You may already have much of the evidence you need.
If you are considering the ProQual Level 6 NVQ Diploma in Occupational Health and Safety Practice, your everyday work is a useful place to start. Experienced health and safety professionals routinely produce:
- Risk assessments
- Workplace inspections
- Incident investigations
- Audit reports
- Health and Safety Policies
- Training records
- Management reports
- Emergency plans
- Safety briefings
- Consultation records
- CPD records
The important question goes beyond “What documents do I have?”What competence does each document demonstrate, and which Learning Outcomes and Assessment Criteria can it support?
This guide starts with the evidence you may already produce as part of your normal job and maps it against the relevant Learning Outcomes (LOs) and Assessment Criteria (ACs).
The evidence below is arranged in the same logical sequence in which health and safety work normally happens. For example:
Identify training need Plan training Deliver training Evaluate competence
Identify hazard Assess risk Select controls Consult Implement Review
This helps your NVQ portfolio demonstrate a genuine professional process rather than simply becoming a collection of unrelated documents.
How to use this guideFind a familiar activity, identify your own contribution and follow its LO/AC mapping. These are examples that may support assessment; agree the evidence you need with your assessor.
Explore all 10 units
Follow the guide in order, or jump to the work you do most often.
Positive Health and Safety Culture and Stakeholder Engagement
Learning Outcome 1 · Promoting a Positive Health and Safety Culture
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Safety talks, briefings and campaigns A toolbox talk, safety presentation, briefing, newsletter or campaign that you personally developed or delivered to explain the benefits of good health and safety. Include evidence that it actually reached the intended audience, such as attendance records, meeting minutes or email circulation records. The same evidence may also demonstrate internal H&S communication where appropriate. | Unit 1 · LO1; potentially Unit 3 · LO2 | U1 AC 1.1, 1.3; potentially U3 AC 2.2, 2.6 |
| Commitment from decision-makers Evidence showing how you gained commitment from directors, managers and employee representatives for an H&S initiative. This could include a board paper or cost-benefit case for directors, an implementation briefing for managers and consultation records with employee representatives. It should show that you adapted your approach to different audiences and obtained approval, resources or agreed actions. | Unit 1 · LO1 | AC 1.2 |
| A safety initiative you introduced Evidence of a new safety initiative that you personally introduced, such as establishing a safety forum, launching an awareness campaign, organising a safety event or introducing an employee safety-recognition programme. Include evidence showing that the initiative was actually implemented. | Unit 1 · LO1 | AC 1.4 |
| Overcoming barriers to safety culture Evidence showing that you identified a barrier to positive safety culture, investigated why it existed and took action to overcome it. This could start with employee survey results, consultation feedback, audit findings, incident trends or meeting minutes and continue into an improvement plan, training activity or communication programme. | Unit 1 · LO1 | AC 1.5 |
Learning Outcome 2 · Developing Relationships That Improve Health and Safety Performance
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Stakeholder and responsibility mapping An organisation chart, stakeholder map, responsibility matrix or committee structure showing the people who influence health and safety performance. It should identify relevant internal parties such as directors, managers, supervisors and employee representatives and, where applicable, external parties such as clients, contractors, regulators, insurers or professional bodies. This evidence may also demonstrate how H&S responsibilities are structured for Unit 2. | Unit 1 · LO2; Unit 2 · LO1 | U1 AC 2.1; U2 AC 1.1 |
| Working with stakeholders Evidence showing that you actively supported and worked with those stakeholders, such as advisory emails, consultation records, joint inspections, contractor meetings, safety committee minutes or jointly agreed improvement actions. | Unit 1 · LO2 | AC 2.2 |
| New relationships and communication routes Evidence showing that you developed a new relationship, forum or communication route, such as establishing a contractor forum, cross-department safety group, employee-engagement forum or external professional link. Include the plan or terms of reference showing its objectives, responsibilities, timescales and how it was put into operation. | Unit 1 · LO2 | AC 2.3, 2.4 |
Health and Safety Policy Development and Implementation
- Understand the organisation
- Identify requirements
- Review the existing policy
- Consult
- Revise
- Resource
- Communicate
- Implement
- Control
Learning Outcome 1 · Understanding Existing Organisational Requirements
