Cambridge Institute of Dog Behaviour & Training (CIDBT)

Artificial Intelligence (AI) Policy

Policy Owner: Cambridge Institute of Dog Behaviour & Training
Applies to: All learners, tutors, assessors, and administrative staff involved in iPet Network qualifications, AIM Qualifications, and CIDBT programmes

Effective from: August 2025

Purpose

The purpose of this policy is to set out CIDBT’s approach to the use of Artificial Intelligence (AI) tools in teaching, learning, and assessment. While AI technologies may support learning and research, the integrity of assessment and qualification standards must be protected in line with iPet Network, AIM Qualifications, and CIDBT requirements.

Scope

This policy applies to:

All learners and staff engaged in CIDBT programmes, including iPet Network and AIM Qualifications.
The use of AI tools such as chatbots, text generators, image creators, translation tools, and automated content production software.
All assessment types, including written assignments, portfolios, and presentations.

Definition of Artificial Intelligence in this Policy

For the purposes of this policy, AI refers to digital tools or systems that can generate, modify, or complete work that would otherwise be created by a human, including but not limited to:

Large Language Models (LLMs) such as ChatGPT, Bard, or Claude
AI-assisted writing and paraphrasing tools
AI-powered translation and transcription services
AI-generated images, diagrams, or videos

Principles for AI Use at CIDBT

Integrity: All submitted work must reflect the learner’s own understanding, skills, and abilities.
Transparency: Learners must declare if AI tools were used, and explain how they contributed to the work.
Compliance: AI use must not breach awarding body rules, copyright law, or data protection legislation.
Appropriate Use: AI can be used for study support (e.g., research guidance, grammar checking) but not to generate entire assessment responses or evidence.

Permitted Uses of AI

Learners may use AI tools for:

Brainstorming ideas or outlining research approaches.
Checking grammar and spelling.
Translating short text for comprehension purposes.
Generating practice questions or study aids.

Prohibited Uses of AI

Learners must not use AI to:

Write full or partial assessment answers for submission.
Generate images, videos, or other assessment evidence that is presented as their own original work.
Translate or paraphrase text with the intention of disguising plagiarism.
Circumvent academic integrity requirements of the awarding body.

Declaration of AI Use

Where AI has been used in any part of assessment preparation or production, learners must:

Clearly state this in a footnote, appendix, or separate declaration form.
Specify which AI tool was used and for what purpose.

Staff Responsibilities

Ensure learners are aware of this policy and the rules of their specific awarding body regarding AI use.
Check assessment submissions for potential AI-generated content where appropriate.
Provide guidance on legitimate and ethical AI use.

Malpractice

Any undeclared or prohibited use of AI in assessment will be treated as academic malpractice and investigated under the CIDBT Malpractice and Maladministration Policy.
Sanctions may include assessment resubmission, loss of marks, or referral to the awarding body.

Data Protection and AI

Learners and staff must not input personal data or confidential information into AI tools unless the system is approved by CIDBT and compliant with UK GDPR.

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Developed: August 2025

Next review Date: August 2026

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Access to Fair Assessment Statement

The Cambridge institute of Dog Behaviour & Training (CIDBT) is committed to providing ongoing support to candidates with particular requirements and aspires to eliminate discrimination. On this basis, we ensure accessible services and make appropriate adjustments, where required, to facilitate candidates in completing the course/programme as independently as possible. Our personnel are committed to contributing to this practice and the overall aims are to assist candidates in managing their individual situation and create a more accessible learning and assessment environment for all. In order for this to be achieved, we aim to determine candidates’ particular requirements and requests for the provision of access arrangements at an early stage. In making sure our access to fair assessment statement is implemented effectively and all candidates are treated fairly, we aim to:

ensure the access to fair assessment statement and practice are understood and complied with by any personnel involved in assessment and also by candidates
promote equality in relation to the provision of the learning programme and assessment of the qualification
adhere to related procedures and regulations regarding reasonable adjustments to assessment and special consideration
ensure buildings and assessment sites used for delivery and assessment are accessible to all candidates, as far as is practicable
request permission for the implementation of specific adjustments from the awarding body where required
ensure appropriate equipment/personnel (technological equipment or any assistant personnel, ie reader, scribe, practical assistant, etc) is available for selected adjustments to delivery and/or assessment where practicable
use assistive equipment and personnel within the reasonable adjustments framework, without disadvantaging others who are not affected by particular requirements.

It is ultimately the responsibility of the Principal and Vice Principal, to ensure that this statement and related procedures are published and accessible to all personnel, candidates and any relevant third parties. However, the quality coordinators specific to each qualification are responsible for ensuring this information is fully understood by tutors and by the candidates who commence courses/programmes with them.

Candidates have the right to raise any issues related to the implementation of access arrangements or make a formal complaint via the CIDBT complaints procedure or appeals procedure, if they are not satisfied with the outcome of the decision in relation to the access arrangements applied.

Procedure for Access Arrangements

Stage 1:

The CIDBT evaluates and identifies the need for the implementation of access arrangements due to a candidate’s particular requirements where a candidate reports the request to the tutor/assessor or where it is identified via other acceptable means. At this stage, the candidate must provide all necessary evidence (medical evidence/certification, diagnostic test results, a statement from the invigilator/tutor/assessor or any other appropriate information) to demonstrate the condition or reason(s) affecting his/her performance. If this is impractical or dangerous in regard to working with dogs, the candidate will be told.

Stage 2:

The tutor/assessor communicates the request to the qualification-specific quality coordinator (QC), who checks the candidate’s eligibility. The QC collates all evidence required and helps the candidate to make the application for reasonable adjustments/special consideration.

Stage 3:

If access arrangements as requested by the candidate are not appropriate and the application is rejected by the CIDBT, other alternatives may be suggested, where required. If the application for access arrangements is accepted, the decision is communicated to all personnel involved in the delivery and/or assessment and arrangements are made as soon as practicable to assist the candidate.

Stage 4:

Monitoring of the eligibility of decisions made, outcomes of the applications and effectiveness of the procedure is conducted and reported to CIDBT Principal and Vice Principal.

All records relating to the application, relevant evidence and monitoring forms are securely retained for five years.

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Developed 17-07-20

Last Reviewed: 30-10-24

Reviewed Date: 31–10-2025

Next review Date: 31-10-2026

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Anti-Bribery and Corruption Policy

This anti-bribery policy exists to set out the responsibilities of Cambridge Institute of Dog Behaviour & Training and those who work with and for us, in regard to observing and upholding our zero-tolerance position on bribery and corruption.

It also exists to act as a source of information and guidance for those working with and for Cambridge Institute of Dog Behaviour & Training. It helps them recognise and deal with bribery and corruption issues, as well as understanding their responsibilities.

Policy statement

Cambridge Institute of Dog Behaviour & Training is committed to conducting business in an ethical and honest manner and is committed to implementing and enforcing systems that ensure bribery is prevented. Cambridge Institute of Dog Behaviour & Training has zero-tolerance for bribery and corrupt activities. We are committed to acting professionally, fairly, and with integrity in all business dealings and relationships, wherever in the country, and world we operate.

Cambridge Institute of Dog Behaviour & Training will constantly uphold all laws relating to anti-bribery and corruption in all the jurisdictions in which we operate. We are bound by the laws of the UK, including the Bribery Act 2010, in regard to our conduct both at home and abroad.

Cambridge Institute of Dog Behaviour & Training recognises that bribery and corruption are punishable by up to ten years of imprisonment and a fine. If our company is discovered to have taken part in corrupt activities, we may be subjected to an unlimited fine, be excluded from tendering for public contracts, and face serious damage to our reputation. It is with this in mind that we commit to preventing bribery and corruption in our business and take our legal responsibilities seriously.

Who is covered by the policy?

This anti-bribery policy applies to all employees within Cambridge Institute of Dog Behaviour & Training and all employees within all Training Providers; including but not limited to (whether temporary, fixed-term, or permanent), contractors, tutors, trainees, seconded staff, home workers, casual workers, agency staff, volunteers, or any other person or persons associated with us (including third parties), or any of our subsidiaries or their employees, no matter where they are located (within or outside of the UK). The policy also applies to Officers, Trustees, Board, and/or Committee members at any level.

In the context of this policy, third-party refers to any individual or organisation Cambridge Institute of Dog Behaviour & Training meets and works with.

Any arrangements Cambridge Institute of Dog Behaviour & Training make with a third party are subject to clear contractual terms, including specific provisions that require the third party to comply with minimum standards and procedures relating to anti-bribery and corruption.

Cambridge Institute of Dog Behaviour & Training agree and have signed the Enforceable Agreement to confirm this policy forms part of their commitment to becoming a recognised Training Provider with iPET Network.

All employees of Cambridge Institute of Dog Behaviour & Training sign the induction document to confirm they also agree to adhere to all policies and procedures including this Anti-Bribery and Corruption Policy.

Definition of bribery

Bribery refers to the act of offering, giving, promising, asking, agreeing, receiving, accepting, or soliciting something of value or of an advantage so as to induce or influence an action or decision.

A bribe refers to any inducement, reward, or object/item of value offered to another individual in order to gain commercial, contractual, regulatory, or personal advantage.

Bribery legislation is not limited to the act of offering a bribe. If an individual is on the receiving end of a bribe, they are also breaking the law.

Bribery is illegal. Employees must not engage in any form of bribery, whether it be directly, passively or through a third party. They must not accept bribes in any degree and if they are uncertain about whether something is a bribe or a gift or act of hospitality, they must seek further advice from Cambridge Institute of Dog Behaviour & Training manager or senior person.

What is and what is NOT acceptable

This section of the policy refers to 4 areas:

Gifts and hospitality.
Facilitation payments.
Political contributions.
Charitable contributions.

Gifts and hospitality

Cambridge Institute of Dog Behaviour & Training accepts normal and appropriate gestures of hospitality and goodwill (whether given to/received from third parties) so long as the giving or receiving of gifts meets the following requirements:

It is not made with the intention of influencing the party to whom it is being given, to obtain or reward the retention of a business or a business advantage, or as an explicit or implicit exchange for favours or benefits.
It is not made with the suggestion that a return favour is expected.
It is in compliance with local law.
It is given in the name of the company, not in an individual’s name.
It does not include cash or a cash equivalent (e.g. a voucher or gift certificate).
It is appropriate for the circumstances (e.g. giving small gifts around Christmas or as a small thank you to a company for helping with a large project upon completion).
It is of an appropriate type and value and given at an appropriate time, considering the reason for the gift.
It is given/received openly, not secretly.
It is not selectively given to a key, influential person, clearly with the intention of directly influencing them.
It is not above a certain excessive value, as pre-determined by the company’s Responsible Officer (usually in excess of £100).
It is not offered to, or accepted from, a government official or representative or politician or political party, without the prior approval of the company’s Responsible Officer.

Where it is inappropriate to decline the offer of a gift (i.e. when meeting with an individual of a certain religion/culture who may take offence), the gift may be accepted so long as it is declared to the Responsible Officer, who will assess the circumstances.

Cambridge Institute of Dog Behaviour & Training recognises that the practice of giving and receiving business gifts varies between countries, regions, cultures, and religions, so definitions of what is acceptable and not acceptable will inevitably differ for each.

As good practice, gifts given and received should always be disclosed to the Responsible Officer.

The intention behind a gift being given/received should always be considered. If there is any uncertainty, the advice of the Responsible Officer should be sought.

