Student Protection Plan

This section outlines an assessment of the risks that may trigger our Student Protection Plan.

The likelihood that the School will cease to operate is very low due to its strong and well-considered business plan, market research results, strong partnerships, the successful track record of the founders and the execution team, and the financial strength of Geeks Ltd, our investing sponsor, which is also 100% owned by the School founders/shareholders. We have an absolute commitment to the success of both the School and our students. We have already put in place appropriate measures to secure and ensure such success, and we will continue to review and expand these measures as necessary.

Mitigation: The contract between the School and the financial sponsor, Geeks Ltd, obliges the sponsor to refund and compensate students in the event that the School ceases operations. Please see the Refunds and Compensation Policy.

Impact on students:

-Mature part-time students: Should the risk of operation cease materialise, mature part-time students could face significant disruption in their academic pursuits. These students often juggle their studies with other responsibilities such as work, family, or both. They have chosen a part-time study mode to align with their life's demands and commitments. Consequently, an abrupt discontinuation may not only waste the time and effort they've invested but could also affect their confidence and motivation to re-enter the educational scene. Moreover, the financial implications, even if the tuition is refunded, can be burdensome, given potential associated costs such as childcare, commuting, or study materials that these students might have already committed to.

-Mature full-time students: For mature full-time students, the cessation of School operations could be especially challenging. These individuals have likely taken significant time off from their careers or made considerable personal sacrifices to pursue their studies full-time. They have put their trust in London School of Innovation as the stepping stone for a major career shift or advancement. A sudden halt in operations would not only derail their academic progress but could also delay their professional trajectory, and add to the financial stress, considering the opportunity cost of leaving full-time employment or other engagements. They may also find it difficult to transition to another institution or resume their previous roles, especially if they've been out of the workforce for an extended period.

-International students: International students are particularly vulnerable if the School ceases to operate. Beyond the academic setback, they face unique challenges such as visa status complications, potential loss of their right to study or stay in the UK, and the financial burden of additional international travel and housing commitments. The emotional strain of uprooting from their home countries and then facing uncertainty in a foreign land can be considerable. They have chosen London School of Innovation not just for its academic promise but also for its global reputation and the prospect of studying in the UK. The impact of the School's discontinuation can have far-reaching consequences on their educational and life goals, possibly influencing their perception of overseas education.

The risks of site closure are very low since the School founders/shareholders own the campus building (100-year lease).

Mitigation: All operations, content and education provided by the School are delivered through a digital system, making it feasible to continue operations remotely in the event of disasters with minimal interruptions.

Impact on students:

-Mature part-time students: The closure of the campus or site may initially be a less pronounced concern for mature part-time students, as their limited time on-site aligns with their already flexible schedule. However, the loss of on-site resources, networking opportunities, or face-to-face interactions could hinder their academic progression and the value they derive from the programme. Many might have selected the School, in part, due to its proximity to their residence or workplace. Transitioning to a wholly remote mode might challenge those who rely on on-campus facilities for focused study, away from home distractions.

-Mature full-time students: The full-time mature students, having chosen a more immersive approach to their education, would likely feel the effects of a campus closure more acutely. Access to on-site resources, labs, workshops, and the campus environment plays a pivotal role in their learning experience. While the digital system offers continuity, the sudden switch to a completely remote learning mode might disrupt their rhythm, especially for those who thrive in a collaborative and physical learning environment. Furthermore, these students may miss out on networking events, seminars, or other on-campus activities crucial for their academic and career development.

-International students: The impact on international students would be multi-faceted. Many choose to study abroad for the cultural and immersive experience that goes beyond just the curriculum. A campus closure deprives them of this unique experience. The lack of a physical campus can also affect their accommodation decisions, especially if they reside in School-affiliated housing. There's also the emotional aspect; many international students seek a sense of community and belonging when they're so far from home. The campus often serves as a sanctuary and a place to forge bonds. Transitioning entirely online might lead to feelings of isolation or detachment from the institution and their peers.

The loss of degree-awarding powers or School status is very unlikely. This is due to the School’s state-of-the-art academic governance system (AGS) and the fact that the quality of education and governance is a primary business interest for the School (alignment of interest). This is due to the long-term business model and fee programme of the School and its investment in the outcomes. A full discussion of individual Conditions of Registration and associated mitigations follows.

