Title Page

  • Level 2 NVQ Certificate in Spectator Safety

  • Talented Training, Oxford Place Centre, Oxford Place, Leeds, LS1 3AX,
    Centre Number 14107

  • Leeds United Football Club 2017-2018 Season

  • Candidate Name

  • Prepared by

Information

  • Highfields Level 2 Spectator Safety (QCF) 600/2926/2

  • Candidate Name

  • Candidate signature

  • Assessor Name

  • Assessor signature

Candidate

Candidate Name and Details

  • Candidate Details

  • Address
  • Email

  • Telephone Number

  • The information contained here onwards is to remain PRIVATE AND CONFIDENTIAL and must not be given to any one outside the assessment process. My assessor has briefed me on the appeals procedure. I the assessor will assess the candidate fairly and to the standards required by the awarding body and offer information advice and guidance to the candidate.

  • Assessor Signature

  • Candidate Signature

  • Date and Time

Initial contact

Initial contact with candidate

  • What is the qualification about

  • What is expected by the steward

  • What is expected by the assessor

  • What sort of work is being covered during the assessment

  • Candidate discussion

  • Candidate signature

  • Assessor discussion

  • Assessor signature

  • Date and Time

communication log

Communication log

  • Type of communication and the nature of the communication

  • Match

  • Location

  • Type of communication and the nature of the communication

  • Match

  • Location

  • Type of communication and the nature of the communication

  • Match

  • Location

  • Type of communication and the nature of the communication

  • Match

  • Location

  • Type of communication and the nature of the communication

  • match

  • Location

  • Type of communication and the nature of the communication

  • Match

  • Location

Assessment Plan 1

  • Has the assessment been agreed

Methods of assessment used in this portfolio

  • Simulations are allowed in some of the units within this qualification. The evidence requirements clearly state when simulations may be used in a unit. The overarching principles to be applied to units identified as suitable for simulation is that it should only be undertaken in a minority of cases where:
    - There is a high risk to the security or safety of the candidate, individuals, key people in their lives and others
    - The opportunity to present evidence from work-based practices happens infrequently and therefore insisting that candidates wait for such an occurrence would be unreasonable or create blockages in the assessment system and might carry the risk of demotivating candidates.
    - There would otherwise be a breach of confidentiality or privacy

  • Observation

  • Oral Questioning

  • Witness Statement

  • Witnesses must be fully briefed and clear about the purpose and use of the testimony. Any relationship between the witness and candidate should be declared and noted by the assessor and the external verifier/awarding body informed.
    Witnesses must be able to demonstrate that they have the necessary expertise in the relevant area and their testimony should:
    - Be specific to the activities
    - Give a brief description of the circumstances of the observation
    -Give a brief description of background of the witness and the observed activity
    -Identify the aspects of competence demonstrated

  • Judgement of an assessor

  • Professional discussion

  • Photographic

  • Projects and Assignments

  • I am fully aware of the procedures laid out before me and I am aware that I am responsible for the evidence in this portfolio. My assessor has briefed me on the assessment process and informed me of my right to appeal against any decision that I disagree with

  • Candidate signature

  • Assessor signature

  • Date of Assessment

Unit 1 Prepare for Spectator Event (Y/502/9345)

  • This unit is about preparing yourself as a steward and checking the faciltiy before an event.

  • Outcomes 1,2 and 3 must be assessed using workplace evidence generated when the learner is preparing for a real spectator event. There must be sufficient evidence to ensure the learner can achieve the outcomes on a consistent basis.
    This must include as a minimum:
    • Three types of resources
    • All types of information
    • Three types of equipment
    • Three types of hazards
    • All types of areas

Unit 1 Prepare for stewarding activities

Assessment criteria 1.1.1-1.1.5 Prepare for stewarding activities

  • 1.1.1 Follow the registration procedures correctly and on time

  • 1.1.2 Collect their passes, identification and other resources, looking after these and returning them after the event

  • With 3 types of resources:

  • 1.1.3 Attend the pre-event briefings as required

  • 1.1.4 Note all the necessary information which is given at the briefings

  • 1.1.5 Correctly follow the pre-event routines

  • Evidence

Learning Outcome 1.2.1 - 1.2.8 Identify and deal with physical hazards

  • 1.2.1 Follow agreed procedures to check equipment

  • With 3 types of equipment:

  • 1.2.2 Keep disruption to a minimum

  • 1.2.3 Identify hazards in their designated area

  • Identify 3 hazards:

  • 1.2.4 Follow agreed procedures for assessing risk

  • 1.2.5 Take prompt action appropriate to the hazards and the risk, following agreed procedures and instructions

  • Action option:

  • Types of hazards:

  • 1.2.6 Communicate verbally and non-verbally with colleagues and other people involved within the event

  • 1.2.7 Make sure that any action is not dangerous for themselves and other people involved