Cambridge Institute of Dog Behaviour & Training Employees responsibilities

As an employee of Cambridge Institute of Dog Behaviour & Training, you must ensure that you read, understand, and comply with all the information contained within this policy, and with any training or other anti-bribery and corruption information you are given.

All employees and those under our control are equally responsible for the prevention, detection, and reporting of bribery and other forms of corruption. They are required to avoid any activities that could lead to, or imply, a breach of this anti-bribery policy.

You must:

not offer, promise or give a bribe for yourself or on behalf of Cambridge Institute of Dog Behaviour & Training
not seek or accept any bribe either for yourself or on behalf of Cambridge Institute of Dog Behaviour & Training
not offer, promise or give any facilitation payment for yourself or on behalf of the Cambridge Institute of Dog Behaviour & Training
if requested to do so by the Responsible Officer, complete and ensure that employees who are also providing services to Cambridge Institute of Dog Behaviour & Training complete any anti-bribery training; and
notify the Responsible Officer as soon as possible if you believe or suspect that bribery has taken place or is likely to take place

If you have reason to believe or suspect that an instance of bribery or corruption has occurred or will occur in the future that breaches this policy, you must notify the Quality manager or senior person.

If any employee breaches this policy, they will face disciplinary action and could face dismissal for gross misconduct or even criminal proceedings. Cambridge Institute of Dog Behaviour & Training has the right to terminate a contractual relationship with an employee or Training Provider if they breach this anti-bribery policy.

What happens if I need to raise a concern?

This section of the policy covers 3 areas:

How to raise a concern.
What to do if you are a victim of bribery or corruption.

How to raise a concern

If you suspect that there is an instance of bribery or corrupt activities occurring in relation to Cambridge Institute of Dog Behaviour & Training , you are encouraged to raise your concerns at as early a stage as possible. If you’re uncertain about whether a certain action or behaviour can be considered bribery or corruption, you should speak to your Line Manager, Internal Quality Assurer, External Quality Assurer or Responsible Officer.

Cambridge Institute of Dog Behaviour & Training will familiarise all employees with its whistleblowing procedures so employees can vocalise their concerns swiftly and confidentially.

What to do if you are a victim of bribery or corruption

You must tell your Line Manager or other reporting lines as soon as possible if you are offered a bribe by anyone, if you are asked to make one, if you suspect that you maybe bribed or asked to make a bribe in the near future, or if you have reason to believe that you are a victim of another corrupt activity.

Protection

If you refuse to accept or offer a bribe or you report a concern relating to potential act(s) of bribery or corruption, (insert organisations name) understands that you may feel worried about potential repercussions. Cambridge Institute of Dog Behaviour & Training will support anyone who raises concerns in good faith under this policy, even if an investigation finds that they were mistaken.

Cambridge Institute of Dog Behaviour & Training will ensure that no one suffers any detrimental treatment as a result of refusing to accept or offer a bribe or other corrupt activities or because they reported a concern relating to potential act(s) of bribery or corruption.

Detrimental treatment refers to dismissal, disciplinary action or unfavourable treatment in relation to the concern the individual raised.

If you have reason to believe you’ve been subjected to unjust treatment as a result of a concern or refusal to accept a bribe, you should inform your Line Manager or the Responsible Officer immediately.

Training and communication

Cambridge Institute of Dog Behaviour & Training will provide training on this policy as part of the induction process for all new employees and Training Providers. Employees will also receive regular, relevant training on how to adhere to this policy, and will be asked annually to formally accept that they will comply with this policy.

Cambridge Institute of Dog Behaviour & Training’s anti-bribery and corruption policy and zero-tolerance attitude will be clearly communicated to all suppliers, contractors, business partners, and any third-parties at the outset of business relations, and as appropriate thereafter.

Cambridge Institute of Dog Behaviour & Training will provide relevant anti-bribery and corruption training to employees and other related parties where we feel their knowledge of how to comply with the Bribery Act needs to be enhanced. As good practice, all businesses should provide their employees with anti-bribery training where there is a potential risk of facing bribery or corruption during work activities.

Record keeping

Cambridge Institute of Dog Behaviour & Training will keep detailed and accurate financial records, and will have appropriate internal controls in place to act as evidence for all payments made. We will declare and keep a written record of the amount and reason for hospitality or gifts accepted and given and understand that gifts and acts of hospitality are subject to managerial review by the Responsible Officer.

Monitoring and reviewing

Cambridge Institute of Dog Behaviour & Training Quality manager or senior person is responsible for monitoring the effectiveness of this policy and will review the implementation of it on a regular basis. They will assess its suitability, adequacy, and effectiveness.

Internal control systems and procedures designed to prevent bribery and corruption are subject to regular audits to ensure that they are effective in practice within Cambridge Institute of Dog Behaviour & Training itself and during the External Quality Assurance audits.

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Last Reviewed: 30-08-24

Reviewed Date: 31–10-2025

Next review Date: 31-10-2026

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Internal Quality Assurance Policy

Scope of the Policy

This policy is provided for Cambridge Institute of Dog Behaviour & Training customers, learners and staff members who are using or delivering courses and qualifications offered by Cambridge Institute of Dog Behaviour & Training.

Review arrangements

Cambridge Institute of Dog Behaviour & Training will review this policy annually in line with self-assessment arrangements. This policy will also be revised as and when necessary, in response to customer and learner feedback, or good practice guidance issued by an awarding organisation or other regulatory body.

Location of the Policy

This policy is available for all staff members, third parties and learners to access.

Communication of the Policy

Every staff member involved in the management, delivery, assessment and quality assurance of qualifications offered by Cambridge Institute of Dog Behaviour & Training, shall be made aware of this policy during their induction period of employment. Learners undertaking Cambridge Institute of Dog Behaviour & Training qualifications shall be informed of this policy during their induction process.

Policy Statement

Internal Quality Assurance (IQA) is concerned with monitoring the learner journey throughout their time undertaking a qualification at Cambridge Institute of Dog Behaviour & Training.

IQA involves monitoring the training and assessment activities and the quality of work learners produce, in terms of meeting the correct grading criteria. Internal quality assurance helps to ensure that assessment and IQA activities are valid, authentic, sufficient, fair and reliable.

Internal quality assurance measures the quality, delivery, processes, procedures and learner achievements.

Statement of Principles

Key concepts and principles of internal quality assurance of assessment include:-

ensuring quality standards throughout the learner journey
ensuring accuracy and consistency of assessment decisions made by assessors
identifying issues and trends that develop
supporting and developing assessors and tutors
ensuring accountability for assessment decisions and quality standards, awarding body procedures and policies are maintained
ensuring achievement made by learners and judged by assessors is recognised and meets the grading criteria
ensuring the correct and appropriate assessment strategies are used by assessors
ensuring confidently of the learner and provider are maintained at all times
ensuring sampling both interim and summative is occurring

Internal quality assurance principles include; ensuring standardisation activities take place, assessment decisions embrace inclusion, equality is promoted with learners and the diversity of learners is valued by all staff. It ensures that fairness is apparent in all assessment decisions and that there are auditable records to show this.

Other principles include maintaining health and safety practices, such as risk assessments. Also ensuring all staff have access to training and CPD, that assessors and staff members are motivated and that clear communication between takes place regularly.

IQA Activities

Cambridge Institute of Dog Behaviour & Training will undertake sampling of assessment judgements in line with the sampling plans in place for all qualifications offered.

Sampling will be formative and summative and at a 10% to 25% of learner evidence, depending on the assessor’s experience, qualifications and competency. (100% for new or newly qualified staff members).

Sampling may take place formatively.

All completed qualifications will be formatively sampled.

An assessor will receive a sampling report within 21 days of submitting a learner portfolio for sampling.

Any disagreements with an IQAs findings will be reviewed by the Director of Cambridge Institute of Dog Behaviour & Training, who will have the final say on any judgements.

Sampling plans will identify learners, assessors and the assessment criteria to be sampled. Sampling activities will meet the requirements of the awarding organisations Cambridge Institute of Dog Behaviour & Training are approved with.

Standardisation activities will be undertaken every six months with IQAs, Assessors, Trainers and relevant line managers present. Standardisation activities will meet the requirements of the awarding organisations Cambridge Institute of Dog Behaviour & Training are approved with.

All meetings will have a set agenda and minutes shall be produced and disseminated to all relevant staff members.

Example Standardisation Meeting Agenda:

Actions from previous standardisation meetings
Resources, H&S, E&D issues
Progression and achievement of learners
Examples of learners work to standardise
Good practice from assessors
Areas for improvements
Internal quality assurance reports
External quality assurance reports (if applicable)
AO and qualification updates

Observations of staff members will be determined by a yearly cycle. Action plans and support will be in place for any staff members identified as ‘requiring improvement’.

All Cambridge Institute of Dog Behaviour & Training staff members will receive access to regular, continuous professional development (CPD) and shall be encouraged to undertake reflective practice.

Learner feedback shall be collected through surveys, focus groups and comments, complaints and complements cards. Learner feedback will be regularly obtained and analysed and improvements shall be highlighted and implemented across the organisation, where required.

All documents relating to IQA activities will be held securely, in line with Data Protection and confidentiality requirements. Access will be granted to all relevant awarding organisations to any assessment documents and related materials.

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Developed 30-08-2021

Reviewed Date: 31–10-2025

Next review Date: 31-10-2026

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Conflict of interest policy

PURPOSE:
The purpose of this policy is to provide guidance and support to Cambridge Institute of Dog Behaviour & Training staff and any other relevant individuals or stakeholders handling possible conflicts of interest that may arise, as a result of their roles within the Training Provider. This policy applies to all staff or other individuals whenever they interact or potentially interact with the company, in order to maintain the integrity of the company, the qualifications it delivers and stakeholders it works with.

The most important feature of the policy, is the instruction that individuals should always disclose an activity if there is any doubt about whether it represents a conflict of interest. The aim of the policy is to protect the company, associated stakeholders and the individuals concerned from any appearance of impropriety.

SCOPE:
This policy applies to staff and other individuals who interact or potentially interact with the work of the company. This includes individuals involved with all aspects of devising, setting, tutoring, assessing, marking, administering, invigilating, internally verifying or any other areas where conflict of interest may arise.
The individuals falling within the scope of this policy include full-time and part-time staff of the company and any associate staff including external examiners.

The content of the policy cannot cover every potential conflict and is not exhaustive, and must be interpreted in the light of the particular circumstances of each case. Staff have a responsibility to use their judgement and if in doubt, discuss their concerns and issues with their higher authority within the Training Provider.

OBJECTIVES:
– Ensure that any possibility of conflict of interest is disclosed immediately.

– Identify and minimise the risk of conflict of interest arising within the company.
– Respond to any incident promptly and objectively;
– Standardise and record any incident to ensure openness and fairness;
– Protect the integrity of the company, awarding bodies and related stakeholders.

DEFINITION:
Conflict of interest can be defined as a situation/conflict between the official responsibilities of an individual (tutor, assessor, examiner, internal verifier) or organisation/Training Provider/stakeholder which could compromise or appear to compromise their decisions. Conflicts of interest can arise in a variety of circumstances and are not exhaustive, for example:

A situation that has the potential to undermine the impartiality of an individual because of the possibility of a clash between the individual person’s self-interest and professional interest or public interest. Personal interests – conflict with his/her professional position When one part of the company follows a procedure that conflicts with the organisation’s official policy and
the requirements of iPET Network.

