Self Review

Summary of performance based on gathered information

Outcome 1:

A learner wellbeing and safety system

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

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

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

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

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

FRFR’s involvement with their students is limited however as a duty of care method a student portal had been created on their website where well-being and safety policies and procedures pertaining to learner can be found.

Information about the Code and mental health support services and phone numbers will be there as well as a link to our feedback and suggestions page. FRFR are developing a new student feedback tool. Traditionally at the end of a course a student will fill out a paper evaluation. Soon we will go live with our QR Code feedback system which adds a level of anonymity, allowing students another layer of safety.

FRFR policies and procedures are regularly reviewed, and the company have just been through their NZQA compliance, 2024 EER, the findings of which can also be found on the website.

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

Outcome 2:

Learner voice 

The contact that FRFR have with learners is typically minimal with only 0.02% of courses being longer than 2 days.

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

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

 FRFR have partnered with members of a long-standing client who are a Maori organisation, who will act as advisors on FRFR’s bi-cultural development for use in training. FRFR also work with Ngati Haua in Taumarunui who lease land to the company for training. Leadership courses are run for local rangatahi transitioning from school to employment and this relationship strengthens our ability to listen and learn about the perspectives of our Māori learners.

FRFR is committed to partnership as per obligations to honouring Te Tiriti o te Waitangi and there are guidelines and expectations of trainers when working with diverse groups or for learners with diverse needs. We now have a new section in our sign on forms that asks students if they have any barriers to learning they would like to let us know about so that our skilled trainers can ensure that diverse learning needs are catered to.

Learners can find complaints processes and procedures on the website through our policies which have been recently reviewed as part of their bi-yearly review cycle.

Outcome 3:

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

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

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

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

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

Outcome 4:

Learners are safe and well

Safety is the key priority for FRFR and trainers work to ensure all learners are safe, and importantly, feel safe, in the process of attaining their new skills. FRFR prides itself on its safety record having not had any accidents or safety issues since the company’s inception.

This still stands as of Code Attestation 2024 as we have had no critical incidents or formal complaints to report on.

FRFR’s commitment to the safety of their learners is paramount, and the systems they have in place are clearly working extremely effectively. These safety systems are robust, detailed, and in line with the most up to date legislative policy.

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

 There is a large cache of safety documents for trainers to use in their Trainer Handbooks, relevant to the content they are teaching, and trainers are well prepared with supporting documents to guide them in the unlikely event that an incident should ever take place.

 Pre-course safety checks ensure learning environments are always safe, comfortable, and conducive to a positive learning experience as much as possible on our courses.

When trainers are working together on courses, we strongly encourage them to fill out a peer-review form, which among other things, provides another level of auditing around safety and pre-course checks.

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

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

This information is now being captured and formalised through documentation and trainers are currently trialling documentation tools to find the method that works best.

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

Again, we would like to state that as of November 2024, FRFR has had no critical incidents or any formal complaints to report on.