  • Action:

  • 1.2.8 Clearly and accurately report the situation and what they have done to their supervisor

  • Evidence

Learning outcome 3 Search the venue for suspect items

Assessment Criteria 1.3.1 - 1.3.5 Search the venue for suspect items

  • 1.3.1 Get information on the type of item being searched for

  • 1.3.2 Search the designated area thoroughly following instructions

  • Areas within the stand:

  • 1.3.3 Identify any suspect items and other suspicious circumstance

  • All types of area:

  • 1.3.4 Maintain their own safety and the safety of other people

  • 1.3.5 Report what they have found following agreed procedures

  • Evidence

Unit 2 Control the entry, exit and movement of people at spectator events M/502/9352

  • This unit is about helping to control and direct the movement of spectators at events, including their entry to and exit from the venue. The unit also covers basic customer care – for example providing spectators with information and helping them with other problems, such as missing property and people, and unsocial/unlawful behaviour by other people.

  • Outcomes 1 and 3 must be assessed using workplace evidence generated when the learner is controlling entry, exit and movement at a real spectator event. There must be sufficient evidence to ensure the learner can achieve the outcomes on a consistent basis.

    Outcome 2 can be assessed as above or by realistic simulation.

    Simulation is allowed for the whole of learning outcome 1 and 2 only, if there is no naturally occurring evidence is available.

Unit 2 Control the entry and exit of people at events M/502/9352

Assessment Criteria 2.2.1 - 2.2.6 Search people for unauthorised items

  • 2.1.1 Have the necessary resources ready for use

  • The learner must have at least 3 of the following types of resources:

  • 2.1.2 Make sure their behaviour and appearance meets agreed standards at all times

  • 2.1.3 Greet people in a way that makes them feel welcome and at ease

  • The learner must deal with at least 2 of the following types of people:

  • 2.1.4 Pay careful attention to the designated area throughout their period of duty

  • 2.1.5 Admit people and refuse entry according to agreed procedures

  • The learner must deal with at least 2 of the following types of people:

  • 2.1.6 Provide people with clear reasons why they have been refused entry

  • The learner must deal with at least 2 of the following types of people:

  • 2.1.7 Control the queues in a safe and orderly manner

  • 2.1.8 Supervise the safe exit of people according to the agreed procedures

  • The learner must deal with at least 2 of the following types of people:

  • 2.1.9 Inform their supervisor when there are problems that they cannot deal with on their own

  • Evidence

Assessment Criteria 2.2.1 - 2.2.6 Search people for unauthorised items

  • 2.2.1 Identify the people to be searched on entry according to the agreed procedures

  • 2.2.2 Ask the identified people for permission to search, and follow the agreed procedures if they refuse

  • The learner must deal with at least 2 of the following types of people:

  • 2.2.3 Only search people of the same sex

  • 2.2.4 Follow the correct procedures when they find unauthorised items and explain these procedures to the people involved

  • Unauthorised items:

  • 2.2.5 Inform the supervisor about any unlawful items which they found

  • Evidence

Assessment Criteria 2.3.1 - 2.3.7 Provide people with information and help them with other problems

  • 2.3.1 Communicate with people politely and clearly

  • The learner must deal with at least 2 of the following types of people:

  • 2.3.2 Ask for information which is relevant to their problem

  • With 2 types of problem:

  • 2.3.3 Make sure their understanding of the problem is correct

  • 2.3.4 Give people help which is appropriate to the problem and agreed procedures

  • The learner must deal with at least 2 of the following types of people:

  • 2.3.5 Refer people to another source of help if necessary

  • The learner must deal with at least 2 of the following types of people:

  • 2.3.6 Keep people informed of progress

  • The learner must deal with at least 2 of the following types of people:

  • 2.3.7 Deal with any complaints positively, and sympathetically as appropriate to the situation

  • Evidence

Unit 3 Monitor spectators and deal with crowd problems A/502/9354

  • This unit is about keeping a careful watch over spectators and dealing with crowd problems such as unexpected movements, local overcrowding, over-capacity and unsociable/unlawful bahaviour.

  • The unit is divided into three parts. The first describes the two things you have to do.