PROCEDURE – (Actions/implementation):
If any person should declare a conflict of interest it must be done so in writing to the Company’s Quality Contact (failure to declare interest may be subject to disciplinary action as this Malpractice, see Malpractice Policy).
Any information provided when declaring an interest will be treated in accordance with data protection principles. Data will be processed only to ensure that relevant persons act in the best interest of the company, the information will not be used for any other purpose.

Once a conflict of interest has been declared, iPET Network will be informed and the relevant person will be withdrawn from any activities which may be affected by the conflict.

POSSIBLE ACTIONS TAKEN BY THE COMPANY:
The company may take internal disciplinary action in line with Policy and Procedures. This action will be commensurate with the seriousness of the Conflict of Interest and comply with appropriate employment legislation and iPET Network’s requirements who may impose penalties or sanctions.

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Developed 31/10/21

Reviewed Date: 31/10/2025

Next review Date: 31-10-2026

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Contingency Plan Policy

The CIDBT contingency plan is an annually updated plan for responding to an emergency that includes performing backups, preparing critical facilities, and appropriately detailed migration plans that can be used to facilitate continuity of operations in the event of an emergency and recovering from a disaster (for example, fire, vandalism, system failure, and natural disaster).

The core objectives of contingency planning include the capability to:

Restore operations at an alternate site (if necessary)
Recover operations using alternate equipment (if necessary)
Perform some or all of the affected business processes using other means

The contingency plan will be developed for the entire enterprise. The contingency plan must address IT system components such as:

Local, wide area and wireless networks including Internet access (if critical to the operation of the business)
Server systems such as file, application, print and database
Web sites
Security systems such as firewalls, authentication servers, and intrusion detection
Desktop, laptop, PDA systems

Together with venue and tutor contingency such as:

Training Venue
Appointment of new Tutors
Transferring students to alternate courses
Supplying Alternate Tutors

All of the data is backed up to a central secure server on a daily and weekly basis. Tutor records and student work is uploaded and also held centrally should a tutor’s computer malfunction.

Teaching Venues

In the event that a venue is unable to be used due to fire, flood, safety et al a suitable venue will be sought. In the event that we are unable to secure a suitable venue in reasonable proximity to the original and within a suitable timeframe, students will be allocated a future date to attend the venue or a different venue without additional charge.

In the event that a workshop is curtailed for whatever reason (sickness, venue closure, emergency et al) students will be given the whole workshop again without charge at a future date.

Tutors

In the event that a tutor leaves for whatever reason, another tutor with appropriate skill and knowledge will be provided to take over.

Closure

If in the event that the organisation ceases trading, all commitments will be honoured, and students will be allowed to continue until their work is complete and they achieve the qualification.

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Reviewed Date: 31–10-2025

Next review Date: 31-10-2026

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Data Protection Policy

Introduction

The purpose of this policy is to ensure you do not breach the Act. If you are in any doubt about what you can or cannot disclose and to whom, do not disclose the personal information until you have sought further advice from CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING Data Protection Officer (see below).

You should be aware that you are personally accountable for your actions and you can be held criminally liable if you knowingly or recklessly disclose personal data in breach of the Act. A serious breach of data protection is also a disciplinary offence and will be dealt with under CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING disciplinary procedure. If you access another employee’s personnel records without authority, this constitutes a gross misconduct offence and could lead to your summary dismissal.

This policy does not form part of an employee’s contract of employment but it is a condition of employment that employees abide by this policy and therefore any failure to follow it can result in disciplinary proceedings.

The data protection principles:

There are eight data protection principles that are central to the Act. CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING and all employees must comply with these principles at all times in their information-handling practices. In brief, the principles say that personal data must be:

Processed fairly and lawfully and must not be processed unless certain conditions are met in relation to personal data and additional conditions are met in relation to sensitive personal data. The conditions are either that the employee has given his consent to the processing, or the processing is necessary for the various purposes set out in the Act. Sensitive personal data may only be processed with the explicit consent of the employee and consists of information relating to:

Race or ethnic origin.
Political opinions and trade union membership.
Religious or other beliefs.
Physical or mental health or condition.
Sexual life.
Criminal offences, both committed and alleged.

Obtained only for one or more specified and lawful purposes and must not be processed in any manner incompatible with those purposes.

Adequate, relevant and not excessive in relation to the purposes for which it is processed. CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING will review employees’ personnel files on a regular basis to ensure they do not contain a backlog of out-of-date or irrelevant information and to check there is a sound business reason requiring information to continue to be held.

Accurate and, where necessary, kept up-to-date. If your personal information changes, for example you change address or you get married and change your surname, you must inform your line manager as soon as practicable so that CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING records can be updated. CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING cannot be responsible for any such errors unless the employee has notified CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING of the relevant change.

Not kept for longer than is necessary. CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING will keep personnel files for no longer than six years after an employee has left CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING employment. Different categories of data will be retained for different periods of time, depending on legal, operational and financial requirements. Any data which CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING decides it does not need to hold for a particular period of time will be destroyed after approximately one year. Data relating to unsuccessful job applicants will only be retained for a period of one year.

Processed in accordance with the rights of employees under the Act.

Secure. Appropriate technical and organisational measures must be taken against unauthorised or unlawful processing of personal data and against accidental loss or destruction of, or damage to, data. Personnel files are confidential and are stored as such in locked filing cabinets. Only authorised employees have access to these files. For a list of authorised employees, please contact CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING Data Protection Officer. Files will not be removed from their normal place of storage without good reason. Data stored on memory sticks, discs, portable hard drives or other removable storage media is kept in locked filing cabinets. Data held on computer is also stored confidentially by means of password protection, encryption or coding and again only the above employees have access to that data. CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING has network back-up procedures to ensure that data on computer cannot be accidentally lost or destroyed.

Not transferred to a country or territory outside the European Economic Area unless that country or territory ensures an adequate level of protection relation to the processing of personal data.

Employees’ consent to personal information being held

CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING holds personal data about its employees and, by signing your contract of employment, you have consented to that data about you being processed by CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING for any purpose related to your continuing employment or its termination including, but not limited to, payroll, human resources and business continuity planning purposes. Agreement to CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING processing your personal data is a condition of your employment. This includes giving your consent to CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING using your name, photograph and a brief work experience history in its marketing or promotional material, whether in hard copy print format or online on CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING website. It also includes supplying CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING with any personal data that it may request from you from time to time as necessary for the performance of your contract of employment or the conduct of CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING business, for example, supplying up-to-date contact telephone numbers to be held by line managers as part of its business continuity plan.

CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING also holds limited sensitive personal data about its employees and, by signing this policy, you give your explicit consent to our holding and processing that data, for example sickness absence records, particular health needs and equal opportunities monitoring data.

Employees’ rights to access personal information

Under the Act, employees have the right on request to receive a copy of the personal data that CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING holds about them, including personal data held on personnel files that form part of a relevant filing system, and to demand that any inaccurate data held be corrected or removed. They also have the right to seek compensation where damage and distress have been caused to them as a result of any breach of the Act by CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING.

Employees have the right, on request:

To be told by CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING whether and for what purpose personal data about them is being processed.
To be given a description of the personal data concerned and the recipients to whom it is or may be disclosed.
To have communicated in an intelligible form the personal data concerned, and any information available to CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING as to the source of the data.
To be informed in certain circumstances of the logic involved in computerised decision-making.

Upon request, CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING will provide you with a statement regarding the personal data held about you. This will state all the types of personal data CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING holds and processes about you and the reasons for which they are processed.

If you wish to access a copy of any personal data being held about you, you must make a written request for this and CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING reserves the right to charge you a fee of £10.00 for the supply of the information requested. If you wish to make a request, please complete a Personal Data Request Form, which can be obtained from the Data Protection Officer. Once completed, it should be returned to the Data Protection Officer. CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING will respond promptly and in any case within 40 calendar days of receiving the request. Note that CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING will always check the identity of the employee making the request before processing it.

If you wish to make a complaint that this policy has not been followed in respect of personal data CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING holds about you, you should raise the matter with the Data Protection Officer. If the matter is not resolved, it should be raised as a formal grievance under CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING grievance procedure.

Exemptions

There are a number of exemptions from the data protection regime set out in the Act, for example:

Confidential references that are given, but not those received by CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING from third parties. Only designated line managers can give Company references. Confidential references will not be provided unless CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING is sure this is the employee’s wish.

Management forecasts and management planning (including documents setting out management plans for an employee’s future development and progress).

Data which is required by law to be publicly available.

Documents subject to legal professional privilege.

Employees’ obligations in relation to personal information

If, as part of your job duties and responsibilities, you collect personal information about employees or other people such as clients or customers, you must comply with this policy. This includes ensuring the information is processed in accordance with the Act, is only processed for the purposes for which it is held, is kept secure and is not kept for longer than necessary. You must also ensure you comply with the following guidelines at all times:

Do not give out confidential personal information except to the data subject. In particular, it should not be given to someone, either accidentally or otherwise, from the same family or to any other unauthorised third party unless the data subject has given their explicit prior consent to this.

Be aware that those seeking information sometimes use deception in order to gain access to it. Always verify the identity of the data subject and the legitimacy of the request, particularly before releasing personal information by telephone.

Where CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING provides you with code words or passwords to be used before releasing personal information, for example by telephone, you must strictly follow CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING requirements in this regard.

Only transmit personal information between locations by fax or e-mail if a secure network is in place, for example, a confidential fax machine or encryption is used for e-mail.

If you receive a request for personal information about another employee, you should forward this to the Data Protection Officer, who will be responsible for dealing with such requests.

Ensure that any personal data which you hold is kept securely, either in a locked filing cabinet or, if it is computerised, it is password protected so that it is protected from unintended destruction or change and is not seen by unauthorised persons.

Do not access another employee’s records without authority as this will be treated as gross misconduct and it is a criminal offence.

Do not write down (in electronic or hard copy form) opinions or facts concerning a data subject which it would be inappropriate to share with that data subject.

Do not remove personal information from the workplace with the intention of processing it elsewhere unless this is necessary to enable you to carry out your job duties and has been authorised by your line manager.

Ensure that, when working on personal information as part of your job duties when away from your workplace and with the authorisation of your line manager, you continue to observe the terms of this policy and the Act, in particular in matters of data security.

Ensure that hard copy personal information is disposed of securely, for example cross-shredded.

Compliance with the Act is the responsibility of all employees. Any questions or concerns about the interpretation of this policy should be raised with the Data Protection Officer at the organisation.

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Developed 30-08-21

Reviewed Date: 31–10-2025

Next review Date: 31-10-2026

———————————————————————————————————————–

CIDBT equality policy

The CIDBT is committed to encouraging equality and diversity among our workforce and students, and eliminating unlawful discrimination.

The aim is for our students to be truly representative of all sections of society where applicable and for each student to feel respected and able to give their best.

