INDUCTION AUDIT PROCESS AND CHECK LIST
Programme:
Section:
Date Started:
Date Completed:
Induction process
The checklist provides guidance on what should be included in Induction for all full-time students. Part-time students will be given an induction,
which includes the essential tasks/topics, and guided to where they can obtain more detailed information and support e.g. Student Services, as
appropriate.
The course tutor who manages the process for full time students is required to indicate the dates/time/room you expect to complete the
topics on the form below and store in your programme file. This will be used to audit the effectiveness. Selected programmes will be visited
to observe the process and quality of induction. Feedback will be supplied and action for improvements will be discussed.
Points to remember:
Students need to feel when they leave on the first day that they have completed some tasks which link to their vocational course and not just
college paperwork. The time allocated to each topic should be appropriate to students’ needs and concentration. Some topics will need to be left
until subsequent tutorials and others will need to be revisited as needed. It is not intended to follow the list in sequence, you should organise topics
to get the best possible mix of practical and theory.
The most important factor is that students’ interest is maintained throughout; they enjoy the experience of meeting new people and being in a new
environment whilst being made aware of important college information. The challenge is to get the balance right with a range of activities, which
are fun, vocationally relevant and are intertwined with essential completion of college information. The acid test is when students are asked
about induction several months later they are able to recall some of the activities.
Date/
Time/
Room
Topic
Enrolment
Icebreakers
Guidance/criteria
Complete first meeting with students, prior arrangement
with enrolment timetable
Use icebreakers initially to get students to relax before
introducing topics, which must be included in induction.
Get them to learn each others’ names, find out 3 things
about people in the group etc
Resources/Activities
Team building exercises
Staff team and tutor
Use Vocationally relevant if possible, but it must be fun.
e.g. them to build a tower with paper and sellotape in
teams to see who can get the highest. Quizzes work well.
Introduce staff team and who is their main tutor. Use this
opportunity for staff to give brief comment on their
unit/subject and try to emphasise the interesting parts at
this stage.
Tutor to identify his/her responsibility for pastoral care as
well as academic. Inform students that weekly tutorials
will provide time for individual contact. Identify rules
about contact e.g. staff room, email contact.
Inform students who the Faculty Head and Deputy Facuty
Head are; a staff chart is useful. This should be done in
conjunction with the students’ programme handbook.
Initial Assessment – BKSB Literacy and
Numeracy
Learning support
If not already carried out, complete on-line, use results to
check learner is suitably matched to programme.
Explain to learner the importance of ensuring support is
available if needed.
Where you have students who have already been
identified with learning needs, e.g. dyslexia, ensure
Learning Support Assistant is in place.
Diagnostic – BKSB Literacy and
Numeracy
Invite key skills tutors to explain how
diagnostic results can be used to support
development of their key skill
This should be completed early in order to identify key
skill level. Use first opportunity i.e. tutorial. Complete
online, use results to inform future planning for delivery.
Inform students and course team members including LSA
of results.
IT Facilities
Explain IT use in the cluster.
Organise password. Arrange familiarisation with
facilities, e.g. Intranet.
Use vocational related activities/fun activities to help
students to find their way around the system, e.g. access
and print.
Tutorial, Learning Styles & Study Skills
College facilities/Cluster resources
(adapt to Nottingham campus)
Student Information (on LearnNet,
Student Services – Student Handbooks)
Induction Quiz
(College services and policies included in
Handbook – see below for further
guidelines)
College services:
 Student Services:
Discretionary Learner Support
Fund/Bursaries
Parking Permits (£10)
Travel
Lockers
Child Care
Explain what the tutorial programme sets out to achieve.
Best practice would have an outline programme in their
handbook, showing key dates e.g. for individual reviews
following assessments linked to your EALP, group
tutorials, Leicestershire Education Business Company’s
motivational/employability sessions.
Complete the Learning Styles questionnaire (Intranet).
Use these to help students identify study and learning
approaches they like and dislike and how this may affect
their study skills. Remind them they will need to further
develop their skills, make links to assignments e.g.
research skills, assignment writing.
Study skills notes on intranet.
Show Bistro, George’s restaurant, toilets, practical areas
linked to vocational programme, Cluster operation e.g.
Library
Discuss access to Gym, Hair and Beauty salon as
customers.
