorisation are processed and confirmed within 5
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
31%
21%
29%
44%
53%
71%
44%
33%
7%
0%
4%
0%
2%
0%
2%
0%
7% 7%
22% 22%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure learner/workforce resources are dispatched at a minimum of 10 working days prior to the
start date of the course/programme
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Chart A6.29 Perceptions on whether 1st4sport ensure learner registrations are processed within 20 working days of receipt

Chart A6.30 Perceptions on whether 1st4sport ensure claims for certification are validated, processed and dispatched within 20 working
days of receipt

33%
18%
29%
50%
56%
75%
45%
28%
0% 0% 0% 0% 1% 0% 0% 0%
10%
7%
25%
22%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure learner registrations are processed within 20 working days of receipt
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
29%
21%
31%
44%
55%
71%
44%
28%
4%
0% 0% 0% 0% 0% 0% 0%
11%
7%
25%
28%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure claims for certification are validated, processed and dispatched within 20 working days of
receipt
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Chart A6.31 Perceptions on whether 1st4sport ensure request for replacement certificates are validated, processed and dispatched within
10 working days of receipt

Chart A6.32 Perceptions on whether 1st4sport ensure written assessment papers are dispatched at a minimum of 5 working days prior to
the specified date on the request

26%
21%
25%
44%
53%
64%
38%
33%
1%
0% 0% 0% 0% 0% 0% 0%
19%
14%
36%
22%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure request for replacement certificates are validated, processed and dispatched within 10
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
25%
18%
27%
39%
53%
64%
40%
39%
1%
0% 0% 0% 0% 0% 0% 0%
20%
18%
33%
22%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure written assessment papers are dispatched at a minimum of 5 working days prior to the
specified date on the request
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Chart A6.33 Perceptions on whether 1st4sport ensure cancellation/postponement/termination requests are processed within 10 working
days prior to the specified date

Chart A6.34 Perceptions on whether 1st4sport ensure learner transferral/withdrawal requests are processed within 10 working days

27%
18%
24%
44%
51%
61%
40%
33%
1%
0% 0% 0% 0% 0% 0% 0%
20%
21%
36%
22%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure cancellation/postponement/termination requests are processed within 10 working days prior
to the specified date
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
28%
18%
24%
44%
50%
64%
36%
33%
0% 0% 0% 0% 0% 0% 0% 0%
21%
18%
40%
22%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure learner transferral/withdrawal requests are processed within 10 working days prior to the
specified date
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


A6.5 Stakeholder satisfaction levels Awarding Systems

Chart A6.35 Perceptions on whether 1st4sport ensure current and relevant information for centres and learners is provided via the
website

Chart A6.36 Perceptions on whether 1st4sport have effectively designed and implemented online course authorisation, learner
registration and certification services

60%
75%
47%
61%
30%
18%
51%
39%
4% 4%
0% 0%
1%
4%
0% 0%
5%
0%
2%
0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Recognised Centres Qualification Partners 1st4sport EVs 1st4sport Staff
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport ensure current and relevant information for centres and learner is provided via the website
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known
56%
57%
47%
61%
33%
25%
49%
33%
4% 4%
0% 0%
3% 4%
0% 0%
5%
11%
4%
6%
0%
10%
20%
30%
40%
50%
60%
70%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport have effectively designed and implemented online course authorisation, learner registration and
certification services
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Chart A6.37 Perceptions on whether 1st4sport have effectively designed and implemented a web based quality assurance system
(Athena/Creatio)

54%
75%
42%
61%
25%
11%
55%
39%
12%
7%
4%
0%
5%
7%
0% 0%
4%
0% 0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
P
e
r
c
e
n
t
a
g
e
Responses
1st4sport have effectively designed and implemented a web based quality assurance system
(Athena/Creatio)
Strongly Agree
Agree
Disagree
Strongly Disagree
Not Known


Outcomes from the analysis of the qualitative feedback provided by stakeholders via the annual survey are presented in table A6.1.

General Inductive Analysis (Patton, 1990) - Qualitative Data (stakeholder satisfaction survey 2012)
Raw data themes First Order Themes
Second Order
Themes
General
Dimension

1st4sport have in place professional, friendly and supportive staff who listen
and respond to the needs of the industry to ensure high quality services and
systems which are valued across stakeholders

1st4sport staff and
established industry
relationships are pivotal to
their success as an awarding
organisation

1st4sport's
reputation is
reliant upon the
personal approach
deployed through
helpful staff,
established
industry
relationships,
effective
communication
and monitoring
mechanisms

1st4sport must
continue to build
a reputation as a
leading AO by
ensuring staff are
supported, all
stakeholders
continue to be
consulted,
continuous
monitoring is
conducted and
priority areas
improved.

1st4sport staff offer a personal approach creating bonds and ensuring
relationships are established and maintained

1st4sport is a leading AO in the active leisure, learning and well being sector

1st4sport have built a sound
reputation based upon their
commitment to continuous
improvement and
consultation across
stakeholders to ensure fit for
purpose provision

1st4sport assessment materials, workforce and QA have progressed
ensuring fit for purpose qualifications

1st4sport ensure continuous improvement through consultation across
stakeholders

Communication has improved across stakeholders

Communication has improved
but requires further work to
ensure all stakeholder needs
are addressed

Communication across key stakeholders specific to qualifications must be
considered

Rationale behind workforce criteria is not widely communicated

The rationale behind the limited access to CAT across the coaching provision
is not widely communicated

Fee rationale and detail poorly communicated

Qualification marketing solutions are required

Partnership working can create time issues in the development of a
qualification

Qualification development and
review planning mechanisms
should be used to prevent the
occurrence of issues and
incidents

Qualification and publication updates must be planned, communicated and
deployed in accordance with the plan


Raw data themes First Order Themes
Second Order
Themes
General
Dimension

Learner Packs and TAV Pack structure and content require holistic
review focussing on two areas vocational and occupational
qualifications

Assessment materials require
continuous consultation, evaluation
and redevelopment (where outcomes
suggest this is required) to ensure
they remain fit for purpose

Holistic and
focused reviews
across
assessment
materials, the
external
verification
process, online
services and
related
performance
measurement
mechanisms are
required to
ensure industry
and society needs
are met

1st4sport must
continue to build
a reputation as a
leading AO by
ensuring staff are
supported, all
stakeholders
continue to be
consulted,
continuous
monitoring is
conducted and
priority areas
improved.

The Education Suite assessment materials are not fit for purpose and
require review and solution

Certification monitoring mechanisms do not accurately measure
timescales and delivery

Specific performance measurement
mechanisms across the awarding
function require review to ensure
they are fit for purpose to ensure
valid and accurate results

Stakeholder satisfaction survey introduction should be updated to
ensure that it seeks to raise awareness of regulatory requirements

Continuous and focussed reviews of
the web based systems and related
business processes must be
conducted to generate feedback and
establish solutions to areas for
concern

Athena has improved, but despite the work undertaken its features,
functionality and navigation access remain complex and centres do not
find it user-friendly

Deployment of two online systems (one for quality and one for
awarding services) remains confusing for centres.

Online awarding service systems and related processes require further
work to ensure ease of access and understanding of centres

The recognition and approval process requires further work to ensure
ease of access and understanding of centres

The EV process is crucial to the quality assurance across the delivery
of qualifications whilst also serving as the key customer care
mechanism

Whilst the external verification
mechanism ensures a high quality
customer care tool; continuous and
focussed reviews must be conducted
to continue to quality assure the
delivery of qualifications

The external verification process, training tools and related
communication mechanisms require further work to further improve
quality assurance across the delivery of the qualifications
Table A6.1 Stakeholder satisfaction survey outcomes from qualitative data


Appendix 7 Recognised centre satisfaction levels on external verification activity

Outcomes from the analysis on the quantitative feedback provided by recognised centres via the centre feedback report as a result of an
EV visit/review are presented in the following charts. The number of responses received in 2012 via the Centre Feedback Report Form in
Athena has decreased due to changes in our business process, making it optional for centres to provide feedback on a wide range of
areas and types of service they receive from 1st4sport.

