Disability &
Dyslexia
Support
Service.
Appendix 1
Action Plan for Disability and Dyslexia Support Service
Focus of review:
How can the Disability and Dyslexia Support Service manage demand for its services more effectively (especially in
first semester)? With a view to:

Maintaining a timely and professional service to students (taking into account the demands of disability
legislation)

Regulating pressure on DDSS staff
Theme 1: Clarity in communication and procedures
Building Block1
3
Clarity about how
work relating to
1
Action and Comments
1.1
Develop a protocol explicitly identifying what information
When
1.1 By July 2010
Who
1.1 Subgroup
is shared with other professional services ensuring that this
Building blocks for managing demand- when these are in place the Service will be in a better position to manage demand effectively
students is shared
dovetails with on-going work in the service, especially in
with other
relation to disabled applicants.
Professional
Services and
1.2
Monitor and review collaborative work with ACS, Estates,
academic
Health and Safety, Admissions and Registry Services through
departments.
regular review meetings.
1.3
1.2 Once a year (to
be reviewed)
Arrange regular review meetings with Admissions Office to 1.3 As soon as
discuss gaps in uReports and what action needs to be taken
1.2 DC
possible.
to ensure all disabled applicants are included in reports,
1.3 DC &
Admissions
Office
e.g. non-standard application.
1.4
Request dates and an input into Departmental Open Days
from DLOs. Adviser to give short presentation.
6
Do we have
1.4 For 2010 open
1.4 DC to contact
days onwards
DLOs / depts.,
(Summer 2009)
DAs to present
1.5
Review LSQ and check fit for purpose.
1.5 Christmas
1.5 Subgroup
1.6
Allocate as a regular, prioritised task the processing of
1.6 October 2009
1.6 Admin team
1.7 Beginning of
1.7 Subgroup (to
effective ways of
assessing student
disabled applicants who have been offered a place, when
needs?
received from Admissions Office.
8
1.7
Working Practices document needs to be regularly
Are
reviewed, concise, readable and changed as decisions are
communications
made. Associated documents will need to be considered as
within the team
part of review. Assign a group of people to action this.
timely and clearly
Consider exactly what this document is for in the first year
each semester
change each
year)
and what’s its structure should be.
understood, with
discussions
prioritised
1.8 Immediate and
1.8
All decisions made in a team meeting to be identified as a
according to need?
decision during the meeting and minute as such at foot of
Do discussions
minutes. Decisions outside of team meetings to be emailed to
take place in the
all DDSS, not given verbally.
whole group or
small task groups
according to need?
ongoing
1.9 Immediate and
1.9
Chair to identify any item on agenda more than twice, and
allocate appropriate action e.g. discuss at away day, allocate to
a sub-group
Theme 2: Different ways of working
ongoing
1.8 DC and Chair of
meeting
1.9 Chair of
meeting
Building Block
5
Action and Comments
Effective diary
2.1: Revision of Service Level Agreement to ensure that it provides
management - do
clear guidance in terms of waiting time for appointments/responses
we give each
to student correspondence in order to manage student and staff
student an equal
expectations
amount of time;
When
Who
2.1 December 2009
2.1 Sub-group
2.2 September
2.2 DAs
do we use other
2.2: Pilot 2 X 1 hour ‘dyslexia surgery’ slots p/w, with staff
2009 (to be
approaches like
rotating to cover these sessions. This would address generic
reviewed after
drop-ins; should
queries quickly without the need for scheduling a full
one semester)
we have waiting
appointment. Student and staff to be informed this is a pilot
lists?
scheme.
2.3 February 2010
2.3 Admin team
2.4 April 2010
2.4 Sub-group
2.5 July 2010
2.5 DC & admin
2.3: Students encouraged to make contact with disability advisors via
email/phone (either for initial enquiries or to give ‘progress
reports’) rather than just making appointments; admin staff to have
a cache of staff contact cards on desk. Trial a telephone triage
system when dedicated staff can deal with queries via telephone and
only make appointments as and when required
2.4: Write clear guidelines for reception regarding the making of
appointments. Create a flow chart of queries/actions. This would
enable staff members covering reception to consider alternative ways
for dealing with queries without the need for making an
appointment. It is essential that this is subject to regular review as we
streamline our practices and processes. Consider how guidelines can
7
be embedded.
Is the work of the
team
admin team
2.5: Develop reflective practice for admin team to provide support for
organised in such
staff and improve communication.
2.6 To be
determined
2.6 DC to discuss
with AP/AW
a way as to enable
them to progress
2.6: If additional funding were to be available, consideration should
work in a timely
be given to employing a term-time receptionist to enable admin
manner?
team to manage administrative demands of the service
2.7 September
2.7 Admin team
2009
2.7: Set up ‘traffic light’ system (red tray, amber tray, green
tray) to demarcate priority, defined by time required for
2.8 July 2010
2.8 Admin team
completion. Produce guidelines for staff on ‘traffic light’
system
2.9 June 2010
2.9 Sub-group
2.8: Have a list of students on stand-by in order to fill appointments
cancelled at the last minute
2.9: Signpost students to relevant web pages to help with volume
during peak times, e.g. FAQs. Student queries can also be dealt with
through telephone triage system.
Theme 3: Expectations of delivery
Building Block
4
Action and Comments
Clarity about
3.3 Mapping out and promotion of every process of contact with
balance between
students to define clear responsibilities by individual staff
DDSS and student
members, e.g. web pages, leaflets, information flowcharts
When
3.1 January 2010
Who
3.1 Sub-group
plus DDSF/DLOs
responsibilities.
3.2 Produce information leaflets that relate to the largest number of
3.2 April 2010
3.2 Sub-group
3.1 Advertising of DDSS services possibly utilising road shows to
3.3 All year round
3.3 All DDSS, other
departments, DLO network meetings, academic newsletters, internal
and ongoing
parties, e.g. depts
3.2 Produce a statement of expectations for delivery of service for
3.4 December
3.4 DDSS sub
both staff and students plus review of SLA. To be made available
2009
group
queries we receive at reception, e.g. support in exams, library,
applying for DSA, etc
information and training, presence at internal events, e.g. open days,
away days.
on web pages, poster in reception, response holding emails,
update SLA web page
3.4 Clearer signposting of other professional services’
responsibilities, including clear links on web pages with explanation
3.5 Sub-group and
3.5 July 2010
DLOs
of services’ remit, similar to SSID FAQs
3.5 Review the DLO job description and consider what additional
support they require to fulfil role, e.g. awareness material, detailed
responsibilities
3.6 DDSS
3.6 July 2010
3.7 Subgroup with
3.5 Define responsibilities of depts. in helping to provide
3.7 April 2010
DLOs
temporary/immediate support for students. Produce clear
guidelines regarding channels of communication, appropriate
support, timescales and accounting procedures
3.8 Contact with
3.6 In defining responsibilities of department include emphasis on 3.8 April 2010
students and
students/departments to provide timetables in advance
DLOs
preferably before start of each semester and highlight
consequences of late delivery.
3.7 Better use of web pages to highlight topical processes e.g. UHS
3.9 Ongoing
registration, SSID FAQs, exams, re-applying for DSA
3.9 DDSS web
page person
3.8 Create a time frame document to inform students of their
3.10 With
responsibilities prior to arrival with estimated timings of each stage in
information packs in
the process
January, June,
August
3.10 Subgroup
Theme 4: Planning and Preparation
Building Block
Action and Comments
When
Who
1
Planning and
4.1 Develop an annual timetable for planning, reporting and
4.1 By September
preparation before
reviewing to include one-off events. Include, service
2009
the beginning of
planning, e.g. annual report, development plan as well as key
the year – getting
dates for DDSS planning, e.g. procedures, mailings and
as much work as
updates, including other internal and external stakeholders
possible done
with whom we closely collaborate.
before the first
term.
4.2 Induction event before start of academic year/intro
4.1 Sub-group
4.2 September
4.2 Subgroup,
2009
DDSF, DLOs
week to inform new students about DDSS, support available
at TUOS and DSA process. Assess best time and format for
the event, possibly including weekends or evenings
4.3 DC, admin
4.3 Review information sent to applicants on application,
4.3 ASAP to
June and August mailing, ensuring they are informed about
review mailings
role of the service; encouraging them to provide appropriate
info. Sept 2010
evidence and apply for DSA early; inform of consequences if
for alternative
late. Explore use of webcasts/podcasts and better use of
media.
existing web pages and alternative formats
4.4 Subgroup
4.4 Allocate time for planning and preparation in summer using
annual timetable plus away days, strategic use of diaries. Ensure
internal and external forms are ordered, copied and up to date.
Loan equipment available and updated for loan. Check stock
levels of equipment, stationery. Ensure time is allowed to update
and review continuing students; including archiving of student
files.
(same group as
4.4 Annual basis
4:1)
4.5 Subgroup,
4.5 Clarity and consistency in open day letters to students to
4.5 Open days for
encourage disclosure, open day visits with adviser and assess
2010 students
DDSF, DLOs
initial needs.
4.6 SWCs, admin,
4.6 Before each
4.6 Encourage departments to provide timetables in advance in
order to allocate support workers before the start of the
academic year, e.g. note taking support. Students will need to
be informed that there may be a time lag getting their support
in place if timetables are not available.
semester
DLOs
Theme 5: Recording Systems
Building Block
2
Recording system
– reliable
Action and Comments
5.1 Purchase bespoke Maximiser CRM System (Student
Relate) for storing confidential student and support
When
5.1 September
2009
Who
5.1 DC, AP
information, on
worker data. This system will manage student and staff
one coherent
relationships as well as improving service delivery. It is
system, saving
also capable of producing management reports and data
time and avoiding
analysis.
loss of critical
7
information.
This will improve the managing of demand by:
Is the work of the