Impact on students:

-Mature part-time students: A loss or suspension of registration could seriously affect the perceived value of the qualification mature part-time students are working towards. These students, already managing various responsibilities, trust the institution's validity and its capacity to offer a recognized qualification that will enhance their professional prospects. They may have invested in the School, both financially and time-wise, expecting a smooth academic journey. The news of registration problems can be demotivating and may result in financial and academic setbacks. If students need to transfer to another institution, this process might not be straightforward, given the specific modules they might have taken, and the potential discrepancies in credit recognition.

-Mature full-time students: For mature full-time students, the repercussions of such a risk are even more profound. Having committed fully to their studies, expecting the School to deliver on its promises, the uncertainty surrounding the validity and recognition of their degrees could have a significant impact. Such students may have put other career opportunities on hold or made sacrifices in their personal lives to pursue this qualification. The potential fallout from a loss or suspension of registration could see them lose valuable time, money, and momentum in their academic and career trajectories.

-International students: For international students, a loss or suspension of registration could have implications beyond just academics. Their visas and right to study in the UK might be directly linked to their enrolment at the School. If the School's registration is compromised, their immigration status could be in jeopardy, leading to potential deportation or a forced change of institution. Additionally, they've made significant financial and emotional investments to study abroad, and such a setback could be mentally and financially taxing. The uncertainty and potential disruption to their studies might also affect their overall well-being and their trust in international education systems.

Clearer Picture of the Current Degree-Awarding Powers Status:

The School has applied for New Degree-Awarding Powers (New DAPs).

Risks of Not Being Awarded New DAPs:

The School will only recruit students for online programmes before the final New DAPs decision is made. The School is aware of the risks and implications for these prospective students if the New DAPs application is not approved, including:

1. Risk of Inability to Commence: Online programme applicants might be unable to start their chosen degree programme, causing uncertainty and disrupting their academic, career, and personal plans.

2. Risk of Delays: Delays in starting their online studies could force applicants to seek alternative institutions, potentially missing deadlines or waiting for the next intake, with practical and financial impacts.

3. Risk of Limited Programme Availability: Applicants might find their preferred programmes unavailable elsewhere in the same format, affecting their educational and career prospects.

4. Risk of Emotional Impact: Uncertainties, delays, and the need for alternatives may cause significant emotional stress for applicants.

The inability to start a programme can particularly affect mature part-time and full-time students, as well as international students, leading to significant emotional stress, financial strain, and disruption of personal plans:

- Mature Part-Time Students: For mature part-time students, delays in starting their online programme can cause significant frustration and anxiety. Balancing education with existing work and personal commitments is challenging, so a delayed start can disrupt their schedules. Uncertainty about when they can begin their studies may also undermine their confidence and motivation.

- Mature Full-Time Students: Mature students intending to complete their online programme on a full-time basis might experience substantial emotional strain if their programme start is delayed. For example, having potentially left their jobs or reduced professional activities, they may struggle with the uncertainty of their educational and career paths. Financial difficulties may arise from prolonged unemployment, and the disruption could lead to increased feelings of disappointment and instability in their personal lives.

- International Students: International students who have registered to do an online programme at an international institution may face heightened emotional and practical challenges if their programme there is delayed.

We believe, given our highly experienced senior leadership team, including successful entrepreneurs and a globally renowned board of governors, the likelihood of our New DAPs application being denied is low. Further, our Director of Education, with over 20 years of experience including a role as a global education director, adds strength to our application. We have a proven track record, having trained over 300 individuals through our technology academy. Significant investments in digital and physical resources, such as our bespoke, online AI-powered learning platform have been regarded as credible already by OfS assessors in our quality and standards assessment.

With a strategically developed business plan, regulations and policies, infrastructure, and substantial financial commitment, we believe our New DPAPs application is well-positioned for approval.

We will, however, help all online applicants if we were not awarded NDAPs. These steps include:

1. Alternative Institutions: We will guide applicants to alternative accredited institutions with similar programmes, ensuring they have viable options to continue their education. We will have a database of such institutions.