Chart 7.1 Centre feedback on the conduct of verification activity

Chart 7.2 Centre feedback on the planning of the verification activity

82%
18%
0% 0%
0%
20%
40%
60%
80%
100%
Strongly agree Agree Disagree Strongly disagree
P
e
r
c
e
n
t
a
g
e
The EV acted in a professional manner providing constructive feedback and clear guidance (2012)
Centre perceptions
79%
21%
0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
P
e
r
c
e
n
t
a
g
e
The EV negotiated the date and planned the activity appropriately (2012)
Centre perceptions


Chart 7.3 Centre feedback on the value of the verification procedure

Chart 7.4 Centre feedback by type Chart 7.5 Centre satisfaction levels

80%
20%
0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
P
e
r
c
e
n
t
a
g
e
The verification procedure was beneficial and added value to the centre's activities (2012)
Centre perceptions
General
Feedback
66%
Feedback on
verification
outcomes
17%
Feedback on
EV
performance
17%
Type of feedback provided by centres (2012)
General
Feedback
Feedback on
verification
outcomes
Feedback on EV
performance
Very satisfied
expectations
exceeded
50%
Satisfied
expectations
met
25%
Not satisfied
Expectations
not met
25%
Satisfaction levels confirmed by centres (2012)
Very satisfied
expectations
exceeded
Satisfied
expectations met
Not satisfied
Expectations not
met


Outcomes from the analysis of the qualitative feedback provided by recognised centres via the Centre Feedback Report Form in Athena
are presented in the following table.

General Deductive Analysis - Qualitative Data (Centre feedback 2012)
General Deductive Themes Deductive Dimensions
The centre feedback mechanisms is used by centres to respond to actions The centre feedback mechanism is a
valuable tool which will be more useful
on the basis that it is now separate
from the EV report. It can now be more
closely monitored and issues
responded to on a case by case basis.
The centre feedback mechanism is often used to thank the EVs
The centre feedback mechanisms is often used to agree or disagree to the outcomes of the EV intervention
The centre feedback mechanism is used as a complaints reporting or information request tool
The centre feedback mechanism is a used to report qualification specific issues and requirements
The centre feedback mechanism should not be linked to the EV report and should be eligible to cover a wider
range of feedback
EV communication during visits is both relevant, clear, unobtrusive and supports the assessment process and
required compliance
EV Reporting in line with our
procedures ensure quality standards
are maintained whilst also providing
value added customer services to
centres
EV interventions are believed to be a positive experiences for all involved
EV interventions are welcomed and are a useful support tool for centres
EV feedback is encouraging and constructive
EV feedback is helpful
EV feedback is valuable and provides a benefit to centres, staff and learners
EV feedback ensures effective delivery of high quality qualifications and related services
EVs ensure that learners are of the highest priority
EV visits ensure progression and continuous improvement across centres
EVs are crucial to the establishment of relationships between the AO and the centres
EVs are approachable
EVs are professional and provide sound advice and information


General Deductive Themes Deductive Dimensions
EVs are not always familiar with qualification specific requirements There are specific areas for
development in the EV process which
must be considered and improved
EVs do not seek clarification and produce action plans without having requested evidence to the contrary
EVs who seek and source evidence in support of their verification outcomes provide the most valuable and
appropriate outcomes
EVs are not always supported by the EV team and CEV where centres disagree with the outcomes
EVs do not always plan appropriately for visits giving very short notice and are unsympathetic towards the
centre staffs availability
EVs provide action point which are not clear and can sometime provide feedback which cannot be
understood
Centres who disagree with outcomes believe that they should be eligible to change their external verifier Information must be provided to
centres to support the EV process and
to confirm that they are not eligible to
change EV upon request as a result of
an EV report which they do not agree
with. Processes for dealing with such
occurrences must be standardised.
Table A7.1 Analysis of the qualitative data resulted from the centre feedback on external verification activity


Appendix 8 Learner satisfaction levels

A considerable number of certificated learners responses are received and analysed annually. Responsiveness rate and outcomes from
the analysis of the data collected via the learner evaluation forms are displayed below.

Chart A8.1 Responses received via the learner evaluation form Chart A8.2 Responsiveness rate of certificated learners

Chart A8.3 Value of 1st4sport qualifications as identified by learners

25675
19540
19904
19190
17000
0
5000
10000
15000
20000
25000
30000
2008 2009 2010 2011 2012
Year
Number of learner responses received
48%
30%
32%
31%
27%
0%
10%
20%
30%
40%
50%
60%
2008 2009 2010 2011 2012
Year
Learner responsiveness rate
Very good
76%
Good
22%
Average
2%
Poor
1%
Overall value of 1st4sport qualifications as identified by learners (2012)
Very Good
Good
Average
Poor


In order to identify the levels of customer/end user loyalty to our services and products a statistical analysis was undertaken on the
number of learners (44,898) that obtained more than one of our qualifications in 2012. The largest number of 1st4sport Qualifications
obtained by a learner is 12.

Chart A8.4 Learners with multiple 1st4sport qualifications (2012)

Chart A8.5 Learners with multiple 1st4sport qualifications (2011)
44,898
8,807
1,954
578 151 37 13 2 1 1
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
45,000
50,000
2 3 4 5 6 7 8 9 10 12
N
u
m
b
e
r

o
f

l
e
a
r
n
e
r
s
Number of 1st4sport qualifications obtained by learners
Number of learners that have obtained multiple 1st4sport qualifications (2012)
35325
6775
1407
322 79 18 5 2
0
5000
10000
15000
20000
25000
30000
35000
40000
2 3 4 5 6 7 8 10
N
u
m
b
e
r

o
f

l
e
a
r
n
e
r
s
Number of qualifications obtained by learners
Number of learners that have obtained multiple 1st4sport qualifications (2011)


Appendix 9 1st4sport employee satisfaction levels

Overall employee satisfaction levels did not show a major change since 2011. The areas and levels where the highest dissatisfaction is
noted remain the same as previous years. The only area which showed a significant increased (almost 50%) dissatisfaction rate is the
one related to the organisational culture and working environment conditions. It must be noted that the lack of responses from
Coachwise staff external to 1st4sport may affect the validity of these results obtained by 1st4sport employees only.

Table 9.1 shows the employee satisfaction levels in detail and the highlighted areas of dissatisfaction as a result of the quantitative
survey. The results are illustrated further (charts A9.1 A9.4) and summarised in a comparison (A9.5) of satisfaction levels across years.

Employee satisfaction levels
Statements Strongly
agree
Agree Disagree Strongly
disagree

I believe that line management is effective, increases my motivation and helps me fulfil my role 42% 53% 5% 0%

I believe there are sufficient opportunities for further learning, development and career growth 16% 47% 21% 16%

I feel that I am involved in the relevant areas and empowered to implement improvements/take initiatives 42% 53% 0% 5%

I have been provided with sufficient training to undertake my role effectively 32% 68% 0% 0%

I believe I receive recognition and genuine appreciation for my contributions 37% 58% 0% 5%

I believe that all employees are respected, valued and treated equally 37% 47% 16% 0%

I believe there are appropriate and sufficient resources to help me undertake my daily activities 37% 63% 0% 0%

I find the current building/facilities to be of high-quality 5% 63% 21% 11%

I find the organisational culture and working environment conditions to be very fulfilling 21% 47% 32% 0%

I believe that communication is effective and employees are aware of overall objectives and/or changes made 5% 79% 16% 0%

I find ethics, code of conduct and processes to be appropriate 16% 79% 5% 0%

Overall I am very satisfied/fulfilled with my job at 1st4sport 37% 53% 5% 5%
Table 9.1 Employee satisfaction levels


Chart A9.1 Employees satisfaction with line management, personal development and involvement/empowerment

Chart A9.2 Employees satisfaction on training, recognition and respect, and available resources

42%
16%
42%
53%
47%
53%
5%
21%
0% 0%
16%
5%
0%
10%
20%
30%
40%
50%
60%
I believe that line management is effective,
increases my motivation and helps me fulfil
my role
I believe there are sufficient opportunities
for further learning, development and career
growth
I feel that I am involved in the relevant
areas and empowered to implement
improvements/take initiatives
P
e
r
c
e
n
t
a
g
e
1st4sport employee satisfaction levels (part one)
Strongly agree
Agree
Disagree
Strongly disagree
Responses
32%
37% 37% 37%
68%
58%
47%
63%
0% 0%
16%
0% 0%
5%
0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
I have been provided with
sufficient training to undertake
my role effectively
I believe I receive recognition
and genuine appreciation for my
contributions
I believe that all employees are
respected, valued and treated
equally
I believe there are appropriate
and sufficient resources to help
me undertake my daily activities
P
e
r
c
e
n
t
a
g
e
1st4sport employee satisfaction levels (part two)
Strongly agree
Agree
Disagree
Strongly disagree
Responses


Chart A9.3 Employees satisfaction on facilities, organisational culture, communication and ethics/code of conduct

Chart A9.4 Employees responses on overall satisfaction/fulfilment working for 1st4sport

5%
21%
5%
16%
63%
47%
79% 79%
21%
32%
16%
5%
11%
0% 0% 0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
I find the current
building/facilities to be of high-
quality
I find the organisational culture
and working environment
conditions to be very fulfilling
I believe that communication is
effective and employees are
aware of overall objectives
and/or changes made
I find ethics, code of conduct and
processes to be appropriate
P
e
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c
e
n
t
a
g
e
1st4sport employee satisfaction levels (part three)
Strongly agree
Agree
Disagree
Strongly disagree
Responses
Strongly agree
37%
Agree
53%
Disagree
5%
Strongly disagree
5%
Overall I am very satisfied/fulfilled with my job at 1st4sport (2012)
Strongly agree
Agree
Disagree
Strongly disagree


Chart A9.5 Trends in the levels of employee satisfaction across years

Outcomes from the analysis of the qualitative feedback provided by 1st4sport employees via the employee satisfaction survey are
presented in the following table.