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Legal register or compliance review A legal register or compliance review that you maintain or contribute to, showing the health and safety legislation, standards, regulator guidance and other requirements relevant to the organisation. Ideally it should also show new or forthcoming changes and how you evaluate their organisational impact. This can support both policy development and H&S information management. | Unit 2 · LO1; Unit 3 · LO1 | U2 AC 1.4; U3 AC 1.1, 1.2 |
| Protecting people outside the organisation An assessment identifying people outside the organisation who may be affected by its activities, such as members of the public, neighbours, delivery drivers, contractors or adjoining businesses, together with the arrangements used to protect them. | Unit 2 · LO1 | AC 1.5 |
| Reviewing the existing policy A formal review or gap analysis of the existing Health and Safety Policy, identifying strengths, weaknesses, outdated arrangements and areas requiring improvement. The review should show the basis for your conclusions, such as legal change, audit findings, organisational change or risk information. | Unit 2 · LO1 and LO2 | AC 1.3, 2.1 |
Learning Outcome 2 · Developing or Revising the Policy
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Resources for policy changes A business case, budget request or management paper showing the resources needed to implement proposed policy changes. It should demonstrate consideration of staffing, competence, cost, timescales and operational constraints. | Unit 2 · LO2 | AC 2.2 |
| Consultation on the policy Consultation records showing that relevant managers, employees, employee representatives or other stakeholders were involved in developing or reviewing the policy. The evidence should show the comments received and, where appropriate, how those comments influenced the final document. | Unit 2 · LO2 | AC 2.3 |
| A revised Health and Safety Policy The revised Health and Safety Policy that you personally developed or substantially contributed to, together with evidence explaining why the amendments were necessary. | Unit 2 · LO2 | AC 2.4 |
| Policy communication and engagement A policy communication and engagement plan showing how the revised policy would be promoted to different audiences, followed by evidence of delivery such as inductions, briefings, management presentations, emails or contractor communications. | Unit 2 · LO1 and LO2 | AC 1.2, 2.5, 2.6 |
Learning Outcome 3 · Implementing and Controlling the Policy
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| A policy implementation plan A policy implementation plan showing what needed to happen after approval, including responsible persons, actions, timescales, briefing or training requirements, feedback arrangements and how implementation difficulties would be addressed. Include evidence showing that the implementation actions actually took place. | Unit 2 · LO3 | AC 3.1 |
| Policy document control A controlled copy of the Health and Safety Policy showing its version number, approval, issue date and review date, supported by a document-control register or procedure showing how current and obsolete documents are managed. | Unit 2 · LO3 | AC 3.2 |
Health and Safety Information and Communication
- Identify information
- Evaluate it
- Use it
- Communicate it
- Retain records
- Check whether communication worked
Learning Outcome 1 · Identifying and Evaluating Information
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Turning information into an improvement An example showing how information from an audit, inspection, incident, regulator update or industry source led to an actual H&S improvement. This might include the original information, your evaluation of it and the resulting revised risk assessment, procedure, control or action plan. | Unit 3 · LO1 | AC 1.1 |
Learning Outcome 2 · Managing and Communicating Health and Safety Information
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Evaluating supplier and technical information Safety Data Sheets, supplier information, equipment manuals, specifications or contractor information that you obtained and evaluated when purchasing goods, equipment or services. Include evidence showing how the information was used to develop or revise a risk assessment, procedure or control. | Unit 3 · LO2 | AC 2.1, 2.4 |
| Reviewing communication effectiveness A review of the effectiveness of H&S communication within the organisation, such as an employee survey, audit, communication review or consultation exercise showing whether briefings reach the right people, whether safety alerts are understood and whether feedback routes are being used. Include evidence of improvements made following the review. | Unit 3 · LO2 | AC 2.5 |
Learning Outcome 3 · Communicating with External Parties
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Contractor inductions and site rules A contractor induction pack or site-rules document that you issued to contractors, showing the organisation's H&S requirements, hazards, emergency arrangements and expectations. Include evidence that contractors received or acknowledged the information. | Unit 3 · LO2 and LO3 | AC 2.3, 3.4 |
| External stakeholder communications A communication to clients, customers, suppliers or other external stakeholders explaining relevant health and safety information or requirements. | Unit 3 · LO2 and LO3 | AC 2.3, 3.2 |