2. Helpline: We will assign a dedicated member of staff to provide services to help applicants explore other opportunities, specifically tailored to their individual goals and needs.

3. Application Assistance: We will offer advice on applications to other institutions.

4. Fees: We will not take any money until after New DAPs are awarded.

5. Resources: We will offer webinars and online resources on alternative educational and career opportunities, ensuring applicants stay informed and prepared for their next steps.

This is all consolidated by other mitigation measures provided in this student protection plan.

Risks of Not Being Able to Retain New DAPs during the probationary period, or DAPs beyond the probationary period:

We are also aware of the risks in being awarded New DAPs, but not being able to keep them during the probationary period; or DAPs after the probationary period:

- Mature part-time students: A potential loss or suspension of the School’s DAPs might lead to doubts and concerns about the integrity and validity of their ongoing education. For mature part-time students who are often balancing work and other life commitments with education, any uncertainty in the quality and legitimacy of their qualification can be especially distressing. They might have to reconsider their commitment to the programme, especially if they need the degree for career advancement or a switch in roles. The inability of the School to award a recognised degree would diminish the return on their investment of time, effort, and finances.

- Mature full-time students: For those who have devoted themselves to full-time study, the impact could be even more profound. These students might have left their jobs or taken sabbaticals to pursue the degree. The promise of a recognised and reputable qualification from the School could have been a significant motivation. The jeopardy of degree-awarding powers could result in a severe disruption to their academic and career timelines. They would have to scramble for alternative arrangements, such as transferring credits to another institution, which may not always be seamless.

- International students: International students often opt for overseas education after a thorough evaluation of the institution's reputation, the value of the degree in the global market, and its recognition in their home countries. Any challenge to the School's degree-awarding status can jeopardise their primary reason for studying in the UK. Furthermore, their visa statuses are often contingent on their enrolment at recognised institutions. Should the School lose its degreeawarding powers, it could lead to a cascade of challenges, including potential visa violations, additional costs in finding and transitioning to another institution, and the emotional distress of uncertainty in a foreign land.

The loss of DAPs powers or School status is unlikely. This is due to the reasons provided above and the School’s state-of-the-art academic governance system (AGS) and the fact that the quality of education and governance is a primary business interest for the School (alignment of interest). This is due to the long-term business model and fee programme of the School and its investment in the outcomes and success of its students.

Mitigation: The School will have strong quality assurance processes, procedures and technology in place, ensuring good governance, student protection, and strong value for money. The governance arrangements ensure quality assurance oversight and strong analytics capabilities for real-time inspection by the School’s Board of Governors, senior academic authority as well as the authorities. Please see below for a full exploration of steps in mitigation regarding each criterion for Degree Awarding Powers.

Clearer Mitigations on What Plans Are in Place Should We Not Achieve New DAPs /Retain New DAPs/ or DAPs:

As outlined in Section 4, our School prioritises student education and success, and we assess the risk of not achieving or retaining degree awarding powers to be low due to our significant experience, resource commitments, and stable recruitment:

A. We have outlined the steps we will take to help applicants if we were not awarded New DAPs above.

B. To further address mitigations, should we not retain New DAPs during the probationary period, or DAPs after the probationary period:

I. We have a "teach-out" policy to ensure students can complete their degrees:

1. Immediate Notification: Inform students and staff promptly about the closure and our teach-out plan.

2. Continued Instruction: Ensure academic excellence by maintaining course delivery with experienced faculty.

3. Degree Completion Plan: Create a structured timeline for students to complete their degrees efficiently.

4. Academic Support: Provide targeted academic resources and support to enhance student success.

5. Transfer Options: Facilitate transitions to other accredited institutions for those seeking alternative paths.

6. Financial Compensation: Implement financial refunds or compensation as agreed to mitigate any impact.

II. If unforeseen circumstances prevent us from continuing, we will activate a “transfer plan”, working with institutions and regulatory bodies to ensure smooth student transfers. This plan includes:

1. Establish Partnerships: Form agreements with accredited institutions to secure transfer pathways.

2. Develop Transfer Protocols: Create efficient protocols for transferring student records and credits.

3. Engage Regulatory Bodies: Collaborate with regulatory bodies to ensure compliance and support.

4. Offer Transfer Advising: Provide dedicated advising to guide students through the transfer process.

5. Monitor Progress: Regularly review and adjust transfer agreements based on student feedback.

C. Moreover, our agreement with the financial sponsor guarantees refunds and compensation if the School ceases operations, enforceable by the School or the OfS for full student protection.

