Client care | Complaints | Diversity | Grading appeals | Particular needs | Refunds | Recruitment | Safety awareness

Client care

We will try our best to:

  • adhere to our accreditors’ codes and standards
  • be courteous, friendly, and helpful
  • answer your emails and calls personally and quickly
  • keep our promises
  • give you honest, informed and objective advice
  • help you find another provider if we are not right for you
  • store your information securely and confidentially
  • strive to be carbon neutral
  • apologise quickly when we make a mistake, and put things right straight away

Client care policy v18.00 ©

Complaints procedure

If something goes wrong, please message us via the Online Learning Area. We will respond within two working days.

Please do not make complaints on social media. However, if you deal with an issue publicly, we will respond publicly.

It is also worth rereading our Student Learning Agreement before you complain. It explains our responsibilities, and yours, and may help to avoid any misunderstandings.

However, if you want to make a formal complaint, please follow this process:

  1. Please email us put the word “Complaint” in the subject field, and explain the issue.
  2. We will:
  • reply within two working days
  • research the issue thoroughly
  • email you the outcome
  • put things right if necessary

If you are not satisfied with our response, please contact the ABCC, our accreditors.

You may also conduct Alternative Dispute Resolution (ADR) via the European Commission Online Dispute Resolution portal. See more information

Complaints procedure v18.00 ©

Diversity policy

We regard each person as unique. We believe in their potential.

We will treat all students and enquirers with courtesy, dignity, and respect, and will not discriminate against them because of their:

  • gender
  • sexual orientation
  • race
  • colour
  • ethnic origin
  • nationality
  • disability
  • marital status
  • caring or parental responsibilities
  • age
  • criminal convictions

We only reject someone’s enrolment if:

  • in our judgement, a course is not suitable for them
  • in our judgement, they are not suited to online learning
  • they do not accept our Student Learning Agreement
  • they cannot afford the fee, although we try to help them if we can

Learners with particular needs

We recognise that disabilities take many forms, both hidden and visible and welcome the definition of disability as set out in the Equality Act 2010 (EA).

We are committed to identifying the disadvantages that disability causes and removing any consequent barriers to learning.

CMP is therefore committed to enabling all students and staff to access as fully as possible all educational and employment opportunities that the College provides. The College is continually focussed on its duty to provide inclusive learning and equality of opportunity for all.

All of our learners are expected to provide the equipment they need to undertake one of our courses. See here

This includes screen readers and any other specialist equipment that they may require.

We will ensure that all our learning materials comply with the EA, and will comply with any reasonable request to provide alternative materials, and/or alternative assignments, for learners with particular needs, provided that they provide valid evidence. See our Reasonable adjustments and special considerations policy tab (above).

Diversity policy v18.00 ©

Grading appeals

You are entitled to challenge your tutor’s grade for any assignment.

This is the process:

1. If you feel that your grade is inappropriate, message your tutor in the first instance, using the CONTACT MY TUTOR box in the OLA, and discuss it with them.

2. If you are dissatisfied with your tutor’s response, please message us, using the CONTACT THE COLLEGE box in the OLA. Please tell us:

  • a. Your name.
  • b. Your course.
  • c. The assignment number.
  • d. Why you believe your grade was wrong.

3. We will acknowledge your message within two working days, and the head tutor will investigate, as follows. He will:

  • a. Examine your assignment and your tutor’s comments with a view to confirming your tutor’s grade, or changing it. He may change it to a higher or a lower grade.
  • b. Inform you, and your tutor, of your new grade within three working days.

4. If you are dissatisfied with the head tutor’s decision, please message us, using the CONTACT THE COLLEGE box in the OLA and tell us why you think the decision is wrong.

5. We will then ask another tutor, who has no prior knowledge of any previous grades, to mark your assignment.

6. That grade will be final. However, you can appeal to the ABCC if you believe we have breached its code of ethics. These are the ABCC’s contact details: www.homestudy.org.uk/contact-us/

Grading appeals policy v18.00 ©

Particular needs


This policy outlines:

  • our arrangements for making reasonable adjustments and special considerations in relation to online study to achieve our qualifications
  • how learners qualify for reasonable adjustments and special considerations
  • the reasonable adjustments we will permit and those where permission is required in advance before they are applied

Review arrangements

We review the policy annually as part of its overall policy review process and revise it as and when necessary in response to tutor and learner feedback, changes in our practices, actions from the regulatory authorities or external agencies or changes in legislation.

