Involving Learners in Work Based Learning
Tools we use
North West Community Services (NWCS)
Child Care and Health and Social Care
Foundation Learning Programmes
•Entry 1 – 3 Inc Functional Skills, NCFE Level 1, PSD,
placement 1 day
•Level 1 – Inc Functional Skills, NCFE Level 1, PSD,
placement 1 day
•Advanced Programme – Led Pathway (APLP)
Level 1 - Inc Functional Skills, NCFE Level 1, placement 2
days
Apprenticeship Programme
•Level 2 & 3 – Inc Functional Skills, CYPW, technical cert, full
time placement
Training Plus Merseyside (TPM)
Apprenticeship (L2)
Framework
Business & Administration
Technical / Theory Cert L2
CCLD / CYPW
NVQ L2
Hairdressing
Functional / Key Skills L1
Advanced Apprenticeship
(L3)
Framework
Business & Administration
NVQ L3
CCLD / CYPW
Functional / Key Skills L2
Hairdressing
Technical / Theory Cert L3
Assessment and Support for Additional Learning
Needs/Additional Social Needs
Approach
Learner Journey:
•Application & Recruitment
•Initial Assessment
•Induction
WBL approach to support:
•Self Assessment – developed in
house includes Learning Styles
Analysis
•Instines – dyslexia screening tool,
initial assessment (level) and
diagnostic assessment (framework
level - gaps)
•Case Conference – ALN/ASN
potential
•Sub ILP during induction which will
support the assessor when meeting
the learner for the first time
Assessment and Support for Additional Learning
Needs/Additional Social Needs
Approach
Learner Journey:
WBL approach to support:
•Individual Learning Plans
•Tutor/assessor led - use sub ILP
and meet with learner to discuss
and set targets
•Teaching and Learning
•Teacher uses sub ILP –
transferred on to their registers
and lesson plans eg differentiation
•Progress Reviews
•Tutor/assessor led – review
targets and progress with learner;
at 6-8 weeks point - learning
support team will meet the
assessor to review ALN/ASN
Assessment and Support for Additional Learning
Needs/Additional Social Needs
Approach
Learner Journey:
WBL approach to support:
•Assessment
•Arrange appointment with Adult
Dyslexia Access who will assess
the learner for dyslexia and
produce a report inc access to
exam concessions
•Achievement
•Progression
•Achievement reviewed at each
assessor visit. Learning support
will review every 3 months
•Ongoing application of support
strategies in work place or on L3
programme, inc support with the
employer
TPM – Instines, a tool we use for screening dyslexia
© Adult Dyslexia Access 0151-709-0545
NWCS – a tool we tried
Learning styles v working styles
http://www.creativelearningcentre.com/Products/Working-StyleAnalysis/Pyramid-Model.html
Assessment for Additional Learning Needs and
Additional Social Needs in Apprenticeships
OFSTED Good Practice Tool – Professional discussion
http://www.excellencegateway.org.uk/media/attachments/108534/InitialAssessment-Tool-v6.pdf
Additional Social Needs
ASN Criteria

Recent / recurrent offending
behaviour

Attitude / behavioural problems
(including loss of placement due to
poor attitude / behaviour)

Poor / erratic attendance during
last year of education / excluded
from school / no record of school

Drug / alcohol problems

Unsupportive / unsupported home
environment (including care
leavers / carers).

Health problems which affect the
young person’s programme (including
mental health and phobias).

Significant problems with
confidence / self esteem

Significant problems with
communication and interaction.

Significant problems with
motivation / attendance (on
programme)

Single parents with particular
difficulties in engaging with learning
Assessment for Additional Social Needs
2 week induction for diagnostic
assessment – 1:1 interview to:
•Assess soft outcomes
•Body language
•Observation
•Intuition
•Geography
•Travel
•Timekeeping
•Domestic circumstances
Interventions
•1:1 support session
•PSD sessions
•Motivational Dialogue
•Foundation Learning
•http://tlp.excellencegateway.o
rg.uk/resource/FLT_CD_6016
Q/screens/flt_05_01_00_00/p
age.html
•Call on specialist professional
organisations – MIND,
BROOK, YPAS
Thank you