This is a very low risk. As we are a functional-based School in software engineering, we offer our courses based on the practical needs of employers and the UK labour market. Our programmes are specific in focus and designed based on a deep market understanding and professional expertise of the team at Geeks Ltd, our financial sponsor.

Mitigation: The School will have multiple suitable lecturers and module leaders available for each module in the curriculum, either as full-time employees of the School or as guest lecturers and module leaders, ensuring our capability to deliver programmes without interruption.

Impact on students:

-Mature part-time students: An inability to deliver programmes or key components can disrupt the scheduled learning pathway for mature part-time students. Given that they often have tailored their schedules to fit in their academic commitments amidst other responsibilities, any sudden changes can cause inconvenience. If modules or entire courses are altered or delayed, it might not align with their personal or professional timelines. Furthermore, part-time students often choose specific programmes because they offer specific skills or knowledge beneficial to their current or prospective roles. Any deviation from this can affect the value they derive from their education.

-Mature full-time students: Full-time mature students, who have taken significant breaks or shifts from their careers, will be deeply affected by any disruptions. They've committed to the programme expecting timely completion and a structured learning experience. Any changes to course content or delays can derail their academic progression and further delay their re-entry into the professional world. Moreover, if certain components are dropped or altered, it can also compromise the depth and breadth of their learning, affecting their preparedness for future opportunities.

-International students: For international students, any significant changes in the course structure or its components can be problematic. Firstly, they've committed to studying overseas based on the specific offerings of the School. Any deviation from this can be seen as a breach of their initial agreement. Moreover, their visa and immigration statuses are often tied to specific courses and their duration. Any substantial changes can lead to visa complications. They also face the added stress of explaining such changes to sponsors, parents, or prospective employers back home, which can lead to doubts about the credibility of their education journey.

This is a very low risk. The School’s management team has long and significant experience in compliance with UKVI sponsor licence conditions as employers. In multiple Home Office audits, our management systems and records have been identified as not only compliant but exemplary. We are implementing the same systematic approach and technology-driven mechanisms to ensure compliance with the School’s Student visa sponsorship duties (once granted by the UKVI).

Mitigation: The quality and compliance team will take a self-critical approach to UKVI compliance including detailed scrutiny and periodic mock audits to identify and minimise any potential risks.

Impact on students:

-Mature part-time students: If they are domestic students, this risk may not directly impact them. However, they might experience indirect effects, such as a decrease in the diversity of their classes or the potential financial impact on the institution if a significant portion of the student population is international and affected by this risk. This could lead to changes in resources, faculty, or course offerings that indirectly affect their educational experience.

-Mature full-time students: Similarly to part-time mature students, if they are domestic, they won't face direct implications. Yet, they might feel the broader institutional effects more acutely, given their greater immersion in the School environment. The absence or decrease of international perspectives in the classroom can affect the richness of class discussions and collaborative projects. Also, any financial repercussions the School faces might lead to changes in tuition, availability of resources, or other aspects of their education.

-International students: The impact on international students is direct and profound. The loss of a Tier 4 Licence means that the School can no longer sponsor new international students or extend the visas of current ones. This could lead to an abrupt halt in their studies, forcing them to transfer to another institution, return to their home countries, or face potential immigration violations. The financial, academic, and emotional toll can be significant. Not only do they face the uncertainty of their academic futures, but they also have to navigate the complexities of visa regulations, potential loss of tuition and housing costs, and the emotional distress of an unexpected disruption in their academic journey. The reputational damage to the School can also make their qualifications less recognised or valued in the job market, both in the UK and in their home countries.

The risk of disruption or incapacitation due to loss of key staff is very low. Our operations run on the School AGS system as we have outlined in the business plan. This system ensures that all actions and decisions are systematic with a clear audit trail. It also ensures smooth handover processes. No particular staff member of the School is currently irreplaceable, and we intend to continue to ensure that there is no single member of staff whose departure would cause significant disruption to School operations.