| Product, service and waste information Product, service or waste-related safety information that you ensured was passed to the people who needed it, such as product safety information, service risk information, waste-transfer documentation or hazardous-waste consignment information. | Unit 3 · LO3 | AC 3.3 |
| Statutory notifications and correspondence A RIDDOR submission, regulator notification or formal correspondence with an enforcing authority, showing that required information was submitted within the appropriate timescale. The same evidence can also support reactive monitoring where it relates to a reportable incident. | Unit 3 · LO3; Unit 7 · LO1/LO4 | U3 AC 3.1; U7 AC 1.6, 4.5 |
Training, Competence and Development
- Understand the work
- Define required competence
- Identify gaps
- Plan development
- Deliver training
- Evaluate whether competence improved
Learning Outcome 1 · Identifying Competence Requirements and Gaps
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Analysing jobs and activities A task inventory, department activity review or set of job descriptions that you used to understand what the organisation does and which roles or activities carry significant H&S responsibilities. Include your analysis of which roles are safety-critical. | Unit 4 · LO1 | AC 1.1 |
| Competency frameworks and training matrices A competency framework, skills matrix or training matrix showing the knowledge, skills and understanding required for particular roles. It should show how competence requirements relate to legislation, workplace risks or organisational requirements. Where the matrix covers inspectors or auditors, it may also demonstrate their competence for proactive monitoring. | Unit 4 · LO1/LO2; potentially Unit 6 · LO1 | U4 AC 1.2, 2.1; potentially U6 AC 1.2 |
| Training Needs Analysis A Training Needs Analysis, competence assessment or skills-gap analysis comparing existing capability against the competence required for each role. It should identify specific gaps at individual and/or organisational level. | Unit 4 · LO1 | AC 1.3 |
| Acting on a competence gap Evidence showing the action you took after identifying a competence gap, such as arranging coaching, mentoring, supervision, professional development, formal training or a qualification. | Unit 4 · LO1 | AC 1.4 |
Learning Outcome 2 · Planning, Delivering and Evaluating Development
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Planning a training programme A training programme, annual training plan, course outline or session plan developed from identified competence needs. It should show the target audience, learning objectives, resources, timing and practical constraints such as budget or staff availability. | Unit 4 · LO2 | AC 2.2 |
| Delivering the planned training Evidence that the planned training was actually delivered, such as the training presentation, workshop materials or toolbox-training materials together with attendance or participation records. | Unit 4 · LO2 | AC 2.3 |
| Assessing competence after training A post-training competence assessment showing whether the training actually changed workplace performance. This could include observation, practical assessment, supervisor feedback, an audit finding or reassessment of the original competence gap. | Unit 4 · LO2 | AC 2.4 |
Hazard Identification, Risk Assessment and Risk Control
- Plan inspection
- Observe work
- Identify hazards
- Assess risk
- Prioritise
- Evaluate controls
- Consult
- Obtain resources
- Implement
- Train
- Maintain records
Learning Outcome 1 · Identifying Workplace Hazards
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Inspection schedules and programmes An inspection schedule or inspection programme that you developed or used, showing which areas, activities or equipment need inspection, how often inspections are required and any statutory inspection requirements. The same programme may support proactive-monitoring arrangements. | Unit 5 · LO1; Unit 6 · LO1 | U5 AC 1.1; U6 AC 1.1, 1.3 |
| A workplace inspection you carried out A workplace inspection that you personally carried out, showing the date, location, area or equipment inspected, whether conditions were satisfactory or unsatisfactory, hazards or non-conformities identified, your comments and the corrective actions required. Where possible, show that you observed work actually being performed rather than only inspecting the physical workplace. | Unit 5 · LO1 | AC 1.2, 1.3 |
| Pre-start and Management of Change assessments A pre-start assessment, design review or Management of Change assessment completed before new equipment, a new process, workplace alteration or new activity was introduced. It should identify foreseeable hazards and the controls required before implementation. | Unit 5 · LO1 | AC 1.4 |
| Measurements and exposure monitoring Noise, dust, vibration, lighting, air-quality or other monitoring results that you selected and used because visual inspection alone was insufficient. Include evidence of why the measurement was required and how the result influenced the risk assessment. | Unit 5 · LO1 and LO2 | AC 1.5, 2.3 |
| Controlled hazard and inspection records A controlled hazard or inspection record showing how identified hazards, inspection findings and follow-up actions are retained and reviewed. | Unit 5 · LO1 | AC 1.6 |
Learning Outcome 2 · Assessing and Prioritising Risks
