Complaints and suggestions
At JGA, we try to get things right every time, but we know there’s always room for improvement. If you have any complaints or suggestions, we want to hear from you.
If you have a complaint or concern, your first step should be to speak with your tutor or assessor. If you feel you’re unable to do this or are not satisfied with their response, you can make a formal complaint.
When submitting a complaint, please provide as much information as possible to help us investigate (e.g. date, time, location, names of people involved and a description of the issue).
You can submit complaints anonymously. However, providing your contact details will allow us to follow up with you for more information, if needed, and respond more effectively. The process for making a formal complaint and the expected response are outlined in the JGA Complaints procedure.
We regularly collect feedback from all our learners and employers in a variety of ways. Here is a summary of some of the recent issues identified, and the actions we have taken to resolve them.
| Who said it? | What did they say? | What did we do? |
|---|---|---|
| Service Designer Apprentices | Assignment briefs are ambiguous and difficult to understand | Redesigned assignment briefs, simplifying language and making expectations clearer |
| GCS (Employer) | Wanted hybrid delivery for seminars | Reviewed content and adjusted delivery model to accommodate both face to face and online delivery |
| Events Assistant Apprentices | Would like opportunities to meet face to face and host events | Each learner is given the opportunity to host a seminar at their workplace venue with the agreement of their line managers |
| Health & Social Care learners | Would like time between workshops to complete work and catch up | Delivery schedule updated to allow for built-in catch-up weeks and observations |
| Film and TV bootcamp learners | Content was quite theory heavy and needed some more practical aspects | Consulted with industry experts to revise the curriculum and delivery model to make the course more engaging; now includes the creation of music videos and tours of production studios |
| Spectator Safety bootcamp learners | Found attending face to face delivery difficult due to shift work | Moved some workshops online and gave an option of dates and times to work around individual learner circumstances |
| Marketing Manager Apprentices | Learners working in the charity sector found contextualising some topics difficult | Content reworked to separate out not for profit perspectives and created a separate cohort for more focused teaching and delivery |
| Systems Thinking Practitioner Apprentices | The first cohort considered the programme to be too theoretical, with not enough practical input | Working closely with the main employer, the End Point Assessment Organisation and a wide range of STP experts, we completely redesigned the programme to create a better balance of practical and theoretical sessions, building in “round table” opportunities for group discussion and sharing of ideas |
| Apprentices (general feedback) | Felt some overwhelm with assignments, that there were too many pieces or repetitive tasks | Reviewed all assignments being set to allow for different types of assessment; reviewed KSB mapping and scaled back or updated assessments to consolidate learning and avoid over assessing |