1. Purpose and Principles

1.1 Starting a new course with a new set of faces can be a difficult time for students. In order to reduce their anxieties, support their group cohesion and prepare them to confidently and quickly manage their studies, the following procedures below should be implemented.

1.2 Tutors should ensure that by the end of the Induction Programme:
· all students are provided with an effective introduction to the College and their course so that they are able to settle into work quickly and understand their rights, responsibilities and opportunities and have understood and received the StudentHandbook.

· students are following a programme of learning which is appropriate to their abilities, needs and aspirations;

· students understand the qualification and all the processes, procedures and costs involved in achieving the qualification;

· the learning support needs of each student are effectively identified and met;

· students are following all necessary additional units, studies or support sessions in order to maximise their achievement

· each student is able to make use of the College's facilities, resources and support systems and receive a copy of the Student Handbook.

· a positive relationship has been established between each student and their personal tutor;

· students have the opportunity to discuss the possibility of changing course at the end of the induction process if appropriate.

2. Procedures

•  Tutors should devise a timetable which ensures that the students follow each of the topics outlined on the attached Induction Checklist.

•  Tutors should issue students with a copy of the checklist and timetable explaining the purposes of an induction programme.

•  Tutors are responsible for ensuring that students complete and sign their checklist, and that it is placed in the student file within 5 weeks of the start of the course.

3. Practices

•  Tutors should plan their induction programme so that it is a balance of introduction to the College as well as the course.

•  Topics on the checklist should be introduced in a variety of ways in order to keep the students interested, to engage them in activities and to promote group work/cohesion.

•  At this difficult yet exciting time for students, tutors need to be vigilant in order to spot early signs of dissatisfaction, unhappiness etc. Time should be set aside for individual discussion and support.