Comparisons of Learner Support Models

1. Comparisons of Learner Support Models BECTA Conference 1 November 2005 Linda Gration Additional Learning Support

2. Why West Nottinghamshire College? • We support a large number of learners with a range of difficulties • We support increasing numbers of learners with complex needs • We have opted to develop specialist teams • We use a range of software specifically to support LLDD

3. What do we offer? • Discrete or Small Group Provision in Foundation Studies and in some Centres of Learning • 1:1 support for dyslexia, literacy, numeracy and ESOL • 1:1 support for LLDD • Support of Mental Health issues • Counselling • Access to specialist equipment

4. How do we do it? • We are part of the wider college drive towards inclusion and work closely with: • Centres of Learning – ALS Co-ordinators • Admissions Team • Exams Team • Essential Skills Team • Wellbeing Team • Finance and Registry

5. External Contacts Our external contacts include: • Local mainstream schools • Local specialist schools • Local LSC • Inclusion Support Service • Social Services • Youth Offending Team

6. Structure of the ALS Team Please see handout

7. The Physical Disability Team Supports learners in the following ways: • personal care • classroom support • range of adaptive resources including specialist keyboards, chairs, roller ball mouse etc. • home to college transport • supervision outside of the classroom for vulnerable or dependent learners • special exam arrangements

8. EBD/SpLC Team Supports learners in the following ways: • 1:1 using agreed behaviour plans and strategies • 1:1 to support access to the curriculum • 1:1 to support access to the wider college environment • structured use of social stories to develop social skills • supervision of vulnerable learners outside of class • supervision of learners who may prove a threat to others outside of class • special exam arrangements

9. VI Team Supports learners in the following ways: • mobility training • 1:1 support in class to support access to the curriculum • 1:1 support outside of the classroom to support social inclusion and mobility • the use of specialist software and laptops to enable access • modification of teaching materials • modification of exam materials, where necessary • special exam arrangements

10. HI Team Supports learners in the following ways: • 1:1 support in class to support access to the curriculum • support outside of the classroom to support social inclusion • supervision outside the classroom for vulnerable MDHI learners • modification of teaching materials • production of PECS • special exam arrangements

11. AAT Team Supports learners in the following ways: • by ensuring that communication equipment used by learners is compatible with college software • ‘trouble shooting’ once the learner begins their course • exploring ways of making the curriculum more accessible for the learner with communication difficulties • special exam arrangements

12. Dyslexia Team Supports learners in the following ways: • 1:1 support to develop literacy using specialist software and resources (ALP/Units of Sound) • 1:1 support to develop strategies for dealing with particular difficulties • use of laptops with a range of software, TextHelp Gold, Mind Genius, Words Work etc. • special exam arrangements

13. Basic Skills and ESOL ALS for learners identified as needing support forliteracy, numeracy and ESOL is managed by the Skillsfor Life Team and funded from the ALS budget. Support is agreed depending on initial screening resultsand the level of the programme the learner is enrolledon.

14. Transition Work Transition work is an essential part of support plans and can begin up to a year prior to the learner joining the college. • The learner may be visited at school or at home • Advice may be taken from teachers, support staff, parents and carers • The learner may come to college before enrolment to ease their transition from school • When problems arise after enrolment, transition information can be requested retrospectively.

15. Tracking and Funding The ALS Administrator tracks all supported learning and provides audit evidence upon request. This includes tracking: • Small Group/Discrete Provision from registers • 1:1 LDD Support • 1:1 literacy/numeracy/ESOL support • External specialist assessment • Special exam arrangements • Transition work • Specialist equipment

16. Exceptional Needs Panel Sometimes learners have exceptional needs where we need to take external advice to ensure that we can meet their needs safely and with dignity. In these cases we call together an Exceptional Needs Panel, consisting of appropriate college staff and an external specialist e.g. Consultant in Rehabilitation, to advise. If the learner is able to attend college, then the costs of the panel are included in the overall support costs. If not, the college meets the cost.

17. And finally … The Additional Learning Support Service at West Nottinghamshire College is constantly evolving. We grow year on year as demand increases and we strive to be responsive to need. Our aim, wherever possible, is to guide learners towards independence in learning. Sometimes this means many small steps and, at other times, huge strides.