NLAECL Learning Support and SEND Policy and Procedure

Introduction

Background

This policy supplements the Equity, Diversity and Inclusion Policy and has been formulated to emphasise North Lincolnshire Adult Education and Community Learning’s (henceforth referred to as AECL) commitment to making learning accessible to all in line with current  Equality and Diversity legislation.  

AECL is committed to the early assessment of individual learners and apprentices’ needs in order to provide reasonable adjustments and promote non-discriminatory practices across the service. This  

includes ensuring the availability of a range of services, support, and auxiliary aids to meet the needs of learners/apprentices and potential learners/apprentices who have learning difficulties and/or disabilities that may affect their ability to access provision.  

AECL is committed to supporting learners and apprentices to enable them to succeed on their programme of study and to play a full part in their community.

Purpose / Aim

The overall aim of this policy is to ensure that AECL is an inclusive learning environment where learning, achievement and progression are accessible to everyone. Additional Learning Support will encourage access and progression based on the individual needs of all learners and apprentices including, where appropriate, the inclusion and support of learners and apprentices with a variety of disabilities and special requirements.  

The policy is written for and available to all AECL staff and reviewed annually by the Senior Management Team.

This policy supports the aims and objectives outlined in the AECL Curriculum Intent Plan.  

The outcome of the policy will enable learners and apprentices to be successful and achieve to their full potential, resulting in providing all learners and apprentices with a positive AECL experience.  

All AECL stakeholders are responsible for implementing this policy and the accountability and monitoring of the achievement of the aims of this policy lie with Safeguarding and  

Support Officer in conjunction with all members of AECL Management Team.

Definitions

AECL uses the full range of definitions of disability; the Equality Act 2010, the Learning and Skills Act 2000, the Education Act 2011 and the SEND Code of Practice for 0–25 year olds.  The range includes the following main categories:

• Physical difficulties
• Profound and Multiple Learning Difficulties
• Learning difficulties, including Specific Learning Difficulties (SpLD) such as dyslexia, dyspraxia
• Autistic Spectrum Condition (ASC)
• Mental Illness
• Hearing and visual impairment
• Severe disfigurements
• Progressive conditions that are expected to become substantial

Equity, Diversity and Inclusion

This policy works in conjunction with AECL’s Equity, Diversity and Inclusion Policy.

Diversity

AECL has a range of curriculum provision covering ability levels from pre- Entry to Level 2  education for learners and Level 2/3 apprenticeships. AECL learners and apprentices encompass a wide range of age groups, modes of attendance, learning needs, ability, and motivation.  

AECL thrives on the diversity of its learners and apprentices, and recognises the valuable and enriching contribution that people from a variety of backgrounds and experience bring to the life of    

AECL. It is committed to maintaining breadth in the curriculum and providing support to every learner and apprentice, through its entry systems, course provision and learner and apprentice support structure,  during the learner’s and apprentice’s journey.  

AECL learners and apprentices have access to high quality additional learning support. The policy is flexible and dynamic enough to take account of the diversity of learners and apprentices who learn at AECL.  

Recognising the diversity of our current and future cohort of learners/apprentices and being responsive    

to their needs is key to improving the quality of additional learning support.

Equity

AECL has a strong commitment to equality of opportunity as laid down in its Equity, Diversity and Inclusion Policy.  

AECL promotes equality of opportunity to all staff and learners and apprentices in accordance with current legislation such as the Equality Act 2010.

Inclusive Learning

AECL is committed to the principles of inclusive learning. It supports the view that good teaching is found where tutors understand and respond to the individual requirements of the learners and apprentices. It will use the individual learners or apprentice as the starting point for its delivery of additional support.

Through an understanding of how people learn, staff will endeavour to match the learner/apprentice aptitudes and learning styles, with the curriculum and its delivery in an appropriate, supportive learning environment.

Learning Environment

The learning environment extends beyond the physical resources of the classroom to include every aspect of the learners and apprentices’ experiences at AECL. This encompasses e-learning, assistive technology and when a course requires, work placements.  

AECL continually strives to improve its additional learning support resources materials to stimulate learner/apprentice interest.

Policy Statement

AECL is committed to developing inclusive learning approaches and providing additional learning support to secure learning success for all.

For AECL to be an inclusive learning environment there is a need to recognise disability and its impact on the way the people learn. Inclusive learning is based on providing the best match or fit between learners and apprentices needs and the learning opportunities provided.

It is recognised that some learners and apprentices may require additional support including individual reasonable adjustments in order to fully access the provision and assessment opportunities.

