Pastoral Care Policy 2023

 

City First Aid Training is committed to creating a positive, healthy team culture and a safe and respectful environment for all ākonga/learners. We take a holistic approach to learner wellbeing, ensuring that our training environment is physically, mentally, and culturally safe, and promotes the success of all learners, regardless of their identity, language, or background.

We comply with the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 and commit to the following outcomes:

 

Outcome 1: A Learner Wellbeing and Safety System

Process 1: Strategic goals and strategic plans

Process 2: Self-review of learner wellbeing and safety practices

Process 3: Publication requirements

Process 4: Responsive wellbeing and safety systems 

We are dedicated to providing a strategic and transparent system for ākonga/learner wellbeing and safety. Our approach includes:

• Strategic Goals:

  • Support wellbeing by fostering a positive learning environment where physical, mental, and cultural safety are prioritised.

  • Honour Te Tiriti o Waitangi by incorporating Māori perspectives, particularly in how we support Māori learners and ensure cultural safety.

  • Strengthen inclusivity by responding to the diverse needs of learners, creating learning environments that respect manaakitanga and the autonomy of learners.

• Strategic Plans:

  • Review our pastoral care processes monthly and align them with the NZQA Code to ensure that they support learner wellbeing. 

  • Publish yearly Self Review on our website. Submit Attestation to NZQA as required.

  • Continuously review and develop programmes that engage ākonga/learners and provide ongoing opportunities for personal and professional growth.

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Outcome 2: Learner Voice

Process 1: Learner voice

Process 2: Learner complaints

Process 3: Compliance with the Dispute Resolution Scheme

Feedback is essential in shaping our policies and programmes. We value and respond to the voices of our ākonga/learners, respecting their mana and autonomy. Our commitment to ākonga/learners voice includes:

• Manaakitanga (Care and Respect):

  • We seek to create a learning environment where learners feel respected, listened to, and supported.

  • We seek to create a learning environment where ākonga/learners are free to ask questions without fear of judgement. 

  • We seek to create a learning environment where ākonga/learners are encouraged and given fair and professional feedback. 

• Partnership with Learners:

  • Regularly collect and review formal and informal feedback from ākonga/learners/stakeholders to improve our training and wellbeing practices.

  • Ensure that ākonga/learners have a clear process for raising concerns and know that their voices will be heard with professionalism and respect.

 

City First Aid will have fair procedures for ākonga/learners, City First Aid team members and/or stakeholders reporting concerns or complaints. See City First Aid Complaints policy. 

City First Aid Team members will document any classroom concerns/issues that have been raised. City First Aid may use this information in team training for policy and programme design while maintaining confidentiality.

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Outcome 3: Safe, Inclusive, Supportive, and Accessible Physical and Digital Learning Environments

Process 1: Safe and inclusive communities  

Process 2: Supporting learner participation and engagement

Process 3: Physical and digital spaces and facilities

We strive to create learning environments, both physical and digital, that are safe, inclusive, and accessible for all learners. Instructors will inform ākonga/learners of any known hazards in the area and seek partnership from stakeholders to inform instructors of known hazards/and emergency procedures.

• Physical Learning Environments:

  • All training spaces will be free from discrimination and bullying. Instructors will provide clear guidelines for safety and hazard management.

  • Any training room used by City First Aid will have the following facilities:

    • accessible and clearly marked emergency exits, 

    • clearly marked outdoor assembly points, 

    • Adequate lighting

    • adequate circulation of air,

    • appropriate heat and/or cooling

    • access to bathrooms, 

    • reasonably comfortable seating 

    • drinking water 

    • access to emergency services calls 

    • no visible hazards that are not signposted appropriately 

    • no exposed cords or electrical hazards (instructors will either tape loose cords to the floor or create an access barrier where cords may be trip hazards) 

    • A first aid kit available (either on company’s premises, hired premises or trainer provided) 

    • easy access to outside.

 

• Accessible Digital Learning Environments:

  • Our digital learning platforms are designed to be inclusive and accessible for learners of all abilities, with clear navigation and adaptable content.

  • We provide alternative formats of learning materials (e.g., transcripts, enlarged text) to accommodate different needs.

  • Learners will receive technical support to address any difficulties accessing digital content, ensuring equal participation in online learning.

  • We maintain an inclusive and safe online space, free from bullying and harassment, where learners feel comfortable participating.

 

Outcome 4: Learners Are Safe and Well

Process 1: Information for learners about assistance to meet their basic needs.

Process 2: Promoting physical and mental health awareness.