General Deductive Analysis - Qualitative Data (Employee satisfaction survey 2012)
Questions Deductive Themes
In your opinion what more can
1st4sport do for you?
The working environment must be reviewed to improve individual and organisational effectiveness
The organisational culture and change management must be improved through more effective
leadership
Please provide any additional
comments or suggestions:
Opportunities for learning and continued professional development are clear; however perceptual
issues remain with regards to the appraisal system, pay and career progression and a request for
improvements must be made
Communication channels must be improved; specifically the deployment of the strategic direction
and also internal and cross departmental communication infrastructure
Table A9.2 Analysis of the qualitative data resulted from the employee satisfaction survey
7%
23% 22%
37%
79%
68%
66%
53%
14%
0%
6% 5%
0%
5% 6% 5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2009 2010 2011 2012
P
e
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c
e
n
t
a
g
e
1st4sport employee responses to: 'Overall I am very satisfied/fulfilled with my job at 1st4sport' (2009-2012)
Strongly agree
Agree
Disagree
Strongly disagree
Responses


Appendix 10 External verifier satisfaction levels on training and CPD provision

Feedback from EV evaluation forms upon completion of training is provided in the following chart to reflect EV satisfaction l evels on
1st4sports provision of CPD and relevant support.

EV Feedback on 1st4sport standardisation events
Areas the EVs were asked to rate:
Very
Good
Good Fair Poor N/A
The pre-event planning (agenda, documents, directions, structure, timetable and content) 77% 20% 3% 0% 0%
The use of materials-equipment provided for the needs of the event 80% 20% 0% 0% 0%
The time allocated to cover the agenda issues or any additional subjects 93% 7% 0% 0% 0%
The presentations by 1st4sport 88% 6% 0% 0% 6%
The extent to which the event met EVs requirements/personal objectives 80% 20% 0% 0% 0%
The opportunities to get involved in the event, raise concerns and provide feedback 83% 17% 0% 0% 0%
The opportunities to interact with 1st4sport staff 84% 13% 0% 0% 3%
Relevance of information provided and related implementation to the EVs area of work 80% 20% 0% 0% 0%
Table A10.1 Quantitative feedback on 1st4sport standardisation events provided to EVs

Chart A10.1 EV feedback on 1st4sport events
Very good
83%
Good 17%
EV evaluation outcomes on 1st4sport standardisation events (2012)
Very good
Good


Appendix 11 Qualification specific performance statistics

The following statistics present the demand for our qualifications (registrations and certifications) and qualification specific information
(enquiries, recognition and qualification approval applications, actions imposed on centres, access arrangements and incidents).
Qualifications with the highest registration and certification figures and variance are highlighted in tables 11.1 and 11.2. The codes for
the qualifications presented determine whether the figures include also NQF qualifications (certification date due to end or has ended
during 2012), overseas courses and where applicable the qualification disciplines and pathways.

1st4sport trends in learner registrations per qualification (2011 - 2012)
Qualification
Number of registered
learners
Variance
2011 2012 Count %
L1ACAQ, L1CCA - Level 1 Award in Coaching Angling (QCF) 250 206 -44 -18%
L1ACARCQ, L1CCARC - Level 1 Award in Coaching Archery (QCF) 293 361 68 23%
L1ACBADQ, L1CCBAD - Level 1 Award in Coaching Badminton (QCF) 1003 988 -15 -1%
L1ACBBQ, L1CCBB - Level 1 Award in Coaching Basketball (QCF) 814 836 22 3%
L1ACCQ, L1CCC - Level 1 Award in Coaching Cycling (QCF) 166 86 -80 -48%
L1ACCRQ, L1ACCRQO, L1CCCR, L1CCCRO - Level 1 Award in Coaching Cricket (QCF) 3366 2691 -675 -20%
L1ACFQ, L1CCF, L1CCF06 - Level 1 Award in Coaching Football (QCF) 28693 27676 -1017 -4%
L1ACGQ, L1CCG - Level 1 Award in Coaching Gymnastics (QCF) (all disciplines) 2062 2057 -5 0%
L1ACHQ, L1CCH07 - Level 1 Award in Coaching Hockey (QCF) 1245 1194 -51 -4%
L1ACIRQ, L1CCIR - Level 1 Award In Coaching Indoor Rowing (QCF) 26 3 -23 -88%
L1ACJQ, L1CCJ - Level 1 Award in Coaching Judo (QCF) 14 55 41 293%
L1ACLAXQ - Level 1 Award In Coaching Lacrosse (QCF) 33 110 77 233%
L1ACNBQ, L1CCNB - Level 1 Award in Coaching Netball (QCF) 1009 969 -40 -4%
L1ACOQ, L1CCO - Level 1 Award in Coaching Orienteering (QCF) 140 64 -76 -54%
L1ACPKQ, L1CCPK - Level 1 Award in Coaching Parkour/ Freerunning (QCF) 193 100 -93 -48%
L1ACRLQ, L1CCRL - Level 1 Award in Coaching Rugby League (QCF) 640 550 -90 -14%
L1ACRONQ, L1CCRON - Level 1 Award in Coaching Rounders (QCF) 188 88 -100 -53%
L1ACRUQ, L1CCRU, L1CCRU07 - Level 1 Award in Coaching Rugby Union (QCF) 3850 2964 -886 -23%
L1ACSCQ, L1CCSC - Level 1 Award In Coaching Strength and Conditioning for Sport (QCF) 108 624 516 478%
L1ACSQQ, L1CCSQ - Level 1 Award in Coaching Squash (QCF) 286 227 -59 -21%
L1ACTENQ, L1CCTEN - Level 1 Award in Coaching Tennis (QCF) 2015 2141 126 6%


Qualification
learners
Variance
2011 2012 Count %
L1ACTRIQ, L1CCTRI - Level 1 Award in Coaching Triathlon (QCF) 336 290 -46 -14%
L1ACTTQ - Level 1 Award in Coaching Table Tennis (QCF) 261 370 109 42%
L1ACVBQ, L1CCVB - Level 1 Award in Coaching Volleyball (QCF) 486 331 -155 -32%
L1ACWQ - Level 1 Award in Coaching Wrestling (QCF) 6 27 21 350%
L1ASAL - Level 1 NVQ Award in Sport and Active Leisure (QCF) 135 181 46 34%
L1ASLIA - Level 1 Award in Sport and Leisure Industry Awareness 18 - -18 N/A
L1ASTCQ - Level 1 Award In Using Sport to Tackle Youth Crime (QCF) - 309 309 N/A
L1ENG - Functional Skills Qualification in English at Level 1 4 51 47 1175%
L1MATH - Functional Skills Qualification in Mathematics at Level 1 - 34 34 N/A
L1POCS - Level 1 Award in the Principles of Coaching Sport (QCF) 286 1087 801 280%
L2AEAOQ - Level 2 Award in Employment Awareness in the Outdoors (QCF), L2CWO, L2AIWOQ - Level 2
Award in Introductory Work in the Outdoors (QCF) 464 439 -25 -5%
L2AFASQ, FAS - Level 2 Award in First Aid for Sport (QCF) 340 222 -118 -35%
L2ALTF - Level 2 Award in Leadership through Football (QCF) 605 727 122 20%
L2ALTRU - Level 2 Award in Leadership through Rugby Union (QCF) 48 147 99 206%
L2AMDSQ - Level 2 Award In Multi-Skills Development in Sport (QCF) 358 612 254 71%
L2AUSSE - Level 2 Award in Understanding Stewarding at Spectator Events (QCF) 380 315 -65 -17%
L2CC5Q - Level 2 Certificate in Coaching Fives (QCF) - 15 15 N/A
L2CCAQ, L2CCA08 - Level 2 Certificate In Coaching Angling (QCF) 118 127 9 8%
L2CCBADQ, L2CCBAD - Level 2 Certificate in Coaching Badminton (QCF) 271 136 -135 -50%
L2CCBBQ, L2CCBB - Level 2 Certificate in Coaching Basketball (QCF) 118 99 -19 -16%
L2CCCQ, L2CCC - Level 2 Certificate in Coaching Cycling (QCF) 462 451 -11 -2%
L2CCCRQ, L2CCCR, L2CCCRO, L2CCCRQO - Level 2 Certificate in Coaching Cricket (QCF) 2263 1979 -284 -13%
L2CCFQ, L2CCF04, L2CCF07 - Level 2 Certificate in Coaching Football (QCF) 6764 5971 -793 -12%
L2CCGQ - Level 2 Certificate in Coaching Gymnastics (QCF) (all disciplines) 798 754 -44 -6%
L2CCHQ, L2CCH07 - Level 2 Certificate in Coaching Hockey (QCF) 455 445 -10 -2%
L2CCJQ, L2CCJ - Level 2 Certificate in Coaching Judo (QCF) 138 100 -38 -28%
L2CCLAXQ - Level 2 Certificate in Coaching Lacrosse (QCF) - 55 55 N/A


