Accredited centre and qualification pathways
Summit AP is an accredited centre. Being an accredited centre means we are able to support learners to work towards recognised qualifications through an approved awarding organisation.
“Learners are supported to work towards appropriate qualifications depending on their starting point, attendance, engagement and agreed pathway.”
Awarding body and learning pathways.
Accrediting organisation
iCQ (I Can Qualify)
Summit AP delivers qualifications through iCQ, our approved awarding organisation. Our core offer sits within iCQ’s Preparation for Work category, and in particular the WorkSkills suite of practical, work related qualifications that recognise employability, personal effectiveness and readiness for the next step.
Because WorkSkills is available at several levels and credit sizes, we can match the qualification to the young person rather than the other way round. A learner with low attendance might begin with a small three credit Award and build from there, while a more settled learner may work towards a Certificate or Diploma.
- Entry Level / Level 1 Award in WorkSkills (3, 6 and 9 credit versions)
- Entry Level / Level 1 Certificate in WorkSkills
- Entry Level / Level 1 Diploma in WorkSkills
- Level 2 Award in WorkSkills (6 and 9 credit versions)
- Level 2 Certificate in WorkSkills
- Level 2 Diploma in WorkSkills
- Level 3 Certificate in WorkSkills
- Companion awards: Level 2 Introduction to the Workplace and Level 2 Equality and Diversity
Introduction to the Workplace and Equality and Diversity sit alongside the WorkSkills pathway as companion qualifications. They help learners understand expectations at work, rights and responsibilities, respectful behaviour and how to work well with others.
Pathways are selected according to each learner’s needs, readiness and referral plan. We recognise that some young people need a calm, structured and relational environment before they can successfully access formal learning.
We do not overpromise outcomes.
Every young person’s journey is different. Some learners are ready to register for and complete a qualification within a clear timeframe. Others may need a longer period of confidence building, attendance recovery and gap filling before assessment becomes appropriate.
We talk openly with referring schools and commissioners about what is realistic for each learner. The goal is meaningful, achievable progress, not a qualification at any cost.
Our commitment
A guaranteed qualification for every young person who attends.
We are confident enough in our practice to make this promise: every young person who attends their allocated sessions will leave Summit AP with a genuine, recognised qualification. For some learners that may be a single unit credit within the iCQ WorkSkills suite, but it is a real qualification, accredited through our awarding body and recorded as a tangible achievement they can take with them.
Because WorkSkills is built from flexible units, we can size the award to what each learner can realistically complete. We are not promising every learner a full Diploma, we are promising that attendance leads to a verified outcome, however modest, rather than leaving with nothing. That matters for confidence, for evidence of progress, and for the next step.
Many learners need more than a registration.
They need routine, confidence, emotional safety, literacy and numeracy support, practical relevance and trusted adults who can help them believe they are capable of achieving.
- Baseline assessment
- Individual learning aims
- Functional maths and English support
- Portfolio building where relevant
- Practical learning evidence
- Tutor support
- Progress reviews
- Confidence building
- Preparation for assessment
- Communication with the referring school or commissioner
Pathways shaped around the learner.
WorkSkills suite
Tailored Vocational Awards
Practical Skills
Design and Technology
Physical Education and Fitness
Personal Development
Employability and Future Pathways
From disengagement to achievement.
Our aim is to help young people move from disengagement to achievement by making learning feel purposeful, structured and possible, at a pace and in a form that fits the individual.