The organisation – in providing goods and/or services and/or facilities – is also committed against unlawful discrimination of our team, students or the public

The policy’s purpose is to:

provide equality, fairness and respect for all in our students, whether temporary, part-time or full-time
not unlawfully discriminate because of the Equality Act 2010 protected characteristics of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race (including colour, nationality, and ethnic or national origin), religion or belief, sex (gender) and sexual orientation
oppose and avoid all forms of unlawful discrimination. This includes in benefits, terms and conditions of study, dealing with grievances and discipline, requests for flexible working, and selection for employment, promotion, training or other developmental opportunities where applicable

The organisation commits to:

encourage equality and diversity in the workplace where applicable as they are good practice and make business sense
create a working environment free of bullying, harassment, victimisation and unlawful discrimination, promoting dignity and respect for all, and where individual differences and the contributions of all tutors and students are recognised and valued

This commitment includes training all tutors about their rights and responsibilities under the equality policy. Responsibilities include staff conducting themselves to help the organisation provide equal opportunities, and prevent bullying, harassment, victimisation and unlawful discrimination

All tutors should understand they, as well as the CIDBT, can be held liable for acts of bullying, harassment, victimisation and unlawful discrimination, in the course of their employment, against fellow employees, customers, suppliers and the public

take seriously complaints of bullying, harassment, victimisation and unlawful discrimination by fellow team members, students, clients, suppliers, visitors, the public and any others in the course of the organisation’s work activities

Such acts will be dealt with as misconduct under the organisation’s grievance and/or disciplinary procedures, and any appropriate action will be taken.

Further, sexual harassment may amount to both an employment rights matter and a criminal matter, such as in sexual assault allegations. In addition, harassment under the Protection from Harassment Act 1997 – which is not limited to circumstances where harassment relates to a protected characteristic – is a criminal offence

make opportunities for training, development and progress available to all of the team and to students, who will be helped and encouraged to develop their full potential, so their talents and resources can be fully utilised to maximise the efficiency of the organisation and their studies
decisions concerning students being based on merit (apart from in any necessary and limited exemptions and exceptions allowed under the Equality Act)
review practices and procedures when necessary to ensure fairness, and also update them and the policy to take account of changes in the law
monitor the make-up of the workforce regarding information such as age, gender, ethnic background, sexual orientation, religion or belief, and disability in encouraging equality and diversity, and in meeting the aims and commitments set out in the equality policy

The equality policy is fully supported by senior management and has been agreed with employees.

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Reviewed Date: 31–10-2025

Next review Date: 31-10-2026

———————————————————————————————————————–

Blended Learning Policy 2022

Contents

Blended Learning Policy 2022

Purpose
Policy Aims
Accessibility to Online or Virtual Learning Rationale
Potential Stages of Online or Virtual Learning Equality Analysis

1.Purpose

1.1 Cambridge Institute of Dog Behaviour & Training (CIDBT) is committed to delivering high quality provision, supported by outstanding teaching, learning and assessment. To enable all our learners to develop the skills needed to work within Dog Training and Behaviour.
1.2 The Blended Learning Policy sets out how processes and procedures are designed and operated. To support this key objective, when a blended learning delivery model is required in response to a specific need, for example the Covid-19 pandemic.
1.3 Blended learning is a formal approach to education that creates an integrated learning environment where physical ‘face-to-face’ and online teaching and learning become complementary, with the purpose of giving learners a more diverse and engaging learning experience.

Aims of the Policy

2.1 To ensure that blended teaching, learning and assessment meets the guidelines set out qualification awarding organisations through internal and external quality assurance processes.
2.2 To ensure that assessment methodology is valid, reliable and does not disadvantage any group or individual learners.
2.3 To build and grow knowledge that may be additional to the main study programme.
2.4 Enhance learning by blending the approach, providing a range of learning opportunities for all.
2.5 Increase accessibility so that all learners can access the range of learning activities.
2.6 In order to achieve these aims CIDBT will ensure:

that staff will continually inform and communicate with learners on the mode of delivery for their programme of study;
that teaching, delivery, assessment tutors are time-tabled effectively to support blended learning when learners are working remotely.
that there is a process to manage feedback on assignments, questions answered constructively, and feedback provided in a timely manner;
that measures are in place to verify that work submitted by the student is authentic and completed by the student;
qualification and unit specification requirements for delivery and assessment are met, as prescribed by the awarding organisation;
ensure safeguarding measures considered during blended learning delivery;
that all assessment materials are maintained and stored securely and that internal verification records are maintained in accordance with awarding organisation requirements;

that all actions listed will be subject to internal and/or external moderation, standardisation and verification quality assurance processes in line with awarding organisation policies.
Accessibility to Online Learning

3.1 All learners will be supplied a contract during the enrolment process, in relation to the student’s individual requirement regards remote access and experience of technology to support learning.
3.2 All learners will receive an induction in the form of a Student Study Guild informing guidance into online learning. Learners will understand their requirements as part of this guide, have access to a tutors and CIDBT Administration Team.

3.2 Those learners requiring additional support will continue to receive support via online communication.

3.4 The CIDBT uses ‘Dropbox’ and/or ‘Google Docs’ for the storage of blended learning and teaching resources, assessment materials, digital submission of assessment evidence and the tracking of student progress.

Potential Stages of Curriculum Delivery

4.1 Outlined below are the various stages of curriculum delivery that the CIDBT may adopt at any given point during the course duration. Curriculum delivery may change from one stage to another as the need arises.

Face-to-Face Workshops – Courses that contain workshops will consist of face-to-face teaching at a dedicated location.
Blended Approach – Courses containing workshops will consist of blended learning, where the learner completed the majority of the course remotely/from home and the remaining face-to-face.
Remote – Distance learning courses or part thereof will consist of the learner completing tasks given via email, telephone, Zoom or similar.

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Developed 17-03-2022

Reviewed Date: 31–10-2025

Next review Date: 31-10-2026

———————————————————————————————————————–

Equality, Appeals and Complaints

Equality

Any person owner over the age of 16 can attend training with The Cambridge Institute of Dog Behaviour & Training, on a distance learning course and / or workshop module and with any pet or working dog providing that

All instruction and training methods are followed without exception
They commit to meeting deadlines and communicating with the course tutor if you are unable to meet required goals
Their dog is handled competently and safely and under control at all times
They take responsibility for their dog, bearing in mind that they will understand their dogs intentions and idiosyncrasies
Their dog is kept on a lead at all times unless otherwise instructed
Recommended equipment is correctly fitted and used as per the manufacturers guidelines
They clean up immediately any faeces deposited and take them away for disposal
Their bitches are not in season

Students can be asked to leave at any stage if

They are unable or unwilling to follow instruction and it is believed that this would result in causing a danger to other persons or animals
The dog does not benefit from the group environment and they or the course tutor feels that the dog is not learning or enjoying the course

Appeals and Complaints

Any complaints should be given, in the first instance, verbally to your tutor. A transcript of the conversation will be emailed from your tutor to the student within five working days.

If the student wished to escalate the complaint, for whatever reason, then they would be referred to Vice Principal or Principal (if they were not the tutor – in that instance, they will be referred to Colin Tennant, CIDBT Director). If the CIDBT receives a complaint from a student about a course, its quality or that the course is inappropriately run and in the opinion of the CIDBT senior management team this course should be cancelled or operated by a new tutor, the tutor’s authority to provide the course will be withdrawn. We wish to promote professional excellence within our courses and the delivery thereof.

Changes

The CIDBT reserves the right to make changes at any time to any provision on the web information relating to courses, including the amount of tuition and fees, academic programmes and courses, institute policies and procedures, faculty and administrative staff, the institute calendar and other dates and other provisions. The CIDBT web designers, writers, staff and officials take no responsibility for any errors that may or have occurred on the website and concerning the course tutor or courses outlined therein or any consequential information or for any subsequent loss of income as a result of that web information that the course tutor may incur.

CIDBT Tutors all agree to respond to the students within the limits of their training, skill, and knowledge and to refrain from pretending false expertise, and in the event that a situation arises the CIDBT Principal will be consulted in the first instance.

All CIDBT staff and tutors agree to show respect for other individuals and provide tutoring with dignity to all CIDBT students who request services regardless of differences in values, skills or knowledge, personal preferences, beliefs, race, colour, national origin, religion, gender identification, age, disability, or sexual orientation.

As an organisation, we will maintain professional integrity and to avoid imposing any personal biases on others.

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Developed: 13-07-2020

Reviewed Date: 31–10-2025

Next review Date: 31-10-2026

———————————————————————————————————————–

General Statement of Policy, Duties & Responsibilities

Policy Statement

The Cambridge Institute of Dog Behaviour & Training (CIDBT) recognises and accepts its health and safety duties for providing a safe and healthy working and studying environment (as far as is reasonably practicable) for all its workers (paid or volunteer) and students / other visitors to premises under their jurisdiction under the Health and Safety at Work Act 1974, the Fire Precautions (Workplace) Regulations 1997, the Management of Health and Safety at Work Regulations 1999, other relevant legislation and common law duties of care.

Throughout this Statement, terms such as “staff”, “workers”, “employees”, include both paid and volunteer workers.

It is the policy of the CIDBT to promote the health and safety of the committee members, volunteers, staff and of all visitors, students to the premises for workshop courses and to that intent to:

Take all reasonably practicable steps to safeguard the health, safety and welfare of all personnel on the premises;
Provide adequate working conditions with proper facilities to safeguard the health and safety of personnel and to ensure that any work which is undertaken produces no unnecessary risk to health or safety;
Encourage persons on the premises to co-operate with the organisation in all safety matter, in the identification of hazards which may exist and in the reporting of any condition which may appear dangerous or unsatisfactory;
Ensure the provision and maintenance of equipment and systems of work that are safe;
Maintain safe arrangements for the use, handling, storage and transport of dogs where possible;
Provide sufficient information, instruction, training and supervision to enable everyone to avoid hazards and contribute to their own safety and health;
Make, as reasonably practicable, safe arrangements for protection against any risk to health and safety of the general public or other persons that may arise from the organisation’s activities;
Make suitable and sufficient assessment of the risks to the health and safety of employees and of persons not in the employment of the organisation arising out of or in connection with the organisation’s activities;
Make specific assessment of risks in respect of new or expectant mothers and young people under the age of eighteen;
Provide information to other employers of any risks to which those employer’s workers on the organisation’s premises may be exposed.
Provide instruction on the safe use of equipment for the handling of dogs where possible
Dynamically assess the temperament of the dogs and the ability of the students / handlers

This policy statement and/or the procedures for its implementation may be altered at any time by the CIDBT Senior Management Team. The statement and the procedures are to be reviewed each year by Senior management team.

Statutory Duty of the CIDBT

The CIDBT will comply with its duty to ensure, as far as is reasonably practicable, the health, safety and welfare at work of its workers and of visitors to its premises and, in general, to:

Make workplaces safe and without risks to health;
Ensure dogs welfare is maintained at all times where possible
Ensure articles and substances are moved, stored and used safely;
Give students and workers the information, instruction, training and supervision necessary for their health and safety.

In particular, the CIDBT will:

Assess the risks to health and safety of its team and students;
Make arrangements for implementing the health and safety measures identified as necessary by this assessment;
Record the significant findings of the risk assessment and the arrangements for health and safety measures;
Draw up a health and safety policy statement; including the health and safety organisation and arrangements in force, and bring it to the attention of its workers;
Appoint someone competent to assist with health and safety responsibilities where applicable;
Set up emergency procedures;
Ensure adequate First Aid facilities at workshop venues;
Make sure that the venue satisfies health, safety and welfare requirements, eg for ventilation, temperature, lighting and for sanitary, washing and rest facilities;
Make sure that work equipment is suitable for its intended use as far as health and safety is concerned, and that it is properly maintained and used;
Take precautions against the mishandling and mismanagement of dogs belonging to others
Avoid hazardous manual handling operations and, where they cannot be avoided, reduce the risk of injury;
Provide health surveillance as appropriate;
Provide free any protective clothing or equipment, where risks are not adequately controlled by other means;
Ensure that appropriate safety signs are provided and maintained;
Report certain injuries, diseases and dangerous occurrences to the appropriate health and safety enforcing authority.