Qualification
learners
Variance
2011 2012 Count %
L2CCMSQ - Level 2 Certificate In Coaching Motor Sport (QCF) - 7 7 N/A
L2CCNBQ, L2CCNB - Level 2 Certificate in Coaching Netball (QCF) 392 441 49 13%
L2CCOQ, L2CCO09 - Level 2 Certificate In Coaching Orienteering (QCF) 22 28 6 27%
L2CCPKQ - Level 2 Certificate in Coaching Parkour/Freerunning (QCF) - 39 39 N/A
L2CCRLQ, L2CCRL - Level 2 Certificate in Coaching Rugby League (QCF) 694 422 -272 -39%
L2CCRONQ - Level 2 Certificate in Coaching Rounders (QCF) 11 33 22 200%
L2CCROWQ, L2CCROW - Level 2 Certificate in Coaching Rowing (QCF) 348 410 62 18%
L2CCRUQ, L2CCRU07 - Level 2 Certificate in Coaching Rugby Union (QCF) 747 1232 485 65%
L2CCSCQ, L2CCSC - Level 2 Certificate in Coaching Strength and Conditioning for Sport (QCF) 130 192 62 48%
L2CCSQQ, L2CCSQ - Level 2 Certificate in Coaching Squash (QCF) 87 100 13 15%
L2CCTENQ, L2CCTEN - Level 2 Certificate in Coaching Tennis (QCF) 818 807 -11 -1%
L2CCTRIQ, L2CCTRI - Level 2 Certificate in Coaching Triathlon (QCF) 243 318 75 31%
L2CCTTQ, L2CCTT - Level 2 Certificate In Coaching Table Tennis (QCF) 103 95 -8 -8%
L2CCWS - Level 2 Certificate in Coaching Water Skiing/Wakeboarding (QCF) 48 112 64 133%
L2CLOQ - Level 2 Certificate in Leisure Operations (QCF) - 51 51 N/A
L2CSLPESSQ - Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF) 75 394 319 425%
L2DCTENQ - Level 2 Diploma in Coaching Tennis (QCF), L2NVQTEN 245 35 -210 -86%
L2DLTS, L2NVQTS - Level 2 Diploma in Coaching Learn to Swim (QCF) 78 59 -19 -24%
L2EAALL, L2IOA06 - Level 2 Award in Employment Awareness in Active Leisure and Learning (QCF) 2085 2227 142 7%
L2NCSSQ, L2NCSS, NVQSS - Level 2 NVQ Certificate in Spectator Safety (QCF) 1106 1607 501 45%
L2NVQAF - Level 2 NVQ in Sport, Recreation and Allied Occupations: Coaching, Teaching and Instructing
- Association Football 175 - -175 N/A
L2NVQALQ - Level 2 NVQ Certificate in Activity Leadership (QCF) 249 810 561 225%
L2OPS - Level 2 NVQ Certificate in Active Leisure, Learning and Well-being Operational Services (QCF) 6 41 35 583%
L2POCS, ACS06 - Level 2 Award in the Principles of Coaching Sport (QCF) 1244 1518 274 22%
L2PPCS - Level 2 Certificate in the Principles and Preparations for Coaching Sport (QCF) 104 322 218 210%
L2TMIQ, L2TMI08 - Level 2 Award in the Treatment and Management of Injury in Sport (QCF) 242 151 -91 -38%


Qualification
learners
Variance
2011 2012 Count %
L3AACWEQ - Level 3 Award in Assessing Competence in the Work Environment (QCF), L3AAVRAQ -
Level 3 Award in Assessing Vocationally Related Achievement (QCF), L3CAVAQ - Level 3 Certificate in
Assessing Vocational Achievement (QCF), L3IAPS 358 143 -215 -60%
L3ADLQ - Level 3 Award in Delivering Learning (QCF), L3APTLLSQ - Level 3 Award in Preparing to Teach
in the Lifelong Learning Sector (QCF), L3CTS 398 271 -127 -32%
L3AEXHB - Level 3 NVQ in Achieving Excellence in Sports Performance (Handball) 5 10 5 100%
L3AEXRL - Level 3 NVQ in Achieving Excellence in Sports Performance (Rugby League) 17 - -17 N/A
L3AEXROW - Level 3 NVQ in Achieving Excellence in Sports Performance (Rowing) 1 - -1 N/A
L3AWMQ - Level 3 Award in Workforce Mentoring (QCF), L3CMS, L3CMS10, L3CMSVQ 4 50 46 1150%
L3CAXBBQ - Level 3 Certificate in Achieving Excellence in Sports Performance (Basketball) (QCF) 63 82 19 30%
L3CAXHBQ - Level 3 Certificate in Achieving Excellence in Sports Performance (Handball) (QCF) - 21 21 N/A
L3CAXQ - Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) - 35 35 N/A
L3CAXROWQ - Level 3 Certificate in Achieving Excellence in Sports Performance (Rowing) (QCF) - 27 27 N/A
L3CCBADQ, L3CCBAD - Level 3 Certificate in Coaching Badminton (QCF) 29 71 42 145%
L3CCCRQ, L3CCCR - Level 3 Certificate in Coaching Cricket (QCF) 109 60 -49 -45%
L3CCF06 - Level 3 Certificate in Coaching Football 158 5 -153 -97%
L3CCHQ, L3CCH - Level 3 Certificate in Coaching Hockey (QCF) 54 37 -17 -31%
L3CCJQ - Level 3 Certificate in Coaching Judo (QCF) - 26 26 N/A
L3CCMTBQ - Level 3 Certificate in Coaching Mountain Biking (QCF) - 20 20 N/A
L3CCNBQ, L3CCNB - Level 3 Certificate in Coaching Netball (QCF) 65 29 -36 -55%
L3CCOQ - Level 3 Certificate in Coaching Orienteering (QCF) - 1 1 N/A
L3CCROW - Level 3 Certificate in Coaching Rowing 1 - -1 N/A
L3CCRTTQ - Level 3 Certificate in Coaching Road and Time Trial Cycling (QCF) 6 25 19 N/A
L3CCRUQ, L3CCRU - Level 3 Certificate in Coaching Rugby Union (QCF) 119 107 -12 -10%
L3CCSCQ, L3CCSC - Level 3 Certificate in Coaching Strength and Conditioning for Sport (QCF) 8 15 7 88%
L3CCSQQ, L3CCSQ - Level 3 Certificate in Coaching Squash (QCF) - 13 13 N/A