    These are:
    Learning outcome 1 - Monitor crowds and identify potential problems
    Learning outcome 2 - Follow instructions and procedures to deal with crowd problems

Learning outcome 3.1 Monitor crowds and identify potential problems

  • 3.1.1 Have the necessary resources ready for use

  • With 2 types of resources:

  • 3.1.2 Make sure their behaviour and appearance meet agreed standards at all times

  • 3.1.3 Carry out their duties impartially

  • 3.1.4 Pay careful attention to the crowd and the conditions in their designated area throughout their period of duty

  • With 2 types of crowd:

  • With 4 types of crowd problem:

  • In all types of area

  • Confined areas

  • Open areas

  • Public areas

  • Non public areas

  • 3.1.5 Identify crowd problems when they occur

  • With 4 types of crowd problem

3.2 Follow instructions and procedures to deal with crowd problems

  • 3.2.1 Assess and report the crowd problems, answering and questions from supervisors clearly and accurately

  • With 3 types of crowd problem:

  • 3.2.2 Take action following instructions and agreed procedures

  • With 3 types of action:

  • 3.2.3 Make sure that and action is not dangerous to themselves and other people involved

  • With 3 types of action:

  • With 2 types of people:

  • 3.2.4 Communicate with the people involved and colleagues clearly

  • With 2 types of people:

  • 3.2.5 Reassure the people involved and encourage them to be calm and follow instructions

  • with 2 types of people:

  • 3.2.6 Keep their control room/supervisor informed of the situation

  • with 2 types of people:

Unit 4 Support the work of the team and organisation Y/601/4483

  • Organisations must provide high levels of service to their customers and this requires a team effort from all staff. This unit is about how you work well as a member of the team, improve your own work and the work of the team as a whole. If your organisation has a performance appraisal and personal development system, this would be an excellent context for this unit.

Unit 4 Support the work of the team and organisation

Learning outcome 4.3 Be able to work effectively with colleagues

  • 4.3.1 Establish a good working relationship with colleagues

  • Working as the same level as yourself

  • Communciation

  • Responsbile to you

  • Communication

  • Line Manager

  • Communication

  • 4.3.2 Communicate verbally and in writing with colleagues clearly

  • The learner must cover 2 types of colleague, using both types of communication

  • Working as the same level as yourself

  • Communication

  • Responsbile to you

  • Communication

  • Line Manager

  • 4.3.3 Maintains standards of professional behaviour

  • 4.3.4 Carry out own duties and commitments to colleagues as agreed, or tell them in good time when it is not possible to do what they expect

  • The learner must cover 2 types of colleague

  • Working as the same level as yourself

  • Responsbile to you

  • Line Manager

  • 4.3.5 Ask for help and information when needed

  • 4.3.6 Provide colleagues with help and infomation when they need it, in line with organisation's policies and procedures

  • The learner must cover 2 types of colleague

  • Working as the same level as you

  • Responsible to you

  • Line Manager

  • 4.3.7 Take part in team discussions

  • 4.3.8 Follow the correct procedures in the case of disagreements or problems with colleagues

  • The learner must cover 2 types of colleague

  • Working as the same level as you

  • Responsible to you

  • Line manager

Learning outcome 5 Be able to improve own work

  • 5.5.1 Evaluate all aspects of own work

  • 5.5.2 Ask colleagues and customers for feedback on own work

  • The learner must cover 2 of the following types of colleague

  • 5.5.3 Handle feedback positively

  • 5.5.4 Work with relevant person to agree:

  • Own strength

  • Areas where own work could be improved

  • New areas of skill and knowledge which may be needed for future responsibities

  • 5.5.5 Take part in relevant training and development

  • 5.5.6 Regularly review personal development

  • Evidence

Learning outcomes 7 Be able to help to improve the work of own organisation

  • 7.7.1 Ask customers for feedback on organisation's services

  • 7.7.2 Identify ways the team could improve services

  • 7.7.3 Discuss with relevant colleagues how to change services for the better

  • The learner must cover 2 of the following types of colleague

  • 7.7.4 Help to change services so that they meet customer needs

  • The learner must cover 2 of the following types:

  • Evidence

Unit 5 Help to manage conflict J/501/5134

  • This unit is about dealing with situations where these is conflict between people. This unit includes using effective communication (verbal and non-verbal) to defuse teh situation, maintaining your own personal safety, giving advice and warnings, and calling for assitance when required.

  • The learner must communicate appropriately using all of the following methods:

    a) verbal communication
    b) body language
    c) other forms of non-verbal communication

    and must communicate with two of the following types of people:

    d) cooperative
    e) uncooperative
    f) intoxicated
    g) emotional
    h) with a limited understanding of English
    i) people with particular needs

    If the learner can only cover two types of people through workplace evidence, they must be questioned on the rest.

    Simulation is allowed for the whole of this learning outcome if there is no naturally occuring evidence available.
    If the learner can only cover two types of people through workplace evidence, they must be questioned on the rest.

    Simulation is allowed for the whole of this learning outcome if there is no naturally occuring evidence available.

  • Outcomes 1 and 2 must be assessed using workplace evidence when teh learner is dealing with conflict or by realistic simulations. There must be sufficent evidence to ensure the learner can achieve the outcomes on a consistent basis.