Statutory Duty of the CIDBT Tutors

Our Team also have legal duties, and the organisation confidently requests non-employed (voluntary) workers also to observe these. They include the following:

To take reasonable care for their own health and safety, and that of other persons who may be affected by what they do or do not do;
To co-operate with the organisation on health and safety;
To use work items provided by the CIDBT correctly, including personal protective equipment, in accordance with training or instructions;
Not to interfere with or misuse anything provided for health, safety and welfare purposes;
To report at the earliest opportunity injuries, accidents or dangerous occurrences at work, including those involving the public and participants in activities organised by the CIDBT;
Health and Safety law applies not only to employees in the workplace, it also applies to organisations and people who occupy or use community buildings to which members of the public have access.

Health and Safety Rules

All workers must exercise ordinary care to avoid accidents in their activities at work and comply with the following general rules and with any further rules which the CIDBT may publish from time to time.

Fire Precautions

All personnel must familiarise themselves with fire escape routes and procedures and follow the directions of the CIDBT in relation to fire and specific to the venue.

Equipment and Appliances

No equipment or appliance may be used other than as provided by or specifically authorised by or on behalf of the CIDBT and any directions for the use of such must be followed precisely.

Safety Clearways

Corridors and doorways must be kept free of obstructions and properly lit.

Maintenance

Defective equipment, furniture and structures must be reported as such without delay to the appropriate person.

Hygiene and Waste Disposal

Facilities for the disposal of waste materials must be kept in a clean and hygienic condition. Waste must be disposed of in an appropriate manner and in accordance with any special instructions relating to the material concerned.

Food Hygiene

When handling or preparing food there are specific hygiene requirements:

Regularly wash hands before and during food preparation and especially after using the lavatory;
Tell the Vice Principal of any skin, nose, throat, or bowel problem prior to any workshops;
Ensure cuts or sores are covered with correct waterproof dressings;
Keep yourself clean and wear clean clothing;
Never cough or sneeze over food;
Clean as you go. Keep all equipment and surfaces clean;
Ensure waste food is disposed of properly. Keep the lid on rubbish bin and wash your hands after putting waste in it;
Avoid handling food as far as possible;
Tell the Vice Principal of any defects or concerns regarding the facilities – eg uncleanness, refrigeration malfunction, cracked food preparation surfaces.

Accidents

In the event of an injury or illness, call for the senior team member or ring for an ambulance directly. To call an ambulance – dial 999 and ask for “ambulance”;
All accidents must be reported to the Vice Principal or another member of staff on duty immediately or as soon as practicable;

Fire Drills and Evacuation Procedures

Fire Drills

All workers and volunteers must know the fire procedures, position of fire appliances and escape routes and this must be communicated to all students at each venue on each occasion that they attend.
The fire alarm points, fire exits and emergency lighting system will be tested by The Fire Officer/Health and Safety Officer for each venue.

In the event of Fire

Persons discovering a fire should sound the nearest alarm;
The first duty of all workers is to evacuate all staff and students from the building by the nearest exit immediately the fire is discovered;
All persons must evacuate the building and, where possible without personal risk, leave all doors and windows closed;
The assembly point for the building is at specific to each venue
No-one should leave the assembly point without the permission of a member of staff;
If any fire occurs, however minor, the Fire Brigade must be called immediately by dialling 999 and asking for “Fire”;
When the Fire Brigade arrives advise whether all persons are accounted for and location of fire.

General

All thoroughfares, exits and gates must be left clear at all times;
Corridors and fire exits must not be blocked by furniture or equipment;
Vehicles must not be parked near to the building so as to cause any obstruction or hazard;
Hazards or suspected hazards or other health and safety matters should be reported to the Health and Safety Officer on site or the senior team member on duty immediately or as soon as practicable, so that action can be taken. If the hazard is of a serious nature, immediate action must be taken to protect or clear the area to prevent injury to staff or other users.

Dogs

Naturally working with dogs contains risk.

When the workshop contains dogs:

Tutors will as far as practicable assess a dogs temperament dynamically and make adjustments to the course, class, handler, equipment et al
Delegate dog forms to be completed prior to the workshop
All instruction and training methods must be followed by the owner/handler/student
A students must handle competently and safely their own dog or dog supplied for their use and be under control at all times
The Student will take responsibility for their dog, bearing in mind that they will understand their dogs intentions and idiosyncrasies
Their dog is kept on a lead at all times unless otherwise instructed
Recommended equipment is correctly fitted and used as per the manufacturers guidelines
Immediately any faeces deposited and take them away for disposal
Bitches in season cannot take part
Any dog on dog aggression to be dealt with and reported to the Vice Principal
Any (unexpected) dog on person aggressive dog to be removed from the learning environment immediately

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Developed 13-07-20

Reviewed Date: 31–10-2025

Next review Date: 31-10-2026

———————————————————————————————————————–

Malpractice and Maladministration Policy

Introduction

This policy is aimed at our students / learners, who are on CIDBT courses and who are involved in suspected or actual malpractice/maladministration. It is also for use by CIDBT staff to ensure they deal with all malpractice and maladministration investigations in a consistent manner. It sets out the steps that our team or learners or other personnel must follow when reporting suspected or actual cases of malpractice/maladministration and The CIDBT responsibility in dealing with such cases.

It also sets out the procedural steps that CIDBT will follow when reviewing the cases. It is important that anyone involved in the management, assessment and quality assurance of CIDBT courses, and learners, are fully aware of the contents of the policy and that arrangements are in place to prevent and investigate instances of malpractice and maladministration.

A failure to report suspected or actual malpractice/maladministration cases, or have in place effective arrangements to prevent such cases, may lead to sanctions being imposed. To receive guidance/advice from the CIDBT on how to prevent, investigate, and deal with malpractice and maladministration then please contact us.

Malpractice

Malpractice is essentially any activity or practice which deliberately contravenes regulations and compromises the integrity of the internal or external assessment process and/or the validity of certificates. It covers any deliberate actions, neglect, default or other practice that compromises, or could compromise:

the assessment process
the integrity of a regulated qualification
the validity of a result or certificate
the reputation and credibility of CIDBT
the qualification or the wider qualifications community.

Malpractice may include a range of issues from the failure to maintain appropriate records or systems to the deliberate falsification of records in order to claim certificates. For the purpose of this policy this term also covers misconduct and forms of unnecessary discrimination or bias towards certain or groups of learners.

Maladministration

Maladministration is essentially any activity or practice which results in non-compliance with administrative regulations and requirements and includes the application of persistent mistakes or poor administration (eg inappropriate learner records).

Examples of maladministration:

persistent failure to adhere to CIDBT learner registration and certification procedures.
persistent failure to adhere to CIDBT qualification requirements and/or associated actions assigned to the centre
late learner registrations (both infrequent and persistent)
unreasonable delays in responding to requests and/or communications from CIDBT
inaccurate claim for certificates
failure to maintain appropriate auditable records, eg certification claims and/or forgery of evidence
withholding of information, by deliberate act or omission
misuse of CIDBT logo
failure to adhere to, or to circumnavigate, the requirements of CIDBT

Examples of malpractice

persistent instances of maladministration within the CIDBT following notification or warning, or reasonably to have known about it and continued with it.
denial of access to premises, records, information, learners and staff to any authorised CIDBT representative
failure to carry out internal assessment, internal moderation or internal verification in accordance with CIDBT requirements
deliberate failure to continually adhere to our requirements or actions assigned to tutors
deliberate failure to maintain appropriate auditable records, e.g., examination registration / certification claims and/or forgery of evidence
fraudulent claim for certificates
the unauthorised use of inappropriate materials / equipment in assessment settings (eg mobile phones)
intentional withholding of information from CIDBT which is critical to maintaining the rigour of quality assurance and standards of qualifications
deliberate misuse of CIDBT logo and misrepresentation of a relationship with CIDBT
collusion or permitting collusion in exams/assessments
learners still working towards qualification after certification claims have been made
deliberate contravention by tutors and learners of the assessment arrangements we specify for our qualifications
a loss, theft of, or a breach of confidentiality in, any assessment materials
plagiarism by learners/CIDBT Team
copying from another candidate
inappropriate assistance to learners (eg unfairly helping them to pass a unit or qualification)
deliberate submission of false information to gain a qualification or unit

Process for making an allegation of malpractice or maladministration

Anybody who identifies or is made aware of suspected or actual cases of malpractice or maladministration at any time must immediately notify the CIDBT Vice Principal. All allegations must be made in writing/email and where possible include:

Students name / third parties name, address and number •
CIDBT Tutor details (name, job role) if they are involved in the case
details of the CIDBT course/qualification affected or nature of the service affected
nature of the suspected or actual malpractice and associated dates
details and outcome of any initial investigation carried out by the tutor where applicable or anybody else involved in the case, including any mitigating circumstances
any supporting evidence.

However, it is important to note that in all instances the CIDBT Vice Principal must be notified if malpractice is suspected or maladministration has occurred as the CIDBT have a responsibility to the regulatory authorities to ensure that all investigations are carried out rigorously and effectively. In all cases of suspected malpractice and maladministration reported to CIDBT we will protect the identity of the ‘informant’ in accordance with our duty of confidentiality / Data Protection Rules and/or any other legal duty.

Confidentiality and whistle blowing

Sometimes a person making an allegation of malpractice or maladministration may wish to remain anonymous. It is preferable to reveal identity and contact details to CIDBT. If there are concerns about possible adverse consequences a request to the CIDBT Vice Principal can be made not to divulge your identity.

Whilst we are prepared to investigate issues which are reported to us anonymously and/or by whistleblowers, CIDBT shall always try to confirm an allegation by means of a separate investigation before taking up the matter with those the complaint/allegation relates.

All suspected cases of malpractice and maladministration will be fully investigated and receipt will be acknowledged within 5 working days.

The CIDBT Vice Principal or a person acting on their behalf will be responsible for ensuring the investigation is carried out in a prompt and effective manner and in accordance with the procedures in this policy and will allocate a relevant member of the CIDBT or Canine & Feline Behaviour Association Team to lead the investigation and establish whether or not the malpractice or maladministration has occurred, and review any supporting evidence received or gathered.

At all times CIDBT will ensure that personnel assigned to the investigation have the appropriate level of training and competence and that they have had no previous involvement or personal interest in the matter. Notifying relevant parties in all cases of suspected or actual malpractice, CIDBT will notify, where appropriate, the Principal that we’ll be investigating the matter.

Where applicable, our Principal will then inform the appropriate regulatory authorities if we believe there has been an incident of malpractice or maladministration which could either invalidate the award of a qualification or if it could affect another awarding organisation.

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Developed 13-01-2019

Reviewed Date: 31–10-2025

Next review Date: 31-10-2026

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Reasonable Adjustments and Special Considerations Policy and Procedure

Introduction
This Policy supports Training Providers and learners registered on any AIM qualification or unit delivered by the Cambridge Institute of Dog Behaviour & Training (CIDBT). It ensures fair access to assessment while maintaining the integrity of qualifications.

Training Provider Responsibility
All relevant staff and learners must be fully aware of this policy. CIDBT Quality Advisers will check staff understanding during induction and review activities.