Qualification
learners
Variance
2011 2012 Count %
L3CCTCQ - Level 3 Certificate In Coaching Track Cycling (QCF) 14 10 -4 -29%
L3CCTENQ - Level 3 Certificate in Coaching Tennis (QCF) 133 208 75 56%
L3CCTTQ, L3CCTT - Level 3 Certificate in Coaching Table Tennis (QCF) 10 18 8 80%
L3CEAOQ, L3CWO - Level 3 Certificate in Employment Awareness in the Outdoors (QCF) 60 15 -45 -75%
L3CLMQ - Level 3 Certificate in Leisure Management (QCF) 3 23 20 667%
L3CTALS - Level 3 Certificate in Talented Athlete Lifestyle Support 21 - -21 N/A
L3CUSPBBQ - Level 3 Certificate in Understanding Sports Performance (Basketball) (QCF) 63 82 19 30%
L3CUSPHBQ - Level 3 Certificate in Understanding Sports Performance (Handball) (QCF) - 13 13 N/A
L3CUSPQ - Level 3 Certificate in Understanding Sports Performance (QCF) - 35 35 N/A
L3CUSPROWQ - Level 3 Certificate in Understanding Sports Performance (Rowing) (QCF) - 27 27 N/A
L3DAXBBQ - Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (Basketball) (QCF) 22 31 9 41%
L3DAXROWQ - Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (Rowing) (QCF) - 3 3 N/A
L3DLMQ - Level 3 NVQ Diploma in Leisure Management (QCF) 4 18 14 350%
L3DOPOD, L3DOPOE, L3DOPOR - Level 3 NVQ Diploma in Outdoor Programmes (QCF) 2 20 18 900%
L3DSD - Level 3 NVQ Diploma in Sports Development 72 72 N/A
L3EAALL - Level 3 Award in Employment Awareness in Active Leisure and Learning (QCF) 277 422 145 52%
L3NCSS, L3NVQSS - Level 3 NVQ Certificate in Spectator Safety (QCF) 50 65 15 30%
L3POCS - Level 3 Award in the Principles of Coaching Sport (QCF) 132 266 134 102%
L3TMIQ, L3TMI05 - Level 3 Certificate in the Treatment and Management of Injury in Sport (QCF) 41 15 -26 -63%
L4AIQAQ, L3CIVPS - Level 4 Award in the Internal Quality Assurance of Assessment Processes and
Practice (QCF) 54 31 -23 -43%
L4NDSS - Level 4 NVQ Diploma in Spectator Safety Management (QCF) - 4 4 N/A
SVQ3LM - SVQ 3 in Leisure Management at SCQF Level 7 - 7 7 N/A
Total 73122 73223 101 0.1%
Table A11.1 1st4sport trends in learner registrations per qualification (2011 - 2012)


1st4sport trends in learner certifications per qualification (2011 - 2012)
Qualification
Number of certificated
learners
Variance
2011 2012 Count %
L1ACAQ, L1CCA - Level 1 Award in Coaching Angling (QCF) 234 204 -30 -13%
L1ACARCQ, L1CCARC-Level 1 Award in Coaching Archery (QCF) 194 314 120 62%
L1ACBADQ, L1CCBAD-Level 1 Award in Coaching Badminton (QCF) 941 975 34 4%
L1ACBBQ, L1CCBB-Level 1 Award in Coaching Basketball (QCF) 878 761 -117 -13%
L1ACCQ, L1CCC-Level 1 Award in Coaching Cycling (QCF) 124 30 -94 -76%
L1ACCRQ, L1ACCRQO, L1CCCR, L1CCCRO - Level 1 Award in Coaching Cricket (QCF) 2585 2385 -200 -8%
L1ACFQ, L1CCF, L1CCF06 - Level 1 Award in Coaching Football (QCF) 26071 26948 877 3%
L1ACGQ, L1CCG - Level 1 Award in Coaching Gymnastics (QCF) (all disciplines) 1738 1646 -92 -5%
L1ACHQ, L1CCH07-Level 1 Award in Coaching Hockey (QCF) 1260 1170 -90 -7%
L1ACIRQ, L1CCIR-Level 1 Award in Coaching Indoor Rowing (QCF) 34 3 -31 -91%
L1ACJQ, L1CCJ-Level 1 Award in Coaching Judo (QCF) 36 34 -2 -6%
L1ACLAXQ-Level 1 Award in Coaching Lacrosse (QCF) 17 53 36 212%
L1ACNBQ, L1CCNB-Level 1 Award in Coaching Netball (QCF) 1102 825 -277 -25%
L1ACOQ, L1CCO-Level 1 Award in Coaching Orienteering (QCF) 130 60 -70 -54%
L1ACPKQ, L1CCPK-Level 1 Award in Coaching Parkour/ Freerunning (QCF) 173 66 -107 -62%
L1ACRLQ, L1CCRL-Level 1 Award in Coaching Rugby League (QCF) 590 517 -73 -12%
L1ACRONQ, L1CCRON-Level 1 Award in Coaching Rounders (QCF) 195 89 -106 -54%
L1ACRUQ, L1CCRU, L1CCRU07 - Level 1 Award in Coaching Rugby Union (QCF) 4054 2869 -1185 -29%
L1ACSCQ, L1CCSC-Level 1 Award In Coaching Strength and Conditioning for Sport (QCF) 101 286 185 183%
L1ACSQQ, L1CCSQ-Level 1 Award in Coaching Squash (QCF) 245 193 -52 -21%
L1ACTENQ, L1CCTEN-Level 1 Award in Coaching Tennis (QCF) 2047 1958 -89 -4%
L1ACTRIQ, L1CCTRI-Level 1 Award in Coaching Triathlon (QCF) 298 341 43 14%
L1ACTTQ, L1CCTT-Level 1 Award in Coaching Table Tennis (QCF) 300 198 -102 -34%
L1ACVBQ, L1CCVB-Level 1 Award in Coaching Volleyball (QCF) 454 329 -125 -28%
L1ACWQ-Level 1 Award in Coaching Wrestling (QCF) - 21 21 N/A
L1ASAL-Level 1 NVQ Award in Sport and Active Leisure (QCF) 122 136 14 11%


Qualification
Number of certificated
learners
Variance
2011 2012 Count %
L1ASTCQ-Level 1 Award In Using Sport to Tackle Youth Crime (QCF) - 246 246 N/A
L1ENG-Functional Skills Qualification in English at Level 1 - 25 25 N/A
L1MATH-Functional Skills Qualification in Mathematics at Level 1 - 4 4 N/A
L1POCS-Level 1 Award in the Principles of Coaching Sport (QCF) 56 772 716 1279%
L2AEAOQ - Level 2 Award in Employment Awareness in the Outdoors (QCF), L2CWO, L2AIWOQ - Level 2
Award in Introductory Work in the Outdoors (QCF) 319 388 69 22%
L2AFASQ, FAS -Level 2 Award in First Aid for Sport (QCF) 334 161 -173 -52%
L2ALTF-Level 2 Award in Leadership through Football (QCF) 202 662 460 228%
L2ALTRU-Level 2 Award in Leadership through Rugby Union (QCF) 40 147 107 268%
L2AMDSQ-Level 2 Award in Multi-Skills Development in Sport (QCF) 129 539 410 318%
L2AUSSE-Level 2 Award in Understanding Stewarding at Spectator Events (QCF) 475 293 -182 -38%
L2CC5Q-Level 2 Certificate in Coaching Fives (QCF) - 3 3 N/A
L2CCAQ, L2CCA05, L2CCA08 - Level 2 Certificate in Coaching Angling (QCF) 144 113 -31 -22%
L2CCBADQ, L2CCBAD-Level 2 Certificate in Coaching Badminton (QCF) 229 157 -72 -31%
L2CCBBQ, L2CCBB - Level 2 Certificate in Coaching Basketball (QCF) 87 91 4 5%
L2CCCQ, L2CCC - Level 2 Certificate in Coaching Cycling (QCF) 204 265 61 30%
L2CCCRQ, L2CCCR, L2CCCRO, L2CCCRQO - Level 2 Certificate in Coaching Cricket (QCF) 1735 1662 -73 -4%
L2CCFQ, L2CCF04, L2CCF07, L2CCF, L2CCFOC - Level 2 Certificate in Coaching Football (QCF) 4728 4428 -300 -6%
L2CCGQ, L2CCG - Level 2 Certificate in Coaching Gymnastics (QCF) (all disciplines) 614 601 -13 -2%
L2CCHQ, L2CCH07 - Level 2 Certificate in Coaching Hockey (QCF) 202 208 6 3%
L2CCJQ, L2CCJ - Level 2 Certificate in Coaching Judo (QCF) 156 109 -47 -30%
L2CCMSQ-Level 2 Certificate In Coaching Motor Sport (QCF) - 7 7 N/A
L2CCNBQ, L2CCNB - Level 2 Certificate in Coaching Netball (QCF) 344 288 -56 -16%
L2CCOQ, L2CCO09 - Level 2 Certificate In Coaching Orienteering (QCF) 12 12 0 0%
L2CCPKQ-Level 2 Certificate in Coaching Parkour/Freerunning (QCF) - 29 29 N/A
L2CCRONQ-Level 2 Certificate in Coaching Rounders (QCF) 11 33 22 200%
L2CCROWQ, L2CCROW - Level 2 Certificate in Coaching Rowing (QCF) 332 257 -75 -23%