Scope

Learner/Apprentice’ Entitlements
All learners and apprentices are entitled to study and progress in a mutually respectful and inclusive environment consisting of, but not exclusively:

• A warm and nurturing welcome  
• Fairness to all  
• Equality of opportunity for learning and training.  
• Full access, wherever possible, to the range of AECL facilities and services  
• Effective and responsive learner/apprentice voice  
• Additional support in maths and English and study skills where appropriate  
• Assessment for exam access arrangements  
• Special arrangements for exams  
• Specialist software / equipment as appropriate  
• Communicator /signer  
• Targeted learning support  • Specialist ASC support
• Specialist ASC Support

Staff should:

• Plan the curriculum to consider learner/apprentice needs and where possible ensure flexibility within the course.  
• Review teaching and assessment methods and practices to ensure that provision is accessible and that reasonable adjustments are built-in to anticipate likely support needs.  
• Ensure that recruitment, assessment and examination arrangements are flexible to the needs of all learners/apprentice and anticipate the need for any reasonable adjustments.  
• Encourage learners and apprentices to disclose a disability where it would enable additional adjustments,  exam/ assessment arrangements or for auxiliary aids to be put in place whilst maintaining confidentiality to the level requested by the learner or apprentice, wherever possible.  
• Ensure that the learners and apprentices complete a robust initial assessment at or prior to the beginning of their course. The results will help identify support needs and decide whether the provision of additional learning support would be of benefit to the learner or apprentice.
• Maintain robust working links with Additional Learning Support staff to maximise inclusive practice through differentiation and effective communication.

AECL managers will ensure that:

• All staff receive training on their responsibilities under the requirements of current AECL’s Learning Support and SEND policy.
• Sufficient resources are available to fund the anticipated reasonable adjustments to meet the needs of the learners or apprentices who have a disability and to respond to individual cases.
• Effective systems and procedures are in place for the promotion, referral, identification, and provision of additional learning support, including learning agreements, review of need and effectiveness of the service.

Financial resources

• AECL recognises the challenge of enhancing the quality of additional learning support across AECL and is committed to adopting a learner/apprentices-led resources allocation model within the budget available.
• The criteria for learning support and/or learner/apprentice support funding to meet the additional needs of learners or apprentices can be found here in the current Adult Skills Funding Rules publication.
• For learners or apprentices without additional funding, AECL will make reasonable adjustments to meet the needs of the learner or apprentice.

Procedure

Appendix 1 – Learning Support procedure

Appendix 2 – Exam Concessions

Related Policies and Learner/Apprentice Entitlement

• Attendance and Punctuality Policy
• Complaints Policy
• Data Protection Policy
• Learner/Apprentice Contract
• Equity, Diversity and Inclusion Policy
• Safeguarding Policy

Review of Policy

• The AECL self-assessment report process will provide evidence in areas for improvement required in the delivery of additional learning support. This ensures AECL’s strategic aims are implemented at an area level through the operating plan.
• Data will be reviewed relating to the retention and achievement of learners or apprentices who have a learning difficulty and /or disability.
• Positive learner/apprentice voice feedback will be sought from learners or apprentices who have a learning difficulty, a disability or who need additional learning support.

Appendix 1: Additional Learning Support Process

1.      Additional learning support identified

• by learner/apprentice at enrolment or initial assessment OR
• within the classroom by the tutor after the learner/apprentice has joined the course

2.      Learning support needs are documented on form LS1 and forwarded to the Safeguarding and Support Officer

• by initial assessment staff
• by the course tutor

3.      Equipment, resources and/or learning support assistant allocated if a reasonable adjustment. Learning support Journey forms begin to be completed.

4.      Learning Support Journey updated on a monthly basis to measure the impact of additional learning support and confirm this is required for the following month.

5.      LSA and learner/apprentice complete end of support review and record in the appropriate section of the Learning Support Journey document.

Appendix 2: Exam Concessions

1.      Learner/apprentice declares a need on enrolment form or at initial assessment OR

Learner/apprentice self-refers or tutor identifies support on-course

• Information sent to Safeguarding and Support Officer

2.      Additional learning support put in place (where necessary) and flagged for future exam access arrangements

3.      Teaching staff complete Normal Way of Working forms, ILP and lesson plan or any other evidence of any support/reasonable adjustments given in class. This can be added to throughout the learning journey.

4.      Safeguarding and Support Officer assesses request for reasonable adjustments in line with JCQ guidance.

•  Learner invited for exam access arrangements assessment where appropriate.
•  Findings shared with teaching staff and input on MIS.

5.      Teaching staff record exam access arrangements on exam entry forms before sending to Exams Officer.

6.      Exams Officer informs the Awarding Organisation of exam access arrangements in accordance with regulations.

7.      Approved exam access arrangements put in place when the learner takes the exam.