Reasonable Adjustments
Under the Equality Act 2010, awarding bodies must take reasonable steps to remove substantial disadvantages faced by candidates with disabilities. A reasonable adjustment is any change that helps reduce the effect of a disability or difficulty without compromising the assessment’s validity. Examples include modified assessment materials, extra time, or alternative formats such as Braille.

Process for Requesting Reasonable Adjustments

Learners should notify the centre of any requirements as early as possible, ideally at enrolment.
The centre will work with the learner to prepare a formal request to AIM Qualifications & Assessment Group in line with AIM’s Reasonable Adjustment Policy.
Requests must be submitted before the assessment takes place. Adjustments cannot be applied retrospectively (note: this differs from special considerations, which may be requested post-assessment).
Requests must include supporting evidence (e.g., medical documentation, educational psychologist reports).
AIM will review applications and confirm approval or refusal within timeframes specified in their policy.

Special Considerations
Special considerations may be applied after an assessment to account for temporary illness, injury, or other adverse circumstances at the time of assessment. These are distinct from reasonable adjustments, which must be arranged in advance.

Documentation and Retention

All applications, supporting evidence, decisions, and communications relating to reasonable adjustments and special considerations must be retained by CIDBT for three academic years.
Records must be securely stored and made available for audit by AIM or regulatory bodies.

Arrangements Not Covered by This Policy
Where circumstances fall outside this policy, the Training Provider must seek prior approval from the awarding body before assessment takes place.

Appeals
If a request for a reasonable adjustment or special consideration is declined, learners may appeal through CIDBT’s Appeals Policy. If unresolved, they may follow the awarding body’s Enquiries and Appeals Policy.

An adjustment will not be approved if it:

involves unreasonable costs to the awarding body.
involves unreasonable timeframes; or
affects the security and integrity of the assessment.

This is because the adjustment is not “reasonable”

CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING Reasonable Adjustments Permissions

This table outlines some of the decisions on reasonable adjustments that can be made. However, Training Providers have a duty to seek advice from iPET Network in any case where they are in doubt if an adjustment is needed or how it should be applied.

Permitted – Reasonable adjustment permitted at the discretion of the training provider
Apply – Apply to iPET Network for permission

Reasonable adjustment	Assessments NOT taken under examination conditions	Assessments taken under examination conditions
Extra time up to 25%	Permitted	Permitted/ Apply *
Extra time in excess of 25%	Permitted	Apply
Supervised rest breaks	Permitted	Apply
Change in the organisation of assessment room	Permitted	Permitted
Separate accommodation within the training provider	Permitted	Permitted
Taking the assessment at an alternative venue	Permitted	Permitted
Use of coloured overlays, low vision aids, tinted spectacles, CCTV and OCR scanners	Permitted	Apply
Use of assistive software	Permitted/ Apply *	Apply
Use of bilingual and bilingual translation dictionaries	Permitted	Apply
Assessment Material in enlarged format	Permitted	Apply
Assessment material in Braille	Apply	Apply
Language modified assessment material	Apply	Apply
Assessment material in BSL	Apply	Apply
Assessment material on coloured paper	Permitted	Apply
Assessment material in audio format	Apply	Apply
Use of ICT	Permitted/ Apply *	Apply
Responses using electronic devices	Permitted	Apply
Responses in BSL	Permitted	Apply
Responses in Braille	Permitted	Apply
Reader	Permitted	Apply
Scribe	Permitted	Apply
BSL/English interpreter	Permitted	Apply
Prompter	Permitted	Apply
Practical assistant	Apply	Apply
Transcriber	Permitted	Apply
Other	Apply	Apply

Applying for Reasonable Adjustment The process for implementing reasonable adjustments depends on the nature of the adjustment. Some adjustments may be used at the discretion of the Centre; others require permission from iPET Network. These are detailed in the above Reasonable Adjustment Permissions Table.

Reasonable adjustments permitted at the discretion of the training provider where reasonable adjustment is permitted at the discretion of the training provider iPET Network requires Training Providers to keep records for inspection (including any declarations that are signed and dated by a member of the training provider staff who has formally been given delegated authority for this by the Head of Training Provider).

Reasonable adjustments requiring iPET Network permission is required Training Providers should complete a Reasonable Adjustment Request Form providing relevant details and, where appropriate, supporting evidence. Requests for reasonable adjustments should be submitted no later than 25 working days before the assessment.

Training Providers should keep records of adjustments they have permitted and those they have requested from iPET Network. These records should normally be kept for 3 years following the assessment to which they apply.

Special Considerations Special consideration can be applied after an assessment if there was a reason the student may have been disadvantaged during the assessment.

For example, special consideration could apply to a student who had temporarily experienced:

Incapacitating illness
Serious injury
Terminal illness
Recent bereavement of a family member or close friend
Terminal illness of a parent, child or dependent
Serious domestic crisis
Serious car accident
Flare up of congenital illness
Physical assault trauma

Please not this list is not exhaustive.

Special consideration should not give the student an unfair advantage; neither should its use cause the user of the certificate to be misled regarding a student’s achievements. The student’s result must reflect his / her achievement in the assessment and not necessarily his / her potential ability.

Training Providers should note that;

where an assessment requires the student to demonstrate practical competence or where criteria have to be met fully, or in the case of qualifications that confer a Licence to Practise, it may not be possible to apply special consideration.
in some circumstances for example on-demand assessments or Externally Verified qualifications, it will usually be more appropriate to offer the student an opportunity to take the assessment at a later date.

Applying for a Special Consideration Requests for special consideration should be submitted using the Special Consideration Request Form as soon as possible and not later than 5 working days after the assessment. Requests for special consideration will only be accepted after the results of assessment have been released in the following circumstances:

the application has been overlooked at the training provider and the oversight is confirmed by the training provider co-coordinator.
medical evidence comes to light about a learner’s condition, which demonstrates that the student must have been affected by the condition at the time of the assessment, even though the problem revealed itself only after the assessment;
for onscreen assessments where results are immediately available.

If the application for special consideration is successful, the student’s performance will be reviewed in the light of available evidence. It should be noted that a successful application of special consideration will not necessarily change a student’s result.

Appeals If you wish to appeal against a decision to decline requests for reasonable adjustments or special consideration arrangements, please refer to the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING Appeals Policy.

Review arrangements CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING will review the policy regularly as part of our self-evaluation arrangements and revise it as and when necessary in response to customer and student feedback, changes in our practices, actions from the regulatory authorities or external agencies or changes in legislation.

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Developed 30-08-2022

Reviewed Date: 16-09-2025

Next review Date: 30-09-2026

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Recognition of Prior Learning Policy & Procedure

Who and what is this policy for:

This policy is for CIDBT staff and learners or other personnel regarding the recognition of a learner’s prior.

Contents

Scope of Policy Recognition of Prior Learning and Achievement
Recognition of Prior Learning and Achievement
- Definitions

2.2 Responsibilities

2.2.1 AIM Qualifications & Assessment Group Responsibilities

2.2.2 Centre Responsibilities

2.2.3 Centre Staff Responsibilities

2.2.4 Learner Responsibilities

2.3 Methods of Recognising Prior Learning and Achievement

2.3.1 Recognition of Prior Certificated Learning

2.3.2 Equivalency

2.3.3 Recognition of Prior Learning

2.3.4 Credit Transfer for Access to HE Diplomas

2.3.5 Credit Transfer for Other Qualifications

2.4 Evidence Examples

2.5 Reviewing Evidence

2.7 Restrictions on Recognition

2.8 Malpractice

2.9 Appeals Against the Recognition of Prior Learning and Achievement Decision

2.10 Learner Complaints

Regulatory References

1.Scope of Policy

This Recognition of Prior Learning and Achievement Policy applies to CIDBT as a centre of the AIM Qualifications & Assessment Group provision delivered either within or outside the UK.

This policy and related procedures are intended for:

Centres and its’ staff delivering AIM Qualifications & Assessment Group approved qualifications or units who wish to use a learner’s prior learning or achievement in their delivery and assessment of a learner on an AIM Qualifications & Assessment Group qualification and/or unit.
Learners registered on AIM Qualifications & Assessment Group approved qualifications or units, who wish to use their prior learning or achievement on an AIM Qualifications & Assessment Group qualification and/or unit.
AIM Qualifications & Assessment Group staff to ensure that all requests to recognise prior learning or achievement are dealt with and applied in a consistent and fair manner and to meet the requirements of qualifications regulations.

The purpose of this policy is to:

Define recognition of prior certificated learning, recognition of prior learning, equivalency, credit transfer.
Detail the responsibilities AIM Qualifications & Assessment Group, centres, centre staff and learners have.
Detail the methods which enable learners to avoid duplication of learning and assessment for the purposes of awarding credit.
Identify evidence examples which a learner can use to claim prior learning and achievement.
State how evidence being used by a learner to claim prior learning and achievement should be viewed by a centre.

Provide key process requirements for recognition of prior certificated learning, equivalencies and credit transfer.
State what restrictions there are for recognising prior learning and achievement.
Provide information on evidence
requirements for both reasonable adjustments and special considerations requests.

Detail follow-up actions after a centre has made a decision on recognition of prior learning and achievement.
Provide the regulatory references which apply.
Provide useful contacts of both AIM Qualifications & Assessment Group and the various regulators.

2.Recognition of Prior Learning and Achievement

2.1Definitions

Recognition of Prior Certificated Learning (RPCL) is:

The process through which previously assessed and certificated learning of the same or a higher value is recognised as comparable in relation to meeting some of the requirements for the achievement of a different unit or qualification.
Where the learning aims or assessment criteria of the certificated learning is not exactly the same as the new unit(s).
A method which allows learners to avoid unnecessary duplication and repetition of learning and assessment. Recognition of Prior Learning (RPL) is:
A structured, formalised process of gathering and reviewing evidence of the learning, knowledge, understanding, experience and skills that a learner already possesses and which they do not need to develop through a course of learning.
A method which allows learners to avoid unnecessary duplication and repetition of learning.

Equivalency is:

Where one or more units with similar learning objectives found within a different qualification or one or more updated units within the same qualification which are of equal or higher value to be
considered in place of a designated mandatory and or optional unit.
A method which allows learners to avoid unnecessary duplication and repetition of learning and assessment.

Credit Transfer for Access to HE Diplomas is:

The process by which credits used towards one Access to HE Diploma awarded by one Provider or Access Validating Agency may be considered towards the award of a different Diploma with the same or a different Provider or Access Validating Agency.
A method which allows learners to avoid unnecessary duplication and repetition of learning and assessment.

Credit Transfer for Other Qualifications is:

The process whereby achievement of credits in one qualification can be awarded against the exact same unit in a different qualification.
Where the units in the different qualifications have the same learning outcomes, code and assessment criteria.
A method which allows learners to avoid unnecessary duplication and repetition of learning and assessment.

2.2 Responsibilities

The following represent the key responsibilities of AIM Qualifications & Assessment Group, centres, centre staff and learners.