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| A completed risk assessment A completed risk assessment that you personally prepared or substantially contributed to, showing the hazard, people who could be affected, existing controls and evaluation of risk. The evidence should also show why the chosen assessment method was appropriate and should include employees and relevant non-employees. | Unit 5 · LO2 | AC 2.1, 2.2, 2.4 |
| A prioritised risk register A risk register showing how identified risks were ranked or prioritised, demonstrating that higher-risk matters received greater urgency or resources. | Unit 5 · LO2 | AC 2.5 |
| Risk-assessment document control A controlled risk-assessment register showing review dates, revision history and retention arrangements. | Unit 5 · LO2 | AC 2.6 |
Learning Outcome 3 · Selecting and Implementing Controls
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Identifying weaknesses in existing controls An audit, inspection or risk assessment showing that you identified weaknesses in existing controls and recommended additional or improved controls. | Unit 5 · LO3 | AC 3.1 |
| Checking controls against requirements Evidence showing that your proposed controls were checked against legislation, recognised standards, HSE guidance or accepted good practice. | Unit 5 · LO3 | AC 3.2 |
| Comparing control options A comparison of different control options showing why one control or combination of controls was selected, ideally demonstrating consideration of the hierarchy of control. | Unit 5 · LO3 | AC 3.3 |
| Costed risk-control proposals A costed risk-control proposal, business case or project plan showing the resources, timescales and practical implications of implementing the proposed control. It should demonstrate that the cost of implementation was considered against the expected risk reduction or benefit. | Unit 5 · LO3 | AC 3.4, 3.5, 3.7 |
| Consultation on proposed controls Consultation records showing that managers, employees and employee representatives were involved in discussing proposed risk controls, together with evidence of how their feedback influenced the final decision where appropriate. | Unit 5 · LO3 | AC 3.6 |
| Implementing the agreed controls Evidence showing that the agreed risk controls were actually installed, introduced or implemented, such as completed engineering modifications, revised procedures, photographs, completed action records or updated workplace arrangements. | Unit 5 · LO3 | AC 3.7 |
| Training people to use the controls Training or briefing records showing that the employees responsible for operating, using or maintaining the new controls understood what they needed to do. | Unit 5 · LO3 | AC 3.8 |
| Updating risk-control records Updated risk-control records showing the final arrangements after implementation, such as a revised risk assessment, revised Safe System of Work or updated control register. | Unit 5 · LO3 | AC 3.9 |
Proactive Health and Safety Monitoring
- Plan monitoring
- Ensure competent people and equipment
- Carry out monitoring
- Record findings
- Report results
- Recommend improvement
- Check the monitoring system itself
Learning Outcome 1 · Designing and Operating Proactive Monitoring
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Suitable, maintained monitoring equipment Calibration certificates, equipment-maintenance records or a monitoring-equipment register showing that instruments used for H&S monitoring were available, maintained and suitable for their intended purpose. | Unit 6 · LO1 | AC 1.4 |
| A completed monitoring exercise A completed proactive monitoring exercise, such as a workplace tour, behavioural observation, joint inspection, audit or health-surveillance review, showing what was checked, who participated and what findings were identified. | Unit 6 · LO1 | AC 1.5, 1.7 |
| Reviewing the monitoring system A review of the proactive-monitoring system itself, checking whether inspections occur at the planned frequency, whether findings are meaningful, whether actions are completed and whether the system is producing useful information rather than becoming a tick-box exercise. | Unit 6 · LO1 | AC 1.6 |
| Recording monitoring findings A completed monitoring report recording the findings, non-conformities, observations, recommendations and actions arising from proactive monitoring. | Unit 6 · LO1 | AC 1.8 |
Learning Outcome 2 · Reporting and Acting on Monitoring Results
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| H&S performance reports A monthly or quarterly H&S performance report that you prepared and distributed to relevant managers, employee representatives or employees, showing the results of proactive monitoring. | Unit 6 · LO2 | AC 2.1, 2.2 |
| Explaining findings to management A board presentation or management summary where you translated technical monitoring results into plain language, explaining what the findings mean, why they matter and what management should do next. | Unit 6 · LO2 | AC 2.3 |
| Implementing monitoring improvements A prioritised improvement plan produced from proactive-monitoring findings, showing your recommendations and evidence that the agreed improvements were subsequently implemented. | Unit 6 · LO2 | AC 2.4 |