Learning outcome 1 Communicate with poeple in conflict situations

  • 5.1.1 Remain calm and folow their organisation's procedures

  • 5.1.2 Communicate with people in a way that minimises and reduces conflict

  • Verbal Communication with 2 types of people

  • Body language with 2 types of people

  • Other forms of non-verbal communication

  • 5.1.3 Maintain their own personal space

  • 5.1.4 Respect the personal space of others

  • 5.1.5 Listen actively to what people are saying

  • With 2 types of people

  • 5.1.6 Show empathy

  • 5.1.7 Use sensitive questioning to get further infomation about the situation

  • 5.1.8 Summarise and feedback to people what they have said to confirm understanding of the situation

  • With 2 types of people

  • Evidence

Learning outcome 2 Follow procedures to resolve conflict

  • Whilst resolving conflict the learner must cover all of the following types of procedures:

    a) do nothing
    b) maintain observation
    c) give advice or warning
    d) request assistance

    with two of the following types:

    e) cooperative
    e) uncooperative
    f) intoxicated
    g) emotional
    h) with a limited understanding of English
    i) people with particular needs

    If the learner can only cover two types of people through workplace evidence, they must be questioned on the rest.

    Simulation is allowed for the whole of this learning outcome if there is no naturally occurring evidence available.

  • 5.2.1 Assess the risks to themselves and others in the situation

  • 5.2.2 Asess the seriousness of the situation and the behaviour of the people involved

  • With two types of poeple

  • 5.2.3 Maintain their own personal safety

  • 5.2.4 Folow agreed procedures for the type of situation and people involved

  • With all procedures

  • 5.2.5 Collect and report necessary information about the people involved and the situation

  • With 2 types of people

  • Evidence

Unit 6 Deal with accidents and emergencies D/501/5138

  • Play, sport and recreation always involves an element of challenge and risk, and accidents will happen from time to time. Other emergencies, such as fires, may also occur. It is very important That all members of staff are competent to deal with accidents and emergencies so that the welfare of spectators and colleagues is maintained.

Learning Outcome 1 Deal with injuries and signs of illness

  • Whilst dealing with injuries and signs of illness the learner must cover one of the following types of casualties:

    1. adult
    2. child
    3. person with particular needs

    at least one of the following types of qualified assistance:

    4. the organisation’s first aider
    5. emergency services

    and at least one of the following types of conditions:

    6. minor injury that can be dealt with on-site
    7. minor illness that can be dealt with on-site
    8. major injury requiring medical attention
    9. major illness requiring medical attention

    If the learner can only cover one type of casualty, one type of assistance and one type of condition through workplace evidence or simulation, they must be questioned on the rest.
    If the learner can only cover one type of casualty, one type of assistance and one type of condition through workplace evidence or simulation, they must be questioned on the rest.

  • 6.1.1 Remain calm and follow their organisation’s procedures

  • 6.1.2 Protect the casualty and other people involved from further risk

  • 1 of the following

  • 6.1.3 Call for qualified assistance that is appropriate to the casualty's condition

  • 1 of the following

  • With 1of the following

  • 6.1.4 Provide reassurance and comfort to those involved

  • 6.1.5 Give the qualified assistance clear and accurate information about what happened

  • 1 of the following

Learning Outcome 2 Be able to follow emergency procedures

  • Whilst following emergency procedures, the learner must cover at least one of the following types of people:

    1. adults
    2. children
    3. people with particular needs

    If the learner can only cover one type of people through workplace evidence or simulation, they must be questioned on the rest.

  • 6.2.1 Give the people involved in the emergency clear and correct instructions

  • To 1 of the following

  • 6.2.2 Carry out their role in the emergency procedures calmly and correctly

  • 6.2.3 Maintain the safety of the people involved

  • 6.2.4 Follow the correct procedures for reporting the emergency

  • 6.2.5 Report any problems with the emergency procedures to the relevant colleague

  • Evidence

Reviews And Action Plans

  • Candidate Review 1

  • Candidate Action Plan 1

  • Candidate signature

  • Assessor signature

Assessor Endorsement of Awad

  • I certify that the candidate to whom this portfolio belongs has completed the award to the occupational standards required set by the awarding body

  • Candidate signuature

  • Assessor signature

Portfolio Tracking Sheet

  • Mandatory Units Total Of Six Units To Complete All Six Credit Value Of 29

  • Prepare for spectator events

  • Unit reference Y/502/9345
    Level 2
    Credit value 5

  • Control the entry , exit and movement of people at spectator events

  • Unit reference M/502/9352
    Level 2
    Credit Value 8

  • Monitor spectators and deal with crowd problems

  • Unit reference A/502/9354
    Level 2
    Credit Value 8

  • Unit reference Y/601/4483
    Level 2
    Credit Value 2

  • Help manage conflict

  • Unit Reference J/501/5134
    Level 2
    Credit Value 4

  • Deal with accidents and emergencies

  • Unit reference D/501/5138
    Level 2
    Credit Value 2

  • Assessor to sign when complete

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