Policy overview

We are committed to complying with all current and relevant legislation in relation to the development and delivery of our qualifications and, which at the time of writing, includes but is not limited to the Equality Act 2010. We seek to uphold human rights relating to race relations, disability discrimination and special educational needs of our learners and to provide equal reasonable adjustments and special considerations for all learners registered on our courses.

We ensure that our qualifications and assessments do not bar learners from taking our qualifications. We recognise that reasonable adjustments or special considerations may be required at the time of assessment where:

  • learners have a permanent disability or specific learning needs
  • learners have a temporary disability, medical condition or learning needs

Definition of reasonable adjustments

A reasonable adjustment is any action that helps to reduce the effect of a disability or difficulty that places the learner at a substantial disadvantage in the assessment situation. They are made to an assessment for a qualification to enable a disabled learner to demonstrate his or her knowledge, skills and understanding of the levels of attainment required by the specification for that qualification. Reasonable adjustments must not affect the integrity of what needs to be assessed, but may involve:

  • changing usual assignment requirements
  • adapting learning and assignment materials.
  • providing documents that are compatible with screenreaders, and scripts for videos and podcasts.

Reasonable adjustments are approved and set in place before the assessment activity takes place. The use of a reasonable adjustment will not be taken into consideration during the assessment of a learner’s work. We are only required by law to do what is ‘reasonable’ in terms of giving access. What is reasonable will depend on the individual circumstances, cost implications and the practicality and effectiveness of the adjustment.

Definition of special considerations

Special considerations can be applied after an assessment if there is a reason the learner may have been disadvantaged during the assessment.

We recognise that the occasions when these are needed will be rare. Learners complete assignments when and where they are ready, and if they experience difficulties such as illness, disturbance etc they can usually complete the assignment at another time.

However, there are some occasions where, for example, a learner may be disturbed by bad weather, or where an interview with someone may be interrupted.

Special considerations should not give the learner an unfair advantage, neither should its use cause the user of the certificate to be misled regarding a learner’s achievements.

Process for requesting reasonable adjustments/special considerations

To request a reasonable adjustment or special consideration, the learner must email [email protected], or message the college via the Online Learning Area.

For reasonable adjustment requests, appropriate supporting evidence must also be supplied with the request forms in order for the request to be considered. Supporting evidence may include:

  • medical certificate
  • ·psychological or other professional assessment report

For special consideration requests, supporting evidence may be requested, depending on the nature of the request submitted.

How we will deal with requests

In the first instance, we will respond to acknowledge the request within two working days of receipt. We will respond to confirm the outcome of the request within five working days of receipt.

Making reasonable adjustments

Principles of making reasonable adjustments

These principles should be followed when making decisions about a learner’s need for reasonable adjustments to assessments:

  • it should not invalidate the assessment requirements of the qualification
  • it should not give the learner in question an unfair advantage
  • it should reflect the learner’s normal way of working
  • it should be based on the individual need of the learner.
  • Reasonable adjustments should not compensate the learner for lack of knowledge and skills. The learner must be able to cope with the content of the assessment and be able to work at the level required for the assessment.
  •  A reasonable adjustment must not invalidate the assessment requirements of the qualification or the requirements of the assessment strategy. Whilst we will take all reasonable steps to ensure that a learner with a disability or difficulty is not placed at a substantial disadvantage, in comparison with persons who are not disabled, in terms of access to assessment, there is no duty to make any adjustment to a provision, criterion or practice. All learners’ performance must be assessed against set standards. These standards cannot be altered, but it may be possible to change the course delivery so that each learner has an equal opportunity to demonstrate what they know, understand and can do.
  • A reasonable adjustment must not give the learner an unfair advantage or disadvantage over other learners. The qualification of a learner who was awarded a reasonable adjustment must have the same credibility as that of any other learner. As vocational qualifications may lead to employment, achievement of such qualifications must give a realistic indication to the potential employer of what the holder of the certificate can do.
  • A reasonable adjustment must be based on the individual need of the learner. Decisions about adjustments to assessment should be taken after careful consideration of the assessment needs of each individual learner, the assessment requirements of the qualification/unit and the nature and extent of the support given as part of normal teaching practice. Different qualifications and different methods of assessment can make different demands on the learner. The learner should be consulted throughout the process.
  • A reasonable adjustment should reflect the learner’s normal way of working providing this does not affect what is being assessed in any way. The learner should have experience of and practice in the use of the adjustment.
  • A reasonable adjustment must be supported by evidence which is sufficient, valid and reliable. Where the implications of a particular difficulty are unclear, we will use specialist advice in order to determine how the difficulty will affect the learner’s performance in the assessment.
  • We will avoid making assumptions, on the basis of previous experience, about whether adjustments may be necessary. Judgments should be made on the basis of individual need. If an adjustment is needed, it should be documented for audit purposes.