2.2.1 AIM Qualifications & Assessment Group Responsibilities

Overseen by the Director of Access and Compliance, AIM Qualifications & Assessment Group will:

Ensure that all requests for consideration of RPL and achievement are dealt with in a consistent timely manner.
Ensure that the integrity of its qualifications and assessments are always maintained
Ensure all staff involved within RPL are competent to consider and make decisions about the relevant RPL

2.2.2 Centre Responsibilities

All centres delivering AIM Qualifications & Assessment Group qualifications must:

Have an RPL and Achievement Policy in place which explains how the centre will explore and implement RPL and achievement as an assessment method and identifies the responsibilities of the learner, the assessor and other key staff involved in the internal quality assurance of AIM Qualifications & Assessment Group’ qualifications and units.
Ensure that all staff involved in the management, assessment and quality assurance of AIM Qualifications & Assessment Group qualifications and any learners undertaking one are fully aware of this policy and the centre’s own RPL and achievement Policy.
Make learners aware of the restrictions of this policy.
Make learners aware that evidence provided for consideration of RPL and achievement must have been achieved before the start of their qualification or unit.
Inform and make clear to learners at the beginning of the RPL and achievement process the timescales for the submission of evidence for it to be considered for RPL and achievement so that it is transparent.
Take responsibility for any RPL and achievement applications for their learners.
Signpost learners to support materials to assist them in their understanding of relevant pieces of evidence for RPL and achievement use.

Ensure that formal requests for
RPL and achievement are made at the point of learner enrolment and comply to this policy.
Ensure that a learner has sufficient evidence to make a viable claim and to support evidence collection and presentation for assessment.
Ensure that the assessment process for RPL and achievement is subject to the same quality assurance processes as any other part of the assessment process.
Have an effective Appeals Policy and Procedure in place so that a learner can query any decision taken by the centre not to allow RPL and achievement.

2.2.3 Centre Staff Responsibilities

All centre staff involved in the management, assessment and quality assurance of AIM Qualifications & Assessment Group qualifications must:

Be fully aware of this and the centre’s own RPL and achievement policy.
Ensure that evidence is current and that the required learning, knowledge, understanding, experience, skills and achievements are relevant to the learning aims and assessment criteria it is being judged against.
Ensure that a learner’s previous learning and achievements are evaluated upon enrolment and where applicable, access to RPL and further support and guidance is provided for the learner.
Assess all evidence to ensure the assessment is valid and reliable.
Make appropriate assessment decisions regarding the currency of the learner’s existing learning, knowledge, understanding, experience, skills and achievements for the purposes of RPL and achievement.

2.2.4 Learner Responsibilities

Any learner undertaking an AIM Qualifications & Assessment Group qualifications must:

Be aware of this and the centre’s own RPL and achievement policy.
Produce appropriate evidence in a timely manner to support the use of RPL and achievement.
Ensure that evidence is current and that the required learning, knowledge, understanding, experience, skills and achievements are relevant to the learning aims and assessment criteria it is being judged against.

2.3 Methods of Recognising Prior Learning and Achievement

AIM Qualifications & Assessment Group seeks to enable learners to avoid duplication of learning and assessment for the purposes of awarding credit. There are four ways that this can be managed:

Recognition of prior certificated learning
Recognition of prior learning.

Credit transfer.

2.3.1 Recognition of Prior Certificated Learning

Exemption for some of the achievement requirements of an AIM Qualifications & Assessment Group qualification can be claimed by a learner using certificated evidence.
Exemptions are not recognised by the award of credit and appear on certificates without a credit value.

2.3.2 Equivalency

A learner can seek to have one or more similar units from a different qualification or one or more updated units from the same qualification considered towards an AIM Qualifications & Assessment Group qualification in place of one or more designated mandatory and/or optional units.

The units(s) must be deemed by
AIM Qualifications & Assessment Group to be of equal or higher value.
Where possible, AIM Qualifications & Assessment Group will publish a list of equivalent units in the unit specification.
Equivalencies may not be recognised by the award of credit and appear on certificates without a credit value.

2.3.3 Recognition of Prior Learning

A learner can apply for non-certificated learning to be recognised towards a unit or qualification.
The RPL process must be agreed with the centre and must be claimed as part of the unit or qualification.
Exemption for some of the achievement requirements of an AIM Qualifications & Assessment Group qualification can be claimed by a learner using certificated evidence.
There is no difference between attainment of the required standards by recognising prior learning or through a formal programme of study, therefore RPL appears on certificates as credit-bearing.
There are three ways of recognising prior learning which may be open to the learner:

– Submission of a portfolio of evidence based on previous relevant knowledge, skills and competences which must be assessed against the assessment criteria of the unit or units, for which RPL is being sought, to ensure that all learning outcomes have been achieved.
– Undertaking the same assessments as learners following a formal course of learning and assessment that lead to award of the unit or qualification. The assessments may be taken without undertaking any further formal learning.
– Assessment through
summative assessment against a unit or qualification

RPL is an alternative route to achievement and not an easy option or shortcut. Evidence must be produced for RPL which is subject to the same assessment and quality assurance requirements as applied to evidence produced as part of a course.

2.3.4 Credit Transfer for Access to HE Diplomas

For Access to Higher Education Diplomas, learners can transfer units achieved towards another Diploma as a part of the credit transfer process.
The unit title appears on the transcript but the credit value will appear as 0 on learner certificates.
Credit may be transferred between AIM Qualifications & Assessment Group Diplomas or may be transferred from another Provider or Access Validating Agency.
It is not a requirement that credits transferred towards AIM Qualifications & Assessment Group Diplomas exactly map against AIM Qualifications & Assessment Group units, however any such requests should be within the spirit of the rules of combination, i.e., the programme of study should be similar in content to the AIM Qualifications & Assessment Group Diploma to which the credits are being transferred.
Clarification should be sought from AIM Qualifications & Assessment Group if a centre has any doubt over credit transfer.
The Director of Access and Compliance will have the final decision on any request for credit transfer.

2.3.5 Credit Transfer for Other Qualifications

For other qualifications, learners can seek to have achieved unit credits in one qualification, awarded against the exact same unit in a different qualification.
The unit will have the same code, learning aims and assessment criteria.
transfer units achieved towards another Diploma as a part of the credit transfer process.

2.4 Evidence Examples

The evidence required to demonstrate RPL and achievement will depend on the purpose, learning aims and assessment criteria of the unit(s) in question. All evidence submitted for RPL and achievement must be referenced and signposted clearly in order to facilitate internal assessment, internal quality assurance and external quality assurance. The items listed below are examples of evidence which could be used. These are not exhaustive and are only intended as indicative guidance.

Qualification and/or unit certificates.
Unregulated training.
Completed assessments.
Performance management feedback.
Continuous Professional Development (CPD).
Professional discussion.
Learner reflective account.

2.5 Reviewing Evidence

The assessment of evidence through RPL and achievement must be a structured process which allows the assessor to make judgements about a learner’s prior learning, knowledge, understanding, experience, skills and achievements in relation to unit standards. Assessment methods for RPL and achievement must be of equal rigour to other assessment methods, be fit for purpose and relate to the unit(s) it is being judged against.

When examining the evidence being presented, the centre must adhere to the following five principles, that it is:

Valid:
– The evidence needs to demonstrate that the assessment requirements have been met.- Unless stipulated by an external licensing body or other authority, for AIM Qualifications & Assessment Group purposes, evidence must be from within the last three years.

– The evidence needs to meet up-to-date practice standards of the unit.

– The evidence must be the sole work of the learner, unless the learning aim(s) or assessment criteria of the unit(s) being assessed states that work must be produced in groups or in teams.

– The evidence must be substantial enough to fully meet the requirements of the learning aim(s) or assessment criteria being considered.

– If there is insufficient evidence to fully meet the requirements, then evidence obtained through RPL and achievement must be complemented by evidence gained through other suitable assessment method(s) before requirements can be said to have been met.

– The evidence must demonstrate sound competence which would allow confidence in the ability of the learner re-producing the evidence in the future.

– The evidence obtained through RPL and achievement should be such that an assessor would arrive at the same assessment decision were the assessment to be repeated.

2.6 Process for Recognition of Prior Certificated Learning, Equivalencies and Credit Transfer

Recognition of Prior Certificated Learning (Exemptions) and equivalencies are included in the rules of combination for a qualification, and centres must
register learners against the appropriate exemption and/or equivalency unit/units. Claims for credit are made through the usual Recommendation for the Award of Credit process.
Centres are required to keep records of valid claims through exemptions and equivalencies for three years.

2.7 Restrictions on Recognition

For recognition of prior certificated learning (exemption) and equivalency:

A maximum of 70% of a qualification can normally be achieved through exemption or equivalency. At least 30% should be gained through new learning at the same level of the qualification. Where a qualification consists of only one unit, a maximum of 50% applies.
67% of credit within a qualification will normally be achieved at the level of the qualification.

For RPL and Credit transfer for Access to HE Diplomas:

Up to 50% of a qualification can be achieved unless specified in the qualification guide.

AIM Qualifications & Assessment Group reserves the right to exclude the use of RPL and achievement in cases such as:

Licence to practise.
Health and safety requirements.
Regulated professions.
Work placements.

RPL and achievement cannot be used where units and qualifications are subject to external assessment.

2.8 Malpractice

A centre should note that failure to comply with the guidance regarding recognition of prior leaning and achievement set out by AIM Qualifications & Assessment Group, has the potential to constitute malpractice and may lead to
AIM Qualifications & Assessment Group withholding the learner’s result.

Instances of malpractice will be dealt in accordance with AIM Qualifications & Assessment Group Malpractice and Maladministration Policy and Procedures.

2.9 Appeals Against the Recognition of Prior Learning and Achievement Decision

If a learner disagrees with the centre’s decision to recognise prior learning or achievement, the learner can ask the centre to review its decision in accordance with the centre’s Appeals Policy.

2.10 Learner Complaints

If any learner is unhappy with how a centre has dealt with their application for RPL and achievement and has exhausted the centre’s own Appeals policy, they should contact the Director of Access and Compliance. If the learner is not satisfied with the response, they can then take the matter through the complaints arrangements which are detailed in the AIM Qualifications & Assessment Group’ Complaints Policy and Procedures.

3.Regulatory References

This Reasonable Adjustments and Special Considerations Policy and Procedures is intended to meet the regulatory requirements of Ofqual, Qualifications Wales and The Quality Assurance Agency for Higher Education (QAA). In particular:

Completion of the Assessment.
Delivering the Assessment.
Marking the Assessment.
Centre Assessment Standards Scrutiny Where an Assessment is marked by a Centre.

Monitoring the Specified Levels of Attainment for a Qualification.
Results of a Qualification Based on Sufficient Evidence.

Appeals Process.

Documented Accessible Procedures for Appeals.

Procedures for Complaints and Appeals.

Procedures and Criteria for the Recognition of Prior Learning.

The following provides contact details for AIM Qualifications & Assessment Group and the various regulators.

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Developed 17-03-2022

Reviewed & Amended Date: 31–10-2025

Next review Date: 31-10-2026

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Cambridge Institute of Dog Behaviour & Training (CIDBT)

Special Considerations Policy

Policy Owner: Cambridge Institute of Dog Behaviour & Training
Applies to: Learners enrolled on iPet Network Qualifications, AIM Qualifications, and CIDBT programmes
Effective from: March 2024

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Purpose

The purpose of this policy is to ensure that all learners are treated fairly when unforeseen circumstances adversely affect their ability to complete assessments or demonstrate their normal level of attainment. This policy sets out the process for requesting, considering, and granting special considerations in accordance with the CIDBT.

Scope

This policy applies to:

All learners registered on iPet Network qualifications, AIM Qualifications, and CIDBT programmes.
All assessment types, including practical assessments, assignments, and coursework.
Circumstances occurring immediately before or during an assessment, or during the completion of coursework.