This is accessible on LearnNet, Student Services . All
students should be guided through this during induction
and to confirm their understanding, they need to complete
an Induction Quiz.
Invite member of Student Services team to talk to your
group(s)
Cover all the items listed that are relevant to your
students, e.g. not all will need to know about child care.
Resources:
Widening Horizons
Study skills
 Counselling
Inform students of the service, how to book an
appointment. Reassure them the service is confidential.
 Careers Advice/ Education
Briefly mention this and then arrange a more detailed
visit in a later tutorial slot.
N.B. Remember to book session(s) for full time students
with Careers’ Advisor to link into tutorial slots.
College policies
Request students to read Positive Behaviours – Code of
Conduct and ‘The Stephenson Way’. Spend time to point
out their rights and focus clearly on their responsibility to
attend regularly, work hard and complete work as set to
the best of their ability and behave in an acceptable
manner at all times.
 Disciplinary
It is important that students from day one understand
expectations and boundaries. Try to find ways to do this
which make the point but it must not become threatening.
E.g. let the students draw up class rules and agree
tolerance levels.
 Equality Policy
It is important that students respect other people for their
individual differences, whether cultural, disability,
gender. Try to use an exercise, which does this, link with
examples to the vocational area, and not just get them to
read the policy in the diary.
 Appeals and Complaints
Inform students of the procedure, best to take informal
route first and speak to course tutor, or in the case of
grade appeal to the tutor concerned. If the complaint is
not resolved then to use formal route and contact Student
Services.
State policy of ‘switched off in classrooms, clusters and
workshops’. Remind them that mobile phones can only
be left on with permission from the tutor if there is a valid
reason.
 Mobile Phones
 No Smoking
Reaffirm ‘No Smoking Campus’ apart from in designated
area.
 College Forms
o Off-site permission form
All students are required to complete an ‘Off-site Consent
Form’ and under 18 years old must have a permission
form completed from parents/carers/guardians before
taking part in any off site activities.
o Bus pass forms
Check those students requiring bus passes have
completed the appropriate forms. To be handed into
Student Services plus payment of £50.00 or proof of
benefit for a fee waiver.
o Vocationally specific e.g.
early years CRB, Medical
Forms, confidentiality form.
As appropriate to your area.
Enrichment/Recreational Activities
Invite the Student Engagement Officer to inform students
of events and activities which are planned.
Discuss with students any sectional activity, which is
planned to ‘reward’ students, e.g. end of year trip.
Student Union
Invite Student Union representative/Student Engagement
Officer to explain benefits and how to join.
Personal Beliefs
Provide an opportunity for students to identify if they
have any religious/prayer needs.
Health and Safety
Cover health and safety issues linked to workshops at the
first visit e.g. personal protective clothing, safe practice
and impact on others in the workshops.
In preparation for the first practice Fire Drill, show
students where assembly points are and remind them to
stay with tutor and not re-enter the building until clear.
Fire Drill
First Aid
If you have first aiders in your section you could give
names to students.
Financial Support
 Discretionary Learner Support
Fund (19+ & 20+ Childcare)
 Young Learner Support Fund
(Bursaries)
Discuss with students as appropriate to age. Full time
students to be made aware of process to check eligibility.
For further information direct them to Student Services.
Programme Handbook to include:
 Timetable
 Team members
 Units – assignment format and
guidance
 How to use ILPs – study skills
 Assessment – assessment
schedule (EALP).
 Grading criteria/ what is expected
for higher grades/ examinations
dates if applicable.
 Portfolio management and the
process of IV and EV as
applicable
 Tutorial Programme
 Essential equipment and materials
 Health and Safety specific to
vocational area
 Work experience/Employer
expectations.
 Where to find relevant policies on
intranet/diary
o Appeals
o Discipline
Information specific to vocational area to
contextualise and make sense for the
learner e.g. reading book list.
Programme handbook should be issued on the first
day/week and used throughout the induction. Handbooks
should be kept at the front of learner portfolio/files as
ongoing reference document.
Opportunities to revisit some topics during tutorial which
take time to be understood to be planned, e.g. assessment,
grading, portfolio.
If handbook is electronic, students need to be taken
through and should be able to access as needed.
Actual work placement details can be discussed at a later
stage when the arrangements are confirmed.