Mitigation: More than one person will be competent and responsible for each key area of responsibility. While we will make all reasonable efforts to keep all key personnel, in the case of unwanted loss of key staff, other members will be able to cover their responsibilities. Substantial use of the AGS system for key systems and processes also helps with consistency and handover in case of staff turnover.

Impact on students:

-Mature part-time students: Loss of key staff can lead to potential disruptions in the delivery of specific modules or even the overall direction of their courses. Given their limited engagement hours, even minor disruptions can disproportionately affect their learning journey. The departure of faculty with whom they've established a rapport can also affect their motivation and engagement levels. However, since their interactions with the School are comparatively fewer, the overall impact might be relatively contained.

-Mature full-time students: These students, being more deeply immersed in the School environment, might feel the effects more profoundly. The loss of a faculty member who has been integral to their course can disrupt their academic momentum, especially if they've established mentoring relationships or were engaged in specific projects with the faculty member. Additionally, changes in administrative or leadership positions can bring shifts in academic priorities or policies, which could indirectly impact their experience.

-International students: Beyond the academic implications, international students might also face administrative challenges with the loss of key staff, especially those involved in international student services or visa-related matters. Building trust and understanding with staff members who are attuned to their unique challenges is essential for these students. A sudden departure can bring feelings of instability or uncertainty, especially if they're in the midst of addressing visa, accommodation, or other critical issues. They rely on consistent and knowledgeable guidance, and the loss of familiar faces can be unsettling.

This section outlines the student protection measures that we will put in place to protect the continuation of your studies at the School in response to a risk being triggered.

● We consider all of these risks unlikely to crystallise. Nevertheless, as a responsible provider of Higher Education, we have implemented measures to mitigate them.

● In particular, we have ensured substantial and adequate credit facilities and a legally binding obligation of financial support from our sponsor, Geeks Ltd.

● This obligation is an unqualified undertaking enforceable by court action (by either the School or the OfS, independently or jointly) to meet the financial obligations of the School as they fall due, or to put the School in funds so that it may itself meet those obligations, if unable to do so.

● This financial obligation will extend throughout the entirety of the initial grant of Degree Awarding Powers. If the OfS deems it necessary, we will continue to periodically renew this obligation upon renewal of our Degree Awarding Powers until the School has a financial position adequate to assure the protection of all students in its own right. We will make any changes the OfS deems necessary to ensure this binding obligation to the satisfaction of the OfS throughout the relevant grant of Degree Awarding Powers.

In the areas where we consider the risk to be increased, we will put in place the following measures to preserve study continuation for our students.

2.1. The agreement between the School and the financial sponsor, Geeks Ltd, obliges the sponsor to refund and compensate the students in the event that the School ceases to operate. This obligation will extend throughout the initial grant of Degree Awarding Powers (to be renewed, as necessary, upon re-application). It is enforceable by the School directly or by the OfS, as required to ensure complete student protection.

2.2. All operations, content and education provided by the School are delivered through an accessible digital system, making remote operations feasible and accessible in the event of a disruption.

2.3. The School has strong quality assurance processes, procedures and technology in place, which collectively ensure adherence to the Association of Schools Code of Good Governance. The governance arrangements ensure quality assurance oversight and strong analytics capabilities for real-time oversight by the School’s Board of Governors, senior academic authority, and (as necessary) regulatory authorities.

2.4. The School will ensure access to multiple potential lecturers and module leaders for each module in the curriculum, ensuring the School’s capability to deliver the programmes without interruption.

2.5. The Quality and Compliance Team will take a self-critical approach to UKVI compliance with detailed scrutiny and proactive mock audits to minimise risks in this regard.

2.6. We will train more than one person for each key area of responsibility. While we will make all reasonable efforts to keep our key personnel, multiple members of staff will be able to cover all responsibilities, facilitated by the AGS system.

This section sets out our policy on refunding tuition fees and other relevant costs.

