Scope
What this standard applies to
Governance, academic management, course design, teaching, learner assessment, staff competence, learner services and learning environments across every site and delivery mode expressly included in the application.
Structure
Sections, requirements and evidence
CQ-IA-01.1Legal identity, mission and governance2 requirements
- The provider identifies the accountable legal entity, trading names, ownership, governance roles and every site or digital operation within scope.
- Its stated mission, educational objectives and public claims are accurate, lawful and consistent with the services actually delivered.
- Corporate records, organisation chart, delegated authorities, risk register and public-information sample.
Evidence is sampled according to scope, risk and delivery model; this list is not exhaustive.
CQ-IA-01.2Management and administration2 requirements
- Responsibilities, operational controls, capacity planning and escalation routes are documented and understood by the people who use them.
- Enrolment, scheduling, attendance, fees, cancellations and record keeping are controlled consistently across the declared provision.
- Operating procedures, service records, staffing and capacity data, sampled learner files and management minutes.
Evidence is sampled according to scope, risk and delivery model; this list is not exhaustive.
CQ-IA-01.3Internal quality assurance2 requirements
- The provider operates a documented cycle for setting objectives, monitoring indicators, reviewing risks, investigating problems and verifying corrective action.
- Quality conclusions use multiple sources, including learner outcomes, observation, complaints, feedback and delivery data; favourable feedback alone is insufficient.
- Quality plan, indicators with definitions, internal-review reports, issue logs, root-cause records and completed corrective actions.
Evidence is sampled according to scope, risk and delivery model; this list is not exhaustive.
CQ-IA-01.4Communication with staff2 requirements
- Staff receive current information on roles, courses, learners, safeguarding, assessment, changes and quality expectations in time to act correctly.
- The provider records material briefings and checks that critical instructions have been understood and implemented.
- Induction records, staff handbook, meeting records, change notices and interviews across role groups.
Evidence is sampled according to scope, risk and delivery model; this list is not exhaustive.
CQ-IA-01.5Communication with learners and clients2 requirements
- Before enrolment, information on level, objectives, duration, mode, fees, assessment, certification, support and cancellation is complete and not misleading.
- Learners can access timely progress information, raise concerns and receive a reasoned response without disadvantage.
- Website and marketing sample, enrolment terms, learner handbook, progress reports, complaints and response-time records.
Evidence is sampled according to scope, risk and delivery model; this list is not exhaustive.
CQ-IA-01.6Course design and academic systems2 requirements
- Each course has an identifiable rationale, target group, entry level, intended outcomes, syllabus, learning time, teaching approach and review owner.
- Placement and progression decisions use documented criteria appropriate to the programme and are periodically checked for consistency.
- Course specifications, CEFR or other level mappings with rationale, placement tools, schemes of work and documented curriculum reviews.
Evidence is sampled according to scope, risk and delivery model; this list is not exhaustive.
CQ-IA-01.7Teaching and learning2 requirements
- Teaching is planned from intended outcomes and learner needs, provides meaningful language use and is adapted using evidence of learning.
- Observation and academic support evaluate classroom or online practice against shared criteria and lead to recorded developmental action.
- Lesson plans and records, sampled learner work, observation notes, feedback to teachers and follow-up evidence.
Evidence is sampled according to scope, risk and delivery model; this list is not exhaustive.
CQ-IA-01.8Learner assessment and certification2 requirements
- Assessment tasks sample the intended outcomes, use stated criteria and support dependable decisions appropriate to their consequences.
- Results, feedback and certificates are accurate, traceable, securely issued and never claim a status beyond the evidence available.
- Assessment specifications, tasks and criteria, moderation samples, decision records, result reports and certificate controls.
Evidence is sampled according to scope, risk and delivery model; this list is not exhaustive.
CQ-IA-01.9Academic resources2 requirements
- Learning materials, platforms and reference resources are suitable for the outcomes, learners, languages and delivery modes for which they are used.
- Selection, accessibility, copyright, version control and review of core resources are assigned and documented.
- Resource inventories, approval and review records, platform access tests and samples from the declared provision.
Evidence is sampled according to scope, risk and delivery model; this list is not exhaustive.
CQ-IA-01.10Learner services, wellbeing and access2 requirements
- Admissions, orientation, support, complaints, safeguarding and emergency arrangements reflect learner age, vulnerability, location and delivery mode.
- Reasonable access arrangements remove avoidable barriers without changing the learning outcomes or integrity of decisions.
- Support and safeguarding procedures, accessibility requests and outcomes, incident records, complaints and learner interviews.
Evidence is sampled according to scope, risk and delivery model; this list is not exhaustive.
CQ-IA-01.11Staff competence, development and employment3 requirements
- Role profiles define the qualifications, language competence, teaching or assessment expertise and experience required before appointment.
- Induction, observation, appraisal, standardisation and continuing development respond to evidence of individual and organisational need.
- Employment terms, workloads and performance processes are lawful, transparent and compatible with safe, consistent educational delivery.
- Role profiles, verified staff files, contracts, workload data, observation and appraisal records, CPD plans and authorisations.
Evidence is sampled according to scope, risk and delivery model; this list is not exhaustive.
CQ-IA-01.12Learning environment and digital delivery2 requirements
- Physical and online environments are safe, accessible, reliable and suitable for the group size, activities and learner needs.
- The provider tests continuity, privacy, identity, access and technical-support controls for each digital or blended mode in scope.
- Site walk-throughs, platform tests, accessibility checks, incident and continuity records, equipment inventories and user interviews.
Evidence is sampled according to scope, risk and delivery model; this list is not exhaustive.
Indicators
What effective implementation looks like
- A claim is accepted only when policy, sampled records, observed practice and stakeholder accounts are coherent.
- Sampling covers the sites, modes, learner groups, languages and staff roles that materially affect the approved scope.
- Nonconformities require root-cause analysis, proportionate correction and objective evidence of effective implementation.
Related Certiqual guidance
How the requirements are interpreted in practice.
Evidence in institutional inspection
Guidance on defining the inspection universe, triangulating evidence and closing findings.
Open the guidanceEvidence mapping template
A requirement-level method for distinguishing documented design, implementation evidence and outcomes.
Open the guidanceVersion history
Decisions remain linked to their basis.
Current published version.
Future versions will be added without overwriting this record.