Process 3: Proactive monitoring and responsive wellbeing and safety practices.

City First Aid supports ākonga/learners in managing their physical and mental health throughout their first aid training. We take a proactive approach to identifying and responding to learners who may need additional support:

Process 1: Information for ākonga/learners about assistance to meet their basic needs:  All ākonga/learners will receive the necessary materials to complete and succeed at first aid training, including manuals, first aid training equipment necessary to complete assessments.

Information will also be available to ākonga/learners on accessing first aid materials for home.

Process 2: Promoting physical and mental health awareness

• We recognise the content of first aid training can be triggering for some learners. We are committed to supporting ākonga/learners experiencing mental distress while training with us. We offer pastoral care that upholds the mana of the learner by listening non-judgmentally, respecting cultural beliefs, and ensuring that learners have access to resources such as mental health services and crisis support lines.

• City First Aid team members will receive regular training in well being and will provide a supportive environment for learners experiencing distress.

• Supporting Learners in Crisis:

  • In situations where a learner is in distress, instructors will offer pastoral care by allowing breaks, providing a quiet space, or rebooking the learner for a future session if needed.

  • If safety becomes an issue, instructors will remove the class from harm's way and contact the necessary emergency services.

• Confidentiality and Privacy:

  • All discussions around learner wellbeing will be treated with the strictest confidentiality unless safety concerns dictate otherwise. Learners’ privacy will always be respected.

 

Feedback and Continuous Improvement

Feedback from ākonga/learners and stakeholders will be an ongoing part of our self-assessment process. City First Aid will continue to review and adapt our pastoral care systems to align with the NZQA Code and meet the evolving needs of our diverse learner population.

 

 

City First Aid Training: Complaint Handling Procedure

Purpose:
This procedure ensures that all complaints about team members or services are handled fairly, promptly, and professionally, maintaining the trust and wellbeing of all learners and stakeholders.

 

Step 1: Receiving the Complaint

1. Complaint Submission:

   • Complaints can be submitted in writing via email to the Director of City First Aid.

   • Ensure the complaint includes the following details:

     • Date of the incident.

     • Time the incident occurred.

     • City First Aid team member involved (if applicable).

     • Description of the complaint (details of the issue or concern).

2. Acknowledgement of Complaint:

   • The complaint will be acknowledged within 2 working days of receipt.

   • The complainant will receive confirmation that their complaint has been received and is being reviewed.

 

Step 2: Initial Assessment and Documentation

1. Review by Director and training leadership team.

   • The Director or a designated member of the training leadership team will conduct an initial assessment of the complaint.

   • This assessment includes:

     • Reviewing the facts provided by the complainant.

     • Gathering any relevant information, including reports from the staff member involved or reviewing service records.

2. Documenting the Complaint:

   • The complaint will be logged in the complaint register, noting the nature of the complaint, the date it was received, and the parties involved.

 

Step 3: Investigation

1. Fact-Finding Process:

   • If required, an investigation will be initiated. This may include:

     • Contact the complainant to gather further details.

     • Speaking with the team member involved or reviewing service performance.

     • Consulting any witnesses if applicable.

2. Confidentiality:

   • All aspects of the investigation will be kept confidential. Information will only be shared on a need-to-know basis to protect the privacy of both the complainant and the staff member.

 

Step 4: Resolution and Response

1. Evaluation of Findings:

   • The Director or designated person will evaluate the findings and determine the appropriate course of action. This may include:

     • Mediation between the complainant and the team member involved.

     • Training or guidance for the staff member if required.

     • Adjustments to service practices if service delivery was the issue.

2. Formal Response to Complainant:

   • A formal written response will be provided to the complainant within 10 working days. This response will:

     • Summarise the findings of the investigation.

     • Outline the steps taken to address the issue.

     • Provide any relevant remedies or actions (e.g., apologies, refunds, service adjustments).

3. Formal plan in place with team member/s. 

 

Step 5: Escalation (If Necessary)

1. Unresolved Complaints:

   • If the complainant is not satisfied with the resolution, they can request a further review by the Director or escalate the matter to an external authority, such as NZQA.

2. External Review Information:

   • Contact details for external complaint resolution bodies (e.g., NZQA) will be provided to the complainant, including:

     • NZQA Contact:

       • Phone: 0800 697 296

       • Email: helpdesk@nzqa.govt.nz

       • Address: NZQA, PO Box 160, Wellington

 

Step 6: Closing the Complaint

1. Final Documentation:

   • Once the complaint has been resolved or escalated, the case will be documented as closed in the complaint register, with final notes on the resolution provided.