Qualification
Certificated
learners
Variance
2011 2012 Count %
L2CCRUQ, L2CCRU07, L2CCRU - Level 2 Certificate in Coaching Rugby Union (QCF) 706 1053 347 49%
L2CCSCQ, L2CCSC - Level 2 Certificate in Coaching Strength and Conditioning for Sport (QCF) 124 114 -10 -8%
L2CCSQQ, L2CCSQ - Level 2 Certificate in Coaching Squash (QCF) 88 73 -15 -17%
L2CCTENQ, L2CCTEN - Level 2 Certificate in Coaching Tennis (QCF) 674 722 48 7%
L2CCTTQ, L2CCTT - Level 2 Certificate in Coaching Table Tennis (QCF) 102 76 -26 -25%
L2CCWS-Level 2 Certificate in Coaching Water Skiing/Wakeboarding (QCF) 14 57 43 307%
L2CLOQ-Level 2 Certificate in Leisure Operations (QCF) - 12 12 N/A
L2CSLPESSQ-Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF) - 210 210 N/A
L2EAALL, L2IOA06-Level 2 Award in Employment Awareness in Active Leisure and Learning (QCF) 1616 2019 403 25%
L2NCSSQ, L2NCSS, NVQSS, CEMS07 - Level 2 NVQ Certificate in Spectator Safety (QCF) 1333 1327 -6 0%
L2NVQAF-Level 2 NVQ in Sport, Recreation & Allied Occupations: Coaching, Teaching & Instructing Assoc.Football 400 9 -391 -98%
L2NVQALQ-Level 2 NVQ Certificate in Activity Leadership (QCF) - 384 384 N/A
L2NVQTEN-Level 2 NVQ in Sport, Recreation and Allied Occupations: Coaching, Teaching and Instructing - Tennis 272 14 -258 -95%
L2NVQTS-Level 2 NVQ in Sport, Recreation & Allied Occupations: Coaching, Teaching & Instructing -Teaching
Swimming 7 - -7 N/A
L2OPS-Level 2 NVQ Certificate in Active Leisure, Learning and Well-being Operational Services (QCF) - 8 8 N/A
L2POCS, ACS06-Level 2 Award in the Principles of Coaching Sport (QCF) 1063 1463 400 38%
L2PPCS-Level 2 Certificate in the Principles and Preparations for Coaching Sport (QCF) - 193 193 N/A
L2TMIQ, L2TMI, L2TMI04, L2TMI08 - Level 2 Award in the Treatment and Management of Injury in Sport (QCF) 242 152 -90 -37%
L3AAVRAQ-Level 3 Award in Assessing Vocationally Related Achievement (QCF), L3AACWEQ-Level 3 Award in
Assessing Competence in the Work Environment (QCF), L3CAVAQ-Level 3 Cert. in Assessing Vocational
Achievement (QCF), L3IAPS 336 132 -204 -61%
L3AEXHB-Level 3 NVQ in Achieving Excellence in Sports Performance (Handball) - 10 10 N/A
L3AEXRL-Level 3 NVQ in Achieving Excellence in Sports Performance (Rugby League) 17 10 -7 -41%
L3AEXROW-Level 3 NVQ in Achieving Excellence in Sports Performance (Rowing) - 4 4 N/A
L3AEXSW-Level 3 NVQ in Achieving Excellence in Sports Performance 126 - -126 N/A
L3APTLLSQ, L3CTS-Level 3 Award In Preparing to Teach in the Lifelong Learning Sector (QCF) 452 201 -251 -56%
L3AWMQ, L3CMS, L3CMS10-Level 3 Award in Workforce Mentoring (QCF) 12 6 -6 -50%
L3CCBAD-Level 3 Certificate in Coaching Badminton 5 12 7 140%
L3CCC-Level 3 Certificate in Coaching Cycling 17 7 -10 -59%
L3CCCRQ, L3CCCR-Level 3 Certificate in Coaching Cricket (QCF) 84 77 -7 -8%


Qualification
Certificated learners Variance
2011 2012 Count %
L3CCF06, L3CCF-Level 3 Certificate in Coaching Football 674 218 -456 -68%
L3CCG-Level 3 Certificate in Coaching Gymnastics (all disciplines) 12 3 -9 -75%
L3CCHQ, L3CCH-Level 3 Certificate In Coaching Hockey (QCF) 14 22 8 57%
L3CCJ-Level 3 Certificate in Coaching Judo 17 - -17 N/A
L3CCNB-Level 3 Certificate in Coaching Netball 10 2 -8 -80%
L3CCOQ-Level 3 Certificate In Coaching Orienteering (QCF) 1 1 N/A
L3CCRLQ, L3CCRL-Level 3 Certificate in Coaching Rugby League (QCF) 13 28 15 115%
L3CCROW-Level 3 Certificate in Coaching Rowing 17 2 -15 -88%
L3CCRTTQ-Level 3 Certificate In Coaching Road and Time Trial Cycling (QCF) - 5 5 N/A
L3CCRUQ, L3CCRU - Level 3 Certificate in Coaching Rugby Union (QCF) 97 82 -15 -15%
L3CCSC-Level 3 Certificate in Coaching Strength and Conditioning - 2 2 N/A
L3CCSQQ, L3CCSQ - Level 3 Certificate in Coaching Squash (QCF) 6 8 2 33%
L3CCTCQ-Level 3 Certificate In Coaching Track Cycling (QCF) 1 - -1 N/A
L3CCTENQ-Level 3 Certificate in Coaching Tennis (QCF) 34 171 137 403%
L3CCTT-Level 3 Certificate in Coaching Table Tennis 8 6 -2 -25%
L3CLMQ-Level 3 Certificate In Leisure Management (QCF) - 5 5 N/A
L3CMSV-Level 3 Certificate in Managing Sports Volunteers 5 1 -4 -80%
L3CTALS-Level 3 Certificate in Talented Athlete Lifestyle Support 10 15 5 50%
L3CWO-Level 3 Certificate in Working in the Outdoors 13 29 16 123%
L3DLMQ-Level 3 NVQ Diploma in Leisure Management (QCF) - 5 5 N/A
L3DOPOR-Level 3 NVQ Diploma in Outdoor Programmes (QCF) (via the Outdoor Recreation Pathway) - 1 1 N/A
L3DSDP-Level 3 NVQ Diploma in Sports Development - 27 27 N/A
L3EAALL, L3IOA06-Level 3 Award in Employment Awareness in Active Leisure and Learning (QCF) 263 178 -85 -32%
L3NCSS, L3NVQSS-Level 3 NVQ Certificate in Spectator Safety (QCF) 121 31 -90 -74%
L3POCS-Level 3 Award in the Principles of Coaching Sport (QCF) 25 188 163 652%
L3TMIQ, L3TMI05-Level 3 Certificate in the Treatment and Management of Injury in Sport (QCF) 39 16 -23 -59%
L4AIQAQ,L3CIVPS-Level 4 Award In the Internal Quality Assurance of Assessment Processes and Practice (QCF) 35 13 -22 -63%
L4NDSS-Level 4 NVQ Diploma in Spectator Safety Management (QCF) - 1 1 N/A
Total 64099 64028 -71 0.1%
Table A11.2 1st4sport trends in learner certifications per qualification (2011 - 2012)


Results from the enquiries analysis show an indication of how people hear about 1stsport and the effectiveness of our marketing tools to
increase our brand awareness in the industry.

Chart A11.1 Analysis of effectiveness of marketing tools contributing towards 1st4sports brand awareness.