Reducing adviser’s workload
admin team

Providing accurate information on demand
organised in such

Cutting out duplicate and often inaccurate systems
a way as to

Reducing the number of manual and repeatable
enable them to
progress work in
a timely manner?
processes
Theme 6: Staff Well-Being
Building Block
9
Is the caseload of
Action and Comments
6.1 All points listed in the previous themes will serve to regulate
individual Advisers
pressure on staff and therefore have a positive impact on well-
- volume and
being, as will careful management and planning throughout the
difficulty - clear?
year.
Can the emotional
impact of
effectively?
Who
6.1 July 2010
6.1 DDSS
6.2 On-going
6.2 DDSS
6.3 Ongoing
6.3 DA, MHA
6.4 December 2009
6.4 DA
6.2 Continue with regular staff 1:1’s, team meetings
workload be
processed
When
6.3 Continue clinical supervision for those staff in supporting students
with mental health difficulties and Asperger’s Syndrome.
6.4 Consider finding a suitably qualified supervisor for other disability
advisers working with students with complex disabilities.
(visual
impairment,
physical
disabilities,
medical
conditions)
6.5 2010
6.5 DA
6.6 From
6.6 DDSS
6.5 Consider developing reflective practice activities for advisers to
learn, through peer support, about dealing with difficult situations
6.6 Use Student Relate to gain a clearer picture of adviser
September 2009
caseloads. This will assist advisers in monitoring their students
and their support needs.
6.7 November 2009
6.7 Plan a service away day during peak times to provide a means
of talking through issues thrown up by periods of intense
work/demands therefore reducing impact, both professionally
and personally.
6.7 DDSS