2. Follow-up (If Required):

   • In some cases, follow-up communication may be conducted to ensure that the resolution has been effective and the complainant is satisfied.

 

Review and Continuous Improvement

All complaints are reviewed during operations and leadership meetings to identify areas for improvement and enhance our services. Any patterns of issues or repeated complaints are addressed through staff training and policy adjustments.

Safe, Inclusive, Supportive and accessible physical and digital learning environments

 

We aim to provide a learning environment that is welcoming, safe, inclusive and free from discrimination. 

When training is taken online ākonga/learner will be responsible for their own physical and mental safety however our digital training will follow the same safe, inclusive and free from discrimination provisions as in class training. 

 

Bullying or harassment of any kind will not be tolerated in our training courses. All concerns or issues should be directed to the class instructor, or through our complaints process mentioned above. 

 

Instructors will inform ākonga/learner of appropriate evacuation or emergency procedures and closest access to an Automated External Defibrillator (AED) 

 

Instructors will inform ākonga/learners of any known hazards in the area and seek partnership from stakeholders to inform instructors of known hazards/and emergency procedures.

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Learners are safe and well

 

City First Aid has a role in promoting, protecting and supporting mental and physical wellbeing of all ākonga/learners. 

We recognise the topic of first aid can trigger unpleasant memories for some ākonga/learners and whanau. We are committed to supporting ākonga/learners experiencing mental distress while training with us. 

City First Aid has instructors available with Mental Health First Aid certificates and experience working in the mental health field. Ongoing training is offered to staff in active listening and community resources 

City First Aid supports training and development of Instructors in conflict resolution and de-escalation. 

 

If learners become distressed in class, the instructors will either  a) send the class out on a break OR

b) encourage the learner to go to a quiet place outside for some fresh air and come back when ready. 

If others are at risk due to threats of another learner the class will leave and the police will be called.   

 

An in class pastoral care plan could include

1. Establish clear boundaries and expectations around time limits, for example, “The class is break for 15 minutes, let's chat. If at the end of the time you don’t feel able to continue with class, let’s rebook you for another day”

 

2. Instructors will listen actively and non-judgmentally to ākonga/learners. Taking the time to understand their situation to build trust and rapport.

 

3. Instructors will provide support, encouragement and guidance by helping ākonga/learners identify their resources, strengths and abilities.

 

4. We will aim to respect the person’s beliefs, values and culture when providing pastoral care. Validate their feelings by offering understanding and compassion without judgement or criticism. 

 

5. Instructors may offer community resources, such as mental health crisis services, family violence support agencies or other resources that may be beneficial for ākonga/learners 

https://mentalhealth.org.nz/helplines

 

6. Allow the ākonga/learners to have a say in how they would like to proceed with their situation or issue at hand, while also helping them stay within any boundaries set.

 

7. Ensure confidentiality and privacy of all information shared unless ākonga/learners is unsafe to self or others, or legally obligated otherwise (e.g., mandated reporting of abuse). 

 

8. Be aware of potential ethical issues, such as people with impaired judgement due to mental illness or substance misuse and/or abuse, or other issues. 

 

9. Carefully document all interactions with ākonga/learners so there is an accurate record in case further follow up is needed at a later date . 

 

Ākonga/Learners are invited to identify any learning or disability challenge when booking their first aid training course.

 

Learners are invited to speak with their instructor before class to seek assistance for any learning or disability challenge.

 

Private company bookings are sent our “information for instructors” form asking stakeholders to identify any known challenges for enrolled ākonga/learners.

 

City First Aid aims to create a supportive peer culture inside the classroom and encourage ākonga/learners to work with others to discuss and problem solve first aid scenarios

 

Learners will be supported through instructor feedback. As assessments and class activities are used to guide ākonga/learners to apply theories and skills in real life situations.

 

Assessment processes and activities will be used to guide feedback.

 

Responding to distinct wellbeing and safety needs of international students.

 

International learners will be given the same consideration as all ākonga/learners 

All ākonga/learners are welcome to bring a support person with them. As all instruction and assessment is completed in English, a language interpreter can be used as a support person.

 

A support person should only support one ākonga/learner and may not complete any assessment scenario activities for the ākonga/learner. A support person will not receive a First Aid certificate unless also booked into the training. 

 

City First Aid training aims to partner with ākonga/learners for better understanding of the impact of diversity in providing first aid training and treatment. 

Primary Reference: The Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 (the Code)