| Responding to a regulator Correspondence showing how you responded to a regulator who requested information or required action relating to monitoring outcomes. This may also support other units where the same correspondence relates to statutory reporting or incident follow-up. | Unit 6 · LO2; potentially Unit 3 · LO3 or Unit 7 · LO4 | U6 AC 2.5 |
Incident Reporting, Investigation and Reactive Monitoring
- Report
- Record
- Investigate
- Identify causes
- Advise management
- Implement actions
- Analyse trends
- Communicate lessons
Learning Outcome 1 · Reporting and Recording Incidents
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Incident-reporting procedures and forms An incident-reporting procedure and reporting form that you developed, reviewed or improved, showing how accidents, near misses, dangerous occurrences, occupational ill health and property damage should be reported and recorded. | Unit 7 · LO1 | AC 1.1, 1.2, 1.3 |
| Explaining the reporting process Evidence showing that employees were told how to use the reporting process, such as launch briefings, toolbox talks, posters or training on what should be reported and how. | Unit 7 · LO1 | AC 1.4 |
| A completed incident report A completed accident, incident or near-miss report demonstrating that the reporting system was actually used. | Unit 7 · LO1 | AC 1.5 |
Learning Outcome 2 · Investigating Incidents and Implementing Improvement
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Investigation procedures and thresholds An incident-investigation procedure or decision matrix showing which incidents require formal investigation and how the depth of investigation is determined from actual or potential severity. | Unit 7 · LO2 | AC 2.1, 2.2, 2.3 |
| An investigation you led or contributed to A completed incident investigation that you personally led or substantially contributed to, showing evidence gathered, immediate causes, underlying causes, conclusions and recommendations. | Unit 7 · LO2 | AC 2.4 |
| Advising management on the findings A management briefing, report or email explaining what the investigation findings meant for existing risk assessments and highlighting any possible legal implications. | Unit 7 · LO2 | AC 2.5 |
| Completing corrective actions A corrective-action tracker showing how investigation recommendations were assigned, implemented and closed, supported where appropriate by revised risk assessments, updated procedures or training records. | Unit 7 · LO2 | AC 2.6 |
Learning Outcome 3 · Analysing Incident Information
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Incident statistics and trend analysis An incident statistics dashboard or trend-analysis report that you prepared, showing patterns by time period, department, task, injury type, cause or another meaningful measure, together with your interpretation of what those patterns mean and what action should follow. | Unit 7 · LO3 and LO4 | AC 3.1, 3.2, 4.4 |
Learning Outcome 4 · Communicating Reactive Monitoring Outcomes
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Communicating findings and lessons learned A reactive-monitoring communication package showing how investigation findings and lessons learned were communicated, such as a formal management report, a presentation or meeting record and a workforce safety alert or briefing. It should demonstrate communication to both specialist and non-specialist audiences. | Unit 7 · LO4 | AC 4.1, 4.2, 4.3 |
Emergency Preparedness and Response
- Identify foreseeable emergencies
- Determine required resources
- Develop procedures
- Appoint and train people
- Liaise externally
- Test arrangements
- Review
- Improve
Learning Outcome 1 · Developing Emergency Arrangements
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Identifying emergency scenarios An emergency risk assessment, fire-risk assessment or emergency-scenario register identifying the foreseeable emergency situations relevant to the organisation. | Unit 8 · LO1 | AC 1.1 |
| Assessing first-aid and fire provision A first-aid needs assessment and/or fire-provision assessment showing how you determined what emergency provision the organisation requires, including consideration of activities, workforce numbers, working patterns and reliance on external emergency services. Include evidence showing that enough trained personnel are available to meet the identified need. | Unit 8 · LO1 | AC 1.2, 1.3 |
| A comprehensive emergency-response plan A comprehensive emergency-response plan covering the organisation's foreseeable scenarios, defining roles, responsibilities, required competence, communication arrangements and procedures. It should show that relevant managers, employees and representatives were involved in developing the arrangements and that the document is controlled. | Unit 8 · LO1 and LO2 | AC 1.4, 1.5, 1.6, 2.2, 2.7 |
| External liaison and crisis communications Evidence of planned liaison with emergency services, regulators, local authorities and other external parties, together with arrangements for communicating with the media or other interested parties during a serious event. | Unit 8 · LO1 and LO2 | AC 1.7, 2.4, 2.5 |
Learning Outcome 2 · Implementing, Testing and Improving Emergency Arrangements
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Rolling out the emergency plan An emergency-plan rollout package showing that the arrangements were actually implemented, including employee briefings, emergency-role appointments, training records and checks showing that alarms, radios, emergency equipment or other required facilities were available and operational. | Unit 8 · LO1 and LO2 | AC 1.8, 2.1, 2.3 |
