Quality Assurance

Quality Assurance

The work of YGAM and our resources are subject to external scrutiny, quality-assurance and verification. We feel this level of external rigour delivers more informed YGAM products, that are relevant and easily adopted by those who share our commitment in reducing gambling-related harm in a professional and educationally robust manor.

YGAM is proud to be approved by the Ofqual awarding body, ASDAN, as a Customised Accreditation Centre (Centre Number 35981). Accreditation was awarded on 17 December 2015 and is subject to an annual quality-assurance and verification process of our educational resources by ASDAN.

In addition to ASDAN accreditation, our educational resources are further strengthened by the PSHE Association’s quality-assurance process. We have been working with the PSHE Association hand-in-glove to achieve their quality-assurance mark, which was granted in July 2016.

Finally YGAM has achieved the prestigious Pearson Assured quality-mark in October 2017. Pearson Centre number: 07325

The YGAM Director of Education is responsible for quality-assurance matters in YGAM.

How the YGAM Programme meets the 10 principles of good PSHE education

YGAM is proud to have worked with the PSHE Association to develop the educational resource, ‘In The Know’. This resource meets the PSHE Association’s, evidence-based, ten principles of good PSHE education that apply to key stages 3 and 4.


Start where children and young people are: find out what they already know, understand, are able to do and are able to say. For maximum impact involve them in the planning of your PSHE education programme.

The YGAM programme begins with baseline testing of knowledge and gauges how students feel about the subject of gambling and/or gaming. The flexible nature of the programme allows students to be involved in the shaping of its content.


Plan a ‘spiral programme’ which introduces new and more challenging learning, while building on what has gone before, which reflects and meets the personal developmental needs of the children and young people.

YGAM has devised a programme that includes 10-minute taster lessons, 1 – 2 hour lessons and more sustained project work, so that teachers and tutors can build a ‘spiral programme’ as part of the Scheme of Work.


Take a positive approach which does not attempt to induce shock or guilt but focuses on what children and young people can do to keep themselves and others healthy and safe and to lead happy and fulfilling lives.

The YGAM programme is designed to be student-centred and investigative with a positive approach to the subject of problem gambling and related issues, promoting harm minimisation at its core.


Offer a wide variety of teaching and learning styles within PSHE education, with an emphasis on interactive learning and the teacher as facilitator.

The YGAM programme embraces a wide range of learning styles, so that all students can access it appropriately. Each challenge is also linked to a soft skill, so that students learn as they gain experience through the curriculum. Learning outcomes are also varied and can be used across the academic school curriculum as appropriate.


Provide information which is realistic and relevant and which reinforces positive social norms.

YGAM provides high-quality and reliable information, using trusted sources for materials, appropriate and relevant learning materials and up-to-date statistics and data. These are all used to reinforce positive social norms with regard to both gambling and gaming by young people.


Encourage young people to reflect on their learning and the progress they have made, and to transfer what they have learned to say and to do from one school subject to another, and from school to their lives in the wider community.

Each challenge has an appropriate planning and reviewing sheet, so that students are able to reflect on the activity and see how it transfers across subject areas. Extension tasks also allow them to share learning with other students, teachers and the wider community.


Recognise that the PSHE education programme is just one part of what a school can do to help a child to develop the knowledge, skills, attitudes and understanding they need to fulfil their potential. Link the PSHE education programme to other whole school approaches, to pastoral support, and provide a setting where the responsible choice becomes the easy choice. Encourage staff, families and the wider community to get involved.

YGAM is committed to using its programme to enhance students’ potential, with learning at the heart of its curriculum. It encourages students to know the risks associated with gambling and gaming and to make responsible choices. The challenges are often related to sharing findings, both within school and with the wider community, through the different and exciting outcomes across the curriculum.


Embed PSHE education within other efforts to ensure children and young people have positive relationships with adults, feel valued and where those who are most vulnerable are identified and supported.

As well as offering an educational programme, the YGAM curriculum allows students who may have issues with gambling and/or gaming to learn more about the issues and to be directed towards external help services. YGAM is also designed to be a familiar and necessary part of the school day and can be successfully embedded across year groups.


Provide opportunities for children and young people to make real decisions about their lives, to take part in activities which simulate adult choices and where they can demonstrate their ability to take responsibility for their decisions.

YGAM provides a safe environment for exploring the issues of the adult world with relation to problem gambling and/or gaming. With especial regard to digital literacy and gaming, students can make real and informed choices to keep them safe.


Provide a safe and supportive learning environment where children and young people can develop the confidence to ask questions, challenge the information they are offered, draw on their own experience, express their views and opinions and put what they have learned into practice in their own lives.

The YGAM curriculum allows students the opportunity to explore, discuss, question, challenge and learn in a safe and supportive learning environment. The programme allows them to look at ideas such as stigma, ethics and morals and to draw conclusions on how these relate to gambling and/or gaming in a non-judgmental way.

How the YGAM Programme can help you meet OFSTED Requirements

In the most recently updated version of Ofsted’s guidance to successfully meet its school inspection targets, a greater emphasis has been placed on student well-being and safeguarding.

The YGAM curriculum and challenges allow teachers to evidence elements of this at both KS3 and KS4. These include:

Good mental health issuesGood mental health issues

Understanding RiskUnderstanding risk

Digital LiteracyDigital Literacy

Ethical and moral understandingEthical and moral understanding

Minimising harmful behavioursMinimising harmful behaviours

Financial understandingFinancial understanding

Developing mentoring skillsDeveloping mentoring skills

Developing soft skillsDeveloping soft skills

An Outstanding School would be served by the YGAM curriculum as below:

  • Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school.
  • Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view.
  • Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life.
  • The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have.
  • Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation.
  • Pupils have an excellent understanding of how to stay safe online and of the dangers of inappropriate use of mobile technology and social networking sites.