Identifying and obtaining supporting evidence

Any application for a reasonable adjustment must be supported by appropriate evidence which is valid, sufficient and reliable.

To ensure that any adjustment to assessment will only provide the learner with the necessary assistance without giving him or her an unfair advantage over others, we must be clear about the extent to which the learner is affected by the disability or difficulty.

A learner with a Statement of Special Educational Need does not automatically qualify for reasonable adjustments. The demands of the qualification/lesson should be taken into account.

Particular needs policy v18.00 ©


We do not issue refunds.

Our course materials are classified as digital content by the Consumer Contracts (Information, Cancellation and Additional Charges) Regulations 2013.

When you enrolled, you ticked a box and agreed to waive your legal rights to cancel the course and receive a refund.

We, therefore, have no legal obligation to refund course fees under any circumstances.

Our refund policy is legally binding, and forms part of the Student Learning Agreement which you accepted when you enrolled. It does not affect your statutory rights.

Refunds policy v18.00 ©


1. This Recruitment Policy ensures that the College of Media and Publishing will:

  • Be fair and consistent.
  • Be non-discriminatory.
  • Conform to all statutory regulations and agreed best practice.

2. Our priority is to recruit tutors and staff from:

  • People already known personally by members of our team, or
  • Previous CMP graduates who have completed at least one course, and with whom we have built a strong e-relationship.

3. All applicants for tutor roles must:

  • Have the necessary skills and experience to teach the subject(s).
  • Have up-to-date knowledge of their sectors.
  • Still work in their sectors.

4. All applicants for non-tutorial roles must:

  • Have the necessary qualifications, skills and experience.
  • Provide two references – one personal, one professional.

5. All tutors and support staff are self-employed. There are no set hours.

6. We do not advertise vacancies or invite applications. We approach suitable candidates, and if they are interested, send them further information.

7. If interviews are required, they will be done by Skype or FaceTime.

8. If a candidate wishes to work for us, we will email them our standard agreement to read, sign and return by email. The agreement requires them to read and accept all our policies.

9. On acceptance, a freelance tutor is required to read the Tutor Pack, and to take part in our training programme.

Recruitment policy v18.00 ©

Safety awareness

The UK Health and Safety Executive provides guidelines that might help our students, staff and tutors work more safely and comfortably in their own environments.

You can download them:

Below are some of the main points:

Keyboards and keying in (typing):

  • A space in front of the keyboard can help you rest your hands and wrists when not keying.
  • Try to keep wrists straight when keying.
  • Good keyboard technique is important – you can do this by keeping a soft touch on the keys and not overstretching the fingers.

Using a mouse:

  • Position the mouse within easy reach, so it can be used with a straight wrist.
  • Sit upright and close to the desk to reduce working with the mouse arm stretched.
  • Move the keyboard out of the way if it is not being used.
  • Support the forearm on the desk, and don’t grip the mouse too tightly.
  • Rest fingers lightly on the buttons and do not press them hard.

Reading the screen:

  • Make sure individual characters on the screen are sharp, in focus and don’t flicker or move. If they do, the DSE may need servicing or adjustment.
  • Adjust the brightness and contrast controls on the screen to suit lighting conditions in the room.
  • Make sure the screen surface is clean.
  • When setting up software, choose text that is large enough to read easily on screen when sitting in a normal comfortable working position.
  • Select colours that are easy on the eye (avoid red text on a blue background or vice versa).

Safety awareness policy v18.00 ©

At a glance

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Flexible study to suit you and your schedule