| Emergency drills and exercises A completed emergency drill or exercise record showing what happened, who participated, whether the response worked and what weaknesses were identified. | Unit 8 · LO1 and LO2 | AC 1.8, 2.1, 2.6 |
| Improving arrangements after an exercise A post-drill or post-incident improvement record showing that lessons learned were converted into actual changes, such as revised procedures, updated emergency plans, additional equipment or further training. | Unit 8 · LO2 | AC 2.6 |
Health and Safety Management System Review
A strong Unit 9 portfolio can be built around one comprehensive management-system review project supported by evidence that your findings reached management and that you understand how the overall system operates.
Learning Outcomes 1, 2 and 3 · Reviewing the Health and Safety Management System
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Management system review audit and action plan A comprehensive Health and Safety Management System Review Audit and Improvement Action Plan that you personally carried out. The audit should examine areas such as policy and leadership, risk management, legal compliance, competence, communication, consultation, monitoring, incident management, emergency preparedness and document control. It should include audit criteria, analysis of each system element, review frequency, effectiveness and efficiency, cost-effectiveness, strengths, opportunities for improvement, non-conformities, recommendations, responsibilities, timescales and controlled records of findings and actions. | Unit 9 · LO1, LO2 and LO3 | AC 1.1, 1.2, 1.3, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.3, 3.4 |
| Presenting findings to management A management-review minute, board presentation record or acknowledged circulation record showing that your audit findings and recommendations were actually presented to directors and relevant management. | Unit 9 · LO1 | AC 1.4 |
| Explaining how the overall system works A short written commentary or recorded professional discussion explaining how the organisation's overall H&S management system works. It should explain the main components and how they fit together, the role of audit and review, how electronic and paper records are created and controlled, how the system considers people beyond direct employees, and how legal requirements, industry good practice and quality standards influence the review process. | Unit 9 · LO3 | AC 3.1, 3.2, 3.5, 3.6 |
Continuing Professional Development and Professional Influence
- Keep informed
- Evaluate developments
- Recommend adoption
- Participate professionally
- Contribute
- Influence improvement
Learning Outcome 1 · Maintaining Current Professional Knowledge
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| CPD and professional-development records A CPD log or professional-development record showing how you keep your H&S knowledge current, including webinars, conferences, professional reading, training and professional-body activity. Include a short explanation of the sources you trust and how you judge whether technical information is reliable. | Unit 10 · LO1 | AC 1.1, 1.5 |
| Evaluating new developments An impact assessment or briefing note evaluating a new law, guidance document, standard, technology or industry development, followed by a recommendation explaining whether and how it should be adopted within the organisation. | Unit 10 · LO1 | AC 1.2, 1.3 |
| Contributing to the wider profession Evidence showing that you contributed to the wider H&S profession and actively participated in professional discussion, such as involvement in a professional institution, technical forum, conference, webinar, industry event or working group. The evidence should demonstrate your contribution rather than attendance alone. | Unit 10 · LO1 and LO2 | AC 1.4, 2.1, 2.2 |
Learning Outcome 2 · Influencing Professional Practice
| Evidence you could provide | Learning Outcome | Assessment Criteria |
|---|---|---|
| Influencing H&S beyond your organisation Evidence showing that you influenced health and safety beyond your own organisation, such as contributing to an HSE or industry consultation, making a proposal through a professional body or helping develop industry or trade-association guidance. Include evidence of what happened to your contribution where available. | Unit 10 · LO2 | AC 2.3 |
| Sharing and discussing best practice A technical article, professional presentation or recorded discussion in which you shared and critically discussed H&S best practice with other professionals, including evidence of questions, debate or feedback rather than only one-way communication. | Unit 10 · LO2 | AC 2.4 |
| Helping others adopt improved practices A coaching record, improvement initiative, professional recommendation or similar evidence showing that you influenced colleagues or other professionals to adopt improved H&S practices, together with evidence that the recommendation or improved practice was subsequently adopted or promoted. | Unit 10 · LO2 | AC 2.5, 2.6 |
How a Strong Level 6 NVQ Evidence Portfolio Should Progress
Your evidence should show professional activity from beginning to end.