Following with the qualification demand statistics, an analysis of the qualifications that organisations applied for as part of centre
recognition and existing recognised centres that applied as part of the qualification approval is provided in tables A11.3 and A11.4
respectively.
Word of mouth
39%
Search Engine
18%
Website
18%
Colleague
14%
Partner flyer
5%
Magazine article
2%
Other
2% Partner email
2%
Word of mouth
Search Engine
Website
Colleague
Partner flyer
Magazine article
Other
Partner email
Responses of enquirers as to how they heard about 1st4sport (2012)


Number of approval applications received per qualification as part of centre recognition applications (2012)
Qualification Number
Level 1 Award in Coaching Football (QCF) 14
Level 1 Award in Coaching Strength and Conditioning for Sport (QCF) 7
Level 2 Award in Leadership through Football (QCF) 5
Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF) 5
Level 2 NVQ Certificate in Activity Leadership (QCF) 5
Level 2 Award in Multi-Skills Development in Sport (QCF) 4
Level 2 Award in First Aid for Sport (QCF) 3
Level 2 Award in the Principles of Coaching Sport (QCF) 3
Level 2 NVQ Certificate in Spectator Safety (QCF) 3
Level 1 Award in Coaching Basketball (QCF) 2
Level 2 Certificate in Coaching Football (QCF) 2
Level 2 Certificate in the Principles and Preparations for Coaching Sport (QCF) 2
Level 1 Award in Coaching Tennis (QCF) 1
Level 1 Award in Using Sport to Tackle Youth Crime (QCF) 1
Level 1 NVQ Award in Sports and Active Leisure (QCF) 1
Level 2 Award in Employment Awareness in Active Leisure and Learning (QCF) 1
Level 2 Award in Leadership through Rugby Union (QCF) 1
Level 2 Award in the Treatment and Management of Injury in Sport (QCF) 1
Level 2 Certificate in Coaching Fives (QCF) 1
Level 2 Certificate in Coaching Motor Sport (QCF) 1
Level 2 Certificate in Coaching Strength and Conditioning for Sport (QCF) 1
Level 3 Award in Assessing Competence in the Work Environment (QCF) 1
Level 3 Certificate in Managing Sports Volunteers (QCF) 1
Level 3 Certificate in Talented Athlete Lifestyle Support (QCF) 1
Level 3 NVQ Diploma in Outdoor Programmes (QCF) (via the Outdoor Development Training Pathway) 1
Level 3 NVQ Diploma in Outdoor Programmes (QCF) (via the Outdoor Education Pathway) 1
SVQ 3 in Leisure Management at SCQF Level 7 1
Total 75
Table 11.3 Applications for qualification approval submitted by organisations that wish to obtain centre recognition


Number of approval applications received per qualification (2012)
Level 3 NVQ Diploma in Sports Development (QCF) 26
Level 1 Award in Coaching Football (QCF) 22
Level 2 Certificate in the Principles and Preparations for Coaching Sport (QCF) 18
Level 2 Certificate in Coaching Football (QCF) 17
Level 2 Certificate in Supporting Learning in Physical Education and School Sport (QCF) 17
Level 2 NVQ Certificate in Activity Leadership (QCF) 16
Level 2 Award in Multi-Skills Development in Sport (QCF) 12
Level 3 Certificate in Managing Sports Volunteers (QCF) 12
Level 1 Award in Coaching Basketball (QCF) 11
Level 1 Award in Coaching Strength and Conditioning for Sport (QCF) 11
Level 2 Award in Leadership through Football (QCF) 11
Level 2 Award in the Treatment and Management of Injury in Sport (QCF) 11
Functional Skills Qualification in Mathematics at Level 1 7
Level 1 Award in Coaching Netball (QCF) 7
Level 2 Award in First Aid for Sport (QCF) 7
Level 2 Certificate In Leisure Operations (QCF) 7
Level 3 Award in the Principles of Coaching Sports (QCF) 7
Level 3 Certificate in the Treatment and Management of Injury in Sport (QCF) 7
Level 3 NVQ Diploma in Outdoor Programmes (QCF) (via the Outdoor Education Pathway) 7
Functional Skills Qualification in English at Level 1 6
Level 1 NVQ Award in Sport and Active Leisure (QCF) 6
Level 2 NVQ Certificate in Active Leisure, Learning and Well-being Operational Services (QCF) 5
Level 2 Award in Employment Awareness in the Outdoors (QCF) 4
Level 2 Certificate In Coaching Strength and Conditioning for Sport (QCF) 4
Level 3 Award In Preparing to Teach in the Lifelong Learning Sector (QCF) 4
Level 3 Certificate in Assessing Vocational Achievement (QCF) 4
Level 3 Certificate in Coaching Tennis (QCF) 4
Level 3 Certificate In Leisure Management (QCF) 4
Level 3 NVQ Diploma in Leisure Management (QCF) 4
Level 1 Award in Coaching Rugby League (QCF) 3


Level 2 Award in Understanding Stewarding at Spectator Events (QCF) 3
Level 1 Award In Using Sport to Tackle Youth Crime (QCF) 3
Level 2 Award In Using Sport to Tackle Youth Crime (QCF) 3
Level 2 Certificate in Coaching Basketball (QCF) 3
Level 2 Certificate in Coaching Tennis (QCF) 3
Level 3 Award in Assessing Competence in the Work Environment (QCF) 3
Level 3 Award in Assessing Vocationally Related Achievement (QCF) 3
Level 3 Award in Workforce Mentoring (QCF) 3
Level 3 Certificate in Achieving Excellence in Sports Performance (QCF) 3
Level 3 Certificate in Understanding Sports Performance (QCF) 3
Level 1 Award in Coaching Tennis (QCF) 2
Level 1 Award in Coaching Volleyball (QCF) 2
Level 2 Award in Introductory Work in the Outdoors (QCF) 2
Level 2 Award in Leadership through Rugby Union (QCF) 2
Level 2 Diploma in Coaching Tennis (QCF) 2
Level 3 Certificate in Employment Awareness in the Outdoors (QCF) 2
Level 1 Award In Coaching Angling (QCF) 1
Level 1 Award in Coaching Cricket (QCF) 1
Level 1 Award in Coaching Orienteering (QCF) 1
Level 1 Award in Coaching Rugby Union (QCF) 1
Level 1 Award in Coaching Squash (QCF) 1
Level 1 Award in Coaching Triathlon (QCF) 1
Level 2 Certificate in Coaching Handball (QCF) 1
Level 2 Certificate in Coaching Lacrosse (QCF) 1
Level 2 Certificate in Coaching Netball (QCF) 1
Level 2 Certificate in Coaching Rugby League (QCF) 1
Level 2 Certificate in Coaching Rugby Union (QCF) 1
Level 2 Certificate in Coaching Squash (QCF) 1
Level 2 Certificate in Coaching Triathlon (QCF) 1
Level 2 Certificate in Coaching Volleyball (QCF) 1
Level 2 Certificate in Coaching Wrestling (QCF) 1
Level 2 Certificate in Introductory Work in the Outdoors (QCF) 1
Level 3 Award In Delivering Learning (QCF) 1
Level 3 Certificate In Coaching Badminton (QCF) 1
Level 3 Certificate In Coaching Mountain Biking (QCF) 1


Level 3 Certificate In Coaching Table Tennis (QCF) 1
Level 3 Certificate in Talented Athlete Lifestyle Support (QCF) 1
Level 3 Certificate in Understanding Sports Performance (Handball) (QCF) 1
Level 3 NVQ Diploma in Achieving Excellence in Sports Performance (QCF) 1
Level 3 NVQ in Achieving Excellence in Sports Performance 1
Level 4 Award In the Internal Quality Assurance of Assessment Processes and Practice (QCF) 1
Total 405
Table A11.4 Applications submitted by 1st4sport recognised centres for qualification approval


The following charts present the spread and type of incidents across qualifications as a result of an identified issue that indicated adverse
effects. A total of 68 incidents have been identified and successfully managed in 2012.

Chart A11.2 Analysis of incidents per qualification

Incident types may include a sanction against a centre reported by an EV, learner appeal against the outcomes of their assessment by
their centre, learner complaint against their centre, suspected learner misconduct, suspected non-compliance by a centre, suspected child
or vulnerable adult safeguarding issue by a centre, customer service complaint to 1st4sport from a centre, customer service complaint to
1st4sport from a learner, suspected non-compliance by 1st4sport, suspected child or vulnerable adult safeguarding issue by 1st4sport,
centre appeal against a 1st4sport procedural decision or learner appeal against a 1st4sport procedural decision).

Chart A11.3 Analysis of incident types
22%
13%
8%
4% 4% 4% 4% 4% 4%
3% 3% 3% 3% 3%
1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1%
0%
5%
10%
15%
20%
25%
P
e
r
c
e
n
t
a
g
e
Incidents across qualifications (2012)
Qualifications
EV reported sanction
against a centre
51%
Suspected non-compliance
by a centre
32%
Learner complaint
against their centre
4%
Customer service
complaint
to 1st4sport
from a centre
4%
Learner appeal
against their centre
3%
Learner appeal against a
1st4sport procedural decision
1%
Customer service
complaint to 1st4sport
from a learner
1%
Suspected non-compliance
by 1st4sport
1%
Types of incidents (2012)
EV reported sanction against a centre
Suspected non-compliance by a centre
Learner complaint against their centre
Customer service complaint to 1st4sport from a centre
Learner appeal against their centre
Learner appeal against a 1st4sport procedural decision
Customer service complaint to 1st4sport from a learner
Suspected non-compliance by 1st4sport


Actions and Recognised Centre risk profile

The table below show an analysis of the actions imposed on centres related to the delivery of specific qualifications. This is as a result of
the identification of areas of non compliance through the different types of our monitoring activity in line with our risk management
process.