Definition of Special Consideration

Special consideration is a post-assessment adjustment to a learner’s mark, grade, or assessment requirements to reflect temporary illness, injury, or other adverse circumstances beyond the learner’s control, which have impacted their performance.
It does not cover:

Ongoing medical conditions or learning difficulties (these are addressed through reasonable adjustments).
Missed deadlines due to lack of organisation or non-academic commitments.

Examples of Grounds for Special Consideration

Grounds may include, but are not limited to:

Serious illness or injury at the time of assessment.
Bereavement of a close family member.
Major personal trauma (e.g., accident, victim of crime).
Severe adverse weather preventing attendance.
Unforeseen caring responsibilities.

Application Process

Learners must:

Notify CIDBT as soon as possible and no later than five working days after the affected assessment or deadline.
Complete the Special Consideration Request Form, available from the CIDBT administration team.
Provide supporting evidence (e.g., medical certificate, death certificate, police report, or other official documentation).

Consideration and Decision

Requests will be reviewed by the CIDBT Programme Director or delegated Special Considerations Panel.
Where applicable, applications will be submitted to iPet Network or AIM Qualifications for final approval in line with their regulations.
The decision will be communicated in writing within twenty working days of receiving a complete application.
Possible outcomes include:

Extension of submission deadline.
Opportunity to re-sit or re-submit without penalty.
Mark adjustment in line with awarding body policy.
No adjustment (if criteria are not met).

Confidentiality

All information submitted will be treated in strict confidence and shared only with staff and awarding bodies directly involved in the consideration process.

Appeals

If a learner disagrees with the outcome, they may appeal in writing within ten working days of the decision, following the CIDBT Equality, Appeals & Complaints Policy.

Related Policies and Documents

CIDBT Reasonable Adjustments Policy
CIDBT Equality, Appeals & Complaints Policy.
iPet Network Special Considerations Policy
AIM Qualifications Special Considerations Policy

Last reviewed: March 2025

Next review Date: March 2026

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Whistleblowing – Public Interest Disclosure Policy

The Public Interest Disclosure Act 1998 protects employees who raise legitimate concerns about specified matters from being dismissed by the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING or from being subjected to detrimental treatment or victimised by either the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING or work colleagues as a result, provided certain criteria are met. The Act makes provision about the kinds of disclosure which may be protected, the circumstances in which such disclosures are protected and the persons who may be protected. This policy is intended to comply with the Act by encouraging employees to make disclosures about fraud, misconduct, bribery or other wrongdoing to the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING without fear of reprisal, so that problems can be identified, dealt with and resolved quickly. Making such disclosures is also known as whistleblowing.

The CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING policy is to support whistleblowers– that is, employees who raise protected disclosures. You must not victimise, subject to detrimental treatment or retaliate against a worker who has made a protected disclosure.

Employees are protected provided they reveal information of the right type (known as a ‘qualifying disclosure’) and they reveal that information to the right person and in the right way (known as making a ‘protected disclosure’).

Qualifying disclosures

Certain kinds of disclosure qualify for protection. These are disclosures of information which a worker reasonably believes are made in the public interest and tend to show one or more of the following relevant failures is either happening now, took place in the past, or is likely to happen in the future:

A criminal offence, including offences such as theft, fraud or acts of bribery.
The breach of a legal obligation.
A miscarriage of justice.
A danger to the health and safety of any individual.
Damage to the environment.
Deliberate covering up of information tending to show any of the above five matters.

Only disclosures of information that fall within one or more of these six categories qualify for protection.

The belief held by the worker must be reasonable, but it need not be correct. It might be discovered subsequently that the worker was in fact wrong or mistaken in their belief, but they must show that it was a reasonable belief to hold in the circumstances at the time of disclosure.

The worker must also reasonably believe that their disclosure is made in the public interest. It will therefore not include disclosures which can properly be characterised as being of a personal rather than a wider public interest, for example a disclosure solely about a breach of the terms of an employee’s own contract of employment. However, if the disclosure also concerns breaches of the employee’s colleagues’ contracts then if it is an important matter it is likely to be protected by this protection for whistleblowers.

Protected disclosures

For a qualifying disclosure to be a protected disclosure, a worker needs to make it to the right person and in the right way. There are several methods by which employees can make a protected disclosure, but the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING always encourages all employees to raise any disclosure internally in the first instance.

Employees are protected if they make a qualifying disclosure to either:

The CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING or
Where they reasonably believe that the relevant failure relates solely or mainly to the conduct of a person other than the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING or any other matter for which a person other than the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING has legal responsibility, to that other person.

Employees are encouraged to raise any qualifying disclosures that they may have by following the disclosure procedure set out below.

If the concern relates only to a breach of the employee’s own contract of employment, they should use the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING grievance procedure instead as these types of disclosure are not made in the public interest and are therefore not covered by this policy. However, if it concerns breaches of colleagues’ contracts also then this may be covered by this policy. If in doubt, in the first instance employees are encouraged to discuss their concerns with Training provider Manager.

The disclosure procedure

This procedure applies to all permanent and temporary employees and employees. In addition, third parties such as agency employees, consultants and contractors and any others who perform functions in relation to the (insert organisations name) should use it.

In the event of a worker wishing to make a qualifying disclosure, they should follow the following steps:

They should, in the first instance, report the situation in writing to their line manager. If the worker does not wish to contact their line manager or they reasonably believe their line manager to be involved in the wrongdoing, they can instead contact an alternative manager.

Such disclosures should be made promptly so that investigation may proceed, and any action taken expeditiously.

All qualifying disclosures will be treated seriously. The disclosure will be promptly investigated and, as part of the investigatory process, the worker will be interviewed and asked to provide a written witness statement setting out the nature and details of the disclosure and the basis for it. Confidentiality will be maintained during the investigatory process to the extent that this is practical and appropriate in the circumstances. However, in order to effectively investigate a disclosure, the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING must be able to determine the scope of the investigation and the individuals who should be informed of or interviewed about the disclosure. The CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING reserves the right to arrange for another manager to conduct the investigation other than the manager with whom the worker raised the matter.

Once the investigation has been completed, the worker will be informed in writing of the outcome and the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING conclusions and decision as soon as possible. The CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING is committed to taking appropriate action with respect to all qualifying disclosures which are upheld.

Employees will not be penalised for raising a qualifying disclosure even if it is not upheld unless the complaint was both untrue and made with malice.

Once the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING conclusions have been finalised, any necessary action will be taken. This could include either reporting the matter to an appropriate external government department or regulatory agency and/or taking internal disciplinary action against relevant members of staff. If no action is to be taken, the reasons for this will be explained to the worker.

If, on conclusion of the above stages, the worker reasonably believes that appropriate action has not been taken, they may then report the matter to the proper authority. The legislation sets out several prescribed external bodies or persons to which qualifying disclosures may be made. However, the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING always encourages all employees to raise their concerns directly in the first instance, rather than externally. This enables issues to be dealt with promptly and speedily.

Whilst CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING encourages employees to use this procedure to raise their concerns, employees are of course free to raise their concerns using CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING grievance procedure instead.

General principles

Employees should be aware of the importance of eliminating fraud, misconduct, bribery or other wrongdoing at work. They should report anything they become aware of that is illegal or unlawful.
Employees will not be victimised, subjected to a detriment or dismissed for making a protected disclosure under this procedure.
Victimisation of a worker, or subjecting them to any form of detrimental treatment or retaliation (including bullying and harassment), for raising a protected disclosure under this procedure will not be tolerated by the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING, is a disciplinary offence and, where appropriate, will be dealt with under the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING’s disciplinary procedure. Depending on the seriousness of the offence, it may amount to potential gross misconduct and could result in the worker’s summary dismissal or termination of engagement.
Employees should be aware that they can also be held personally liable for any act of victimisation or detrimental treatment of a worker on the ground that they made a protected disclosure.
Employees should immediately draw the attention of their line manager to suspected cases of victimisation or detrimental treatment related to either themselves or another worker having made a protected disclosure.
Covering up someone else’s wrongdoing is also a disciplinary offence. Employees should never agree to remain silent about a wrongdoing, even if told to do so by a person in authority such as a line manager.

An employee’s right to make a protected disclosure under this procedure overrides any confidentiality provisions in their contract of employment.
Finally, maliciously making a false allegation is a disciplinary offence.

CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING will process the personal data collected in connection with the operation of this policy in accordance with its data protection policy and any internal privacy notices in force at the relevant time. Inappropriate access or disclosure of personal data will constitute a data breach and should be reported immediately to the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING to the manager in accordance with the CAMBRIDGE INSTITUTE OF DOG BEHAVIOUR & TRAINING data protection policy. Reported data breaches will be investigated and may lead to sanctions under iPET Networks policies.

Owner: Principal of CIDBT
Authorised by: Principal of CIDBT

Ratified by: Vice Principal of CIDBT

Developed 30-08-22

Reviewed Date: 31–10-2025

Next review Date: 31-10-2026

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CIDBT Dog Handling Policy (Workshops)

Purpose
This policy establishes the requirements and restrictions relating to the handling of dogs during CIDBT workshops, ensuring compliance with applicable UK legislation and reinforcing the organisation’s commitment to safety, animal welfare, and professional standards.
Scope
This policy applies to all learners attending CIDBT workshops, as well as tutors and any individuals involved in the provision, supervision, or handling of dogs within the training environment.
Legislative Framework
This policy operates in accordance with, but is not limited to, the following UK legislation:

Dangerous Dogs Act 1991
Animal Welfare Act 2006

CIDBT recognises that UK dog legislation is stringent and places a legal duty on individuals to ensure dogs are kept under proper control and that their welfare needs are met at all times.

Policy Statement
4.1 CIDBT is committed to maintaining a safe, controlled, and professionally supervised learning environment.
4.2 Due to the size, strength, and handling complexity of certain breeds owned by tutors, learners are strictly prohibited from handling tutors’ personal dogs during workshops.
4.3 All dogs present at workshops must be handled safely, competently, and in a manner that does not place the dog, handler, or others at risk.
Learner Responsibilities
5.1 Learners are required to arrange access to a suitable dog for the duration of the workshop.
5.2 Learners may source a dog from an appropriate rehoming or rescue organisation, including but not limited to:
a) Appledown Rescue & Rehoming Kennels (Harling Road, Eaton Bray, Dunstable, Bedfordshire, LU6 1QY)
b) Chiltern Dog Rescue (Bromley Heights, St Leonards Road, Chivery, Aston Clinton, Tring, HP23 6LD)

5.3 Where a learner collects a dog from a third-party organisation, the learner assumes full responsibility for the dog’s welfare, control, handling, and safe return from the point of collection until return.

5.4 Learners must ensure that any dog under their care is handled safely and competently at all times and strictly in accordance with tutor instruction and supervision.

5.5 Learners may, subject to prior approval, share a suitable dog with another participant, provided that such arrangements meet CIDBT’s safety, welfare, and handling standards.

Supervision and Control
6.1 All practical handling activities must be conducted under the direct guidance and supervision of CIDBT tutors.
6.2 Learners must follow all instructions given by tutors promptly and without deviation.
6.3 CIDBT reserves the right to intervene, restrict handling, or remove a dog from participation where safety, welfare, or control is deemed to be compromised.
Compliance
Failure to comply with this policy may result in:

Removal from practical workshop activities; and/or
Further action in accordance with CIDBT policies and procedures.

Review
This policy will be reviewed periodically to ensure ongoing compliance with UK legislation and best practice in dog handling, training, and welfare.

Last reviewed October 2025

Next review October 2026

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