Training and competence
- Analyse jobs and activities
- Define competence requirements
- Identify competence gaps
- Plan development
- Deliver training
- Assess whether competence improved
Risk management
- Plan the inspection
- Observe the workplace and work activities
- Identify hazards
- Assess risk
- Prioritise
- Evaluate existing controls
- Select improvements
- Consult affected people
- Consider costs and resources
- Implement controls
- Train employees
- Update records
Incident management
- Incident occurs
- Incident is reported
- Investigation threshold is determined
- Investigation is completed
- Immediate and underlying causes are identified
- Management is advised
- Corrective actions are agreed
- Actions are completed
- Trends are analysed
- Lessons learned are communicated
Emergency management
- Foreseeable emergencies are identified
- Required resources are assessed
- Emergency procedures are developed
- Roles are allocated
- Employees are trained
- Equipment is provided
- Emergency exercise is conducted
- Performance is reviewed
- Plan is improved
Policy management
- Understand the organisation
- Identify legal and organisational requirements
- Review existing policy
- Identify weaknesses
- Consult stakeholders
- Revise the policy
- Consider resources
- Communicate the policy
- Implement it
- Control and maintain the document
One Piece of Evidence Can Demonstrate More Than One Requirement
You do not necessarily need a separate document for every Assessment Criterion. A strong workplace activity often produces several connected pieces of evidence.
A significant incident
- Incident report
- Investigation
- Root-cause analysis
- Management advice
- Corrective-action plan
- Revised risk assessment
- Workforce briefing
- Follow-up monitoring
A major risk-control project
- Inspection
- Risk assessment
- Consultation
- Options appraisal
- Business case
- Implementation
- Training
- Updated risk assessment
A training project
- Training Needs Analysis
- Training plan
- Training materials
- Attendance record
- Post-training competence assessment
The purpose of evidence mapping is to identify where genuine professional work already demonstrates several requirements without creating unnecessary duplicate evidence.
What Makes Good Level 6 NVQ Evidence?
Good evidence should demonstrate three things.
Valid
The evidence must genuinely relate to the competence being assessed.
An attendance sheet alone proves that people attended training. It does not prove that you identified the training need, planned the training or evaluated whether competence improved.
Authentic
The evidence must demonstrate your own work or contribution.
A company risk assessment is not automatically your evidence simply because you have access to it. Your assessor needs to establish what you personally did.
Sufficient
There must be enough evidence to support the assessment decision.
One photograph may show that a guard was installed. It may not demonstrate how you identified the need, selected the control, obtained approval, implemented the change and confirmed its effectiveness.
Do You Need Every Evidence Example in This Guide?
No. These are examples of evidence that may demonstrate the qualification requirements. Different candidates will produce different evidence depending on their:
- Industry
- Job role
- Level of responsibility
- Organisation
- Existing systems
- Professional activities
A construction H&S Manager may produce different evidence from someone working in manufacturing, logistics, healthcare, facilities management or engineering.
The requirement is not to collect every document listed above. The requirement is to demonstrate all of the relevant Learning Outcomes and Assessment Criteria with valid, authentic and sufficient evidence.
Can You Use Confidential Workplace Evidence?
Many Level 6 candidates handle sensitive information such as employee information, medical information, commercial information, client information, investigation records and financial information.
Where appropriate, confidential details can be removed or anonymised before evidence is shared. Keep enough context to explain the work, your contribution and the competence demonstrated. Check your organisation's permission and confidentiality arrangements, and agree with your assessor how sensitive evidence should be reviewed.
Start with one real workplace projectGather the records that show what you identified, what you decided, what you did and what changed. Your assessor can help you map that work and identify any gaps.