• The School is committed to ensuring that if it makes any changes to the portfolio of courses it delivers it will ensure that arrangements are in place to teach our students progressing normally through those courses. The School does not foresee at this time the likelihood of any circumstances where this would not be the case.
• As part of our Admission/Enrolment process, students will see and confirm an understanding of our Tuition Fees Policy as well as the Refunds and Compensation Policy.
• All the relevant stakeholders will be aware of the implications of the mentioned policies and their changes to ensure student protection.
• If there is any unforeseen circumstance leading to the School not being able to preserve the continuation of study, then the School would consider such a case on its individual merits and look to offer ways of mitigating the situation through, for example, the alternative provision within the School or provision at another provider.
• Where such mitigation caused any additional cost for students in terms of travel, fees, additional years of study or any other demonstrable additional expenses, then the School would ensure such additional expenses did not result in loss to students.
• In cases in which a refund of the fee to students is required (almost in cases where there is no alternative mitigating way), the fee will be refunded based on the School’s Refunds and Compensation Policy.

This section sets out how we will let our students know about our student protection plan

• We link to our Student Contracts section of our website, where our Student Protection Plan will be published, from all of our course pages.
• We will publish the link to the plan on the website and AGS for current and future students.
• We will send our Student Protection Plan to the course leaders of all programmes. We will also include our Student Protection Plan in the documentation that we provide to staff proposing new courses and amendments to courses.

• The Student Protection Plan will be reviewed by the Board of Governors which (after Approval by the OfS and reaching 500 enrolled students) will include student representatives.
• We will engage student representatives in any changes or further development/expansion of our consumer protection arrangements.

• In the event that we need to implement our student protection plan, we will write to affected students within 10 working days of becoming aware of this need.
• This communication will normally be to initiate discussion on the best possible outcome for students on an individual basis.
• In the unlikely event of our being unable to preserve the continuity of study for a whole cohort, the communication will set out our proposed approach for agreeing on a solution, normally in conjunction with our student representatives.
• In the event that we need to make material changes to any course, we will write to students within 10 working days of the decision to make material changes.
• Except in the most exceptional circumstances, such changes will have already been discussed through our normal mechanisms for liaison with students at the course and departmental levels.

At our School, we prioritise the education and success of our students and understand the concerns that may arise in the unlikely event of mid-degree closure. We consider the likelihood of mid-degree closure to be very low due to our significant resource commitments, non-reliance on public funds, and measured student recruitment numbers.

However, To address these concerns, we have established a policy of "teach-out," which involves the provision of ongoing academic instruction and support to students to ensure that they successfully complete their degree program, achieve their academic goals, and receive their intended award.

In the event that our School is entirely unable to continue providing education to enrolled students due to unforeseeable circumstances, such as financial challenges, unforeseen natural disasters, or if mandated by the Office For Students or another authority, we will activate our transfer plan. This plan entails collaborating with relevant stakeholders, including other institutions and regulatory bodies, to facilitate the transfer of affected students to other institutions where they can continue and complete their studies.

We understand that the prospect of transferring to another institution mid-degree can be unsettling for students. Therefore, if such an unlikely situation were to transpire, we would work closely with our students to ensure that the transfer process is as smooth and seamless as possible. This includes providing guidance and support throughout the transfer process, including assistance with course equivalencies and credit transfers, to ensure that students can easily transition to another institution with minimal loss of academic progress or completed credits.

In the event that a student chooses not to transfer to another institution or cannot do so due to extenuating circumstances, we have established a Refunds and Compensation Policy as set out in Sections 1.1 and 3 above. This policy ensures that students can obtain a refund for tuition and fees paid for the remaining portion of their degree program.

At our School, we are committed to ensuring the success of all our students, even in the unlikely event of mid-degree closure. We believe that our robust "teach-out" plan, combined with our commitment to supporting students through the transfer process or providing refunds, provides students with the necessary assurance and protection to pursue their academic goals with confidence.

A Student Protection Plan is a document which aims to ensure that students can continue and complete their studies or can be compensated if this is not possible.

It sets out what students can expect to happen should a course, campus, or institution close.

The measures contained in this plan are not intended to replace the protection which you are guaranteed under consumer protection law. Instead, they are in addition to these rights and protection.