Chart A11.4 Number of actions imposed on centres per qualification

The total number of actions imposed on centres is 479 (331 actions in 2011) related to 63 qualifications. The actual number of the
actions should be lower considering that the status of some actions in Athena may not have been updated at the time of data collection
and some actions may have been duplicated by our external verifiers.

69
33
29
25
22
17
14
13
11
10
9 9
8 8
7 7 7 7
6
5 5
4 4 4
3 3 3 3 3 3 3 3 3 3
2 2 2 2 2 2 2 2 2 2 2
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
0
10
20
30
40
50
60
70
80
N
u
m
b
e
r
Actions imposed on centres across qualifications (2012)
Qualifications


Chart A11.5 Analysis of actions imposed on centres as in line with our risk management process on centre activity

Chart A11.6 Analysis of level of actions imposed on centres Chart A11.7 Analysis of actions implementation status by centres
Timescales in the implementation status of actions by centres appear to have improved (82% incomplete in 2011). Validity of these
figures could be affected due to the fact that actions might have been duplicated or met by centres and not closed by external verifiers.

Verification of
course/cohort
43%
Verification of
direct claims status
33%
Verification
of systems
9%
Recognition and
approval application
6%
Desk review of a
course/cohort of learners
5%
Advisory visit
2%
Incident management
1%
Qualification
Approval Application
1%
Actions imposed on centres based upon the type of monitoring
Verification of course/cohort
Verification of Direct Claims Status
Verification of centre systems
Recognition and approval application
Desk review of a course/cohort of learners
Advisory Visit
Incident management
Qualification Approval Application
Level 1:
Low risk
79%
Level 2:
Medium risk
13%
Level 3:
High risk
8%
Level of actions imposed on centres (January -
December 2012)
Level 1: Low risk
Level 2: Medium risk
Level 3: High risk
Complete
actions
29%
Incomplete
actions
71%
Implementation status of actions imposed on centres
(as of December 2012)
Complete actions
Incomplete actions


Chart A11.8 Analysis of requests for reasonable adjustments across qualifications

Chart A11.9 Analysis of requests for reasonable adjustments granted based on learners needs

13%
9%
7% 7% 7%
6%
4% 4% 4% 4% 4% 4% 4% 4% 4%
2% 2% 2% 2% 2% 2% 2% 2% 2%
0%
2%
4%
6%
8%
10%
12%
14%
P
e
r
c
e
n
t
a
g
e
Requests for reasonable adjustments across qualifications (2012)
Qualifications
Cognition and
Learning - Dyslexia
33%
Sensory and Physical - Visual
impairment
18%
Sensory and Physical -
Physical disability
14%
Cognition and Learning -
Learning difficulty
13%
Physical disability
7%
Other
5%
Illness/injury/medical
4%
Psychological
4%
Hearing impairment
2%
Reasonable adjustments granted based on learner's needs (2012)
Cognition and Learning - Dyslexia
Sensory and Physical - Visual impairment
Sensory and Physical - Physical disability
Cognition and Learning - Learning difficulty
Cognition and Learning - Handwriting
Other
Sensory and Physical - Illness/injury/medical
Sensory and Physical - Psychological
Sensory and Physical - Hearing impairment


Chart A11.10 Analysis of type of reasonable adjustments granted to meet learners needs

A 100% of the total requests for reasonable adjustments reviewed have been granted based upon learners needs and associated
evidence.

Chart A11.11 Analysis of requests for special considerations across qualifications

The special consideration requests were related to 28 different qualifications. A total of 13% of special consideration requests were not
granted (22 requests not granted out of 175) due rationale provided and/or associated evidence failing to support learners eligibility for
special consideration.
Reader
25%
Large print
22%
Extra time
18%
Word processor
9%
Dyslexic photocopy onto
coloured paper
7%
Practical assistant
6%
Scribe
6%
Colour naming
3%
BSL
1%
Coloured overlays
1%
Transcriber
1%
Reader
Large print
Extra time (> 25% [<100%])
Word processor
Dyslexic photocopy onto coloured paper
Practical assistant
Scribe
Colour naming
BSL
Coloured overlays
Transcriber
Types of reasonable adjustments granted (2012)
32%
18%
15%
5% 5%
3% 3% 2% 2% 2% 2% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1% 1%
0%
5%
10%
15%
20%
25%
30%
35%
P
e
r
c
e
n
t
a
g
e
Requests for special considerations across qualifications (2012)
Qualifications


Appendix 12 RADAR scoring matrix outcomes

Evidence of our performance was evaluated against the set enablers and results of the model to evaluate the implementation of the
quality standards in line with the revised EFQM model (2012). The score for each of the 32 sub-criteria is presented in the following
RADAR scoring matrices.


The RADAR tool for Enablers 1. Leadership (1a. Leaders develop the mission, vision, values, and ethics and act as role models)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment


Structured The execution is structured and enables
flexibility and organisational agility.



Learning &
Creativity
generate opportunities for improvement
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 1. Leadership (1b. Leaders define, monitor, review and drive the improvement of the organisations
management system and performance)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 1. Leadership (1c. Leaders engage with customers, partners and representatives of society)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 1. Leadership (1d. Leaders reinforce a culture of excellence with the organisations people)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 1. Leadership (1e. Leaders ensure that the organisation is flexible and manages change effectively)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 2. Strategy (2a. Strategy is based on understanding the needs and expectations both stakeholders and the
external environment ecological sustainability)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 2. Strategy (2b. Strategy is based on understanding internal performance and capabilities)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 2. Strategy (2c. Strategy and supporting policies are developed, reviewed and updated to ensure
economic, societal and ecological sustainability)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 2. Strategy (2d. Strategy and supporting policies are communicated and deployed through plans,
processes and objectives)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 3. People (3a. Peoples plans support the organisations strategy)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 3. People (3b. Peoples knowledge and capabilities are developed)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 3. People (3c. People are aligned, involved and empowered)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 3. People (3d. People communicate effectively throughout the organisation)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment



Assessment and Refinemen


Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 3. People (3e. People are rewarded, recognised and cared for)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 4. Partnerships and Resources (4a. Partners and suppliers are managed for sustainable benefit)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 4. Partnerships and Resources (4b. Finances are managed to secure sustained success)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 4. Partnerships and Resources (4c. Buildings, equipment, materials and natural resources are managed in
a sustainable way)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 4. Partnerships and Resources (4d. Technology is managed to support the delivery of strategy)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 4. Partnerships and Resources (4e. Information and knowledge are managed to support effective decision
making and to build the organisational capability)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 5. Processes, Products and Services (5a. Processes are designed and managed to optimise stakeholder
value)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 5. Processes, Products and Services (5b. Products and services are developed to create optimum value for
customers)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 5. Processes, Products and Services (5c. Products and services are effectively promoted and marketed)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 5. Processes, Products and Services (5d. Products and services are produced, delivered and managed)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Enablers 5. Processes, Products and Services (5e. Customer relationships are managed and enhanced)
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model

appropriate

Deployment





Learning &
Creativity
or innovation.

Improvement
& Innovation
and innovations.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Results 6. Customer Results (6a. Perceptions)
Relevance &
Usability
Guidance Unable to
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model
Scope &
Relevance

accurate.


Performance




relationships.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Results 6. Customer Results (6b. Performance Indicators)
Relevance &
Usability
Guidance Unable to
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model
Scope &
Relevance

accurate.


Performance




relationships.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Results 7. People Results (7a. Perceptions)
Relevance &
Usability
Guidance Unable to
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model
Scope &
Relevance

accurate.


Performance




relationships.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Results 7. People Results (7b. Performance Indicators)
Relevance &
Usability
Guidance Unable to
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model
Scope &
Relevance

accurate.


Performance




relationships.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Results 8. Society Results (8a. Perceptions)
Relevance &
Usability
Guidance Unable to
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model
Scope &
Relevance

accurate.


Performance




relationships.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Results 8. Society Results (8b. Performance Indicators)
Relevance &
Usability
Guidance Unable to
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model
Scope &
Relevance

accurate.


Performance




relationships.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Results 9. Business results (9a. Business Outcomes)
Relevance &
Usability
Guidance Unable to
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model
Scope &
Relevance

accurate.


Performance




relationships.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100


The RADAR tool for Results 9. Business results (9b. Business Performance Indicators)
Relevance &
Usability
Guidance Unable to
demonstrate
Limited ability to
demonstrate
Able to
demonstrate
Fully able to
demonstrate
Recognised as
Global Role
Model
Scope &
Relevance

accurate.


Performance




relationships.

Scale 0% 25% 50% 75% 100%
Overall Score 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

Self Assessment Report 2013

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