Study Support Policy
Authorship: Steve Parsons
Issue Date: October 2008
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Oct ‘08
Introduction
It is Grimsby Institute’s policy to work rigorously towards the creation of a fully inclusive learning
environment for all its learners. This requires everyone to be responsive to the individual needs and
to adapt the delivery of the curriculum to suit the preferred learning style of all learners.
Whilst inclusive learning refers to all learners, it is recognised that learners with learning difficulties
and/or disabilities will have specialised learning support requirements. In order to respond to their
individual needs the Institute undertakes to:

Provide an assessment of needs.

Provide a qualification framework that will consist of nationally recognised qualifications and
sufficient levels to ensure access for all learners across the full range of vocational areas.

Take into account, when recruiting learners, the extra effort which some have had to make in
their prior education to reach their present standard of attainment, because of their learning
difficulties or disabilities.

Provide learning support on mainstream courses to facilitate the process of integration and to aid
successful outcomes for learners.

Provide key support, where appropriate, to liaise with vocational staff and ensure that materials
are suitably differentiated and that learning takes place. Key support tutors will also assist
vocational staff in the provision of pastoral care.

Provide supporting programmes consisting of personal and social development where
appropriate.

Provide literacy/numeracy support where appropriate.

Provide specialised equipment where appropriate.

Provide student support workers to aid mobility, record achievement and help with personal care.

Constantly upgrade the physical access of the Institute to remove all possible barriers.

Monitor and review learners’ progress.

Provide suitable staff development and support.

Liaise with relevant outside agencies.
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Oct ‘08
1.
Basic Skills Screening and Delivery
All learners in full-time and substantial part-time further education courses are screened at preinduction/induction for basic skills competency. Higher Education learners are screened at the
discretion of the course tutor, but it is highly recommended that they screen wherever possible as
many support needs can be identified at this early stage.
The screening consists of 2 levels as follows:All course tutors notify Freda Leaning of the courses that are invited in to the July pre-induction
event. Freda Leaning timetables these courses into the RBLs throughout the institute and notifies the
tutors. On the day, tutors (training is available for tutors) accompany the learners to the designated
computer area and administer, with the help of the Literacy and Numeracy Co-ordinators, ‘Target
Skills’, which is a computerised basic skills diagnostic assessment.
The results are collated and sent to Jenny Dalby or Lena Scott, Literacy & Numeracy Divisional
Office. These are then collated alphabetically and published on the Institute Intranet. In September,
course tutors identify learners who have not previously been screened and arrange their screening as
soon as possible in their own vocational areas and send the results to the Literacy & Numeracy
Office.
Where learners identify at Entry level (or at level 1 for courses higher than level 1), basic skills tutors
are timetabled to team-teach with key skills and/or vocational staff, to support the learners’ basic
skills needs. Entry level learners are entered for C & G 3792 in Adult Literacy/Numeracy rather than
for the Key Skills Award. Where appropriate, some learners receive 1 to 1 support.
For courses at AS/A level and HE:
A questionnaire is administered and used to identify learners who are invited to discuss their support
needs with the Study Support Co-ordinator, Sally Wright.
Learners identified as requiring support by the questionnaire are usually dyslexic or have medical
conditions. A further assessment may be undertaken. HE learners may be referred to D.A.R.T. (the
university’s support team) for an application for a Disabled Student’s Allowance to buy equipment
(such as a computer) and extra support. Paul Roberts supports them in this process. Additionally,
learners who identify themselves as having a medical problem on the enrolment form are invited in
to talk to the Institute Occupational Health Adviser and advised of the support that the Study Support
team can offer.
If any tutor is in doubt about any of these procedures or requires advice about an individual student,
she/he should contact Sally Wright on extension 313 or Philip Greenacre on extension 532.
NB: Learners who do not have GCSE Maths at Grade C or equivalent should be referred to the
Maths Department in Division 2 for a maths screening test.
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Oct ‘08
2.
Identification and Assessment
There are two routes whereby a student is referred to the study support team, namely:Referred by SENCO’s of local schools, the Connexions Service or other agencies such as the Social
Services and voluntary organisations. These learners often, but not always, have some general
learning difficulties. Once the learner has been referred, a member of the study support team will be
assigned as a key tutor. She/he will assess the student’s interests and abilities by interviewing the
learner, possibly with an advocate, looking at previous records and by using the ‘Assessibility’
software to establish a primary learning goal. An appropriate vocational tutor will then be invited to
interview the student together with the key support tutor and a ‘Student Individual Programme’ will
be devised consisting of an appropriate vocational course plus a supporting programme. This
supporting programme might consist of some modules to aid personal and social development,
literacy and numeracy skills and some enrichment/leisure activity. Student support worker
assistance might be planned at this stage.
If a vocational tutor has any queries about an individual student, they should contact Julie Cawson on
extension 340 or Sally Wright on extension 313.
Other learners with learning support needs are usually referred internally by the course tutors,
Essential Skills Co-ordinators, or by themselves, having applied to the vocational course directly.
Occasionally, the student or agent may have contacted the head of Study Support first and been
referred to the vocational tutor.
These learners usually have sensory impairments (visual or hearing) physical disabilities, a medical
condition, are dyslexic, have mental health or behavioural difficulties or have a basic skills need.
These learners (and their advocates where appropriate) will have an interview with Sally Wright to
discuss their support needs. At this stage, she may refer them for further assessment to the relevant
agency e.g. for a Dyslexia Assessment (done by the institute Dyslexia Team), a visual impairment
assessment (Keith Baker), hearing assessment (local authority), our First Steps Behavioural Support
team (Lynn Bartlett) or D.A.R.T. (University Support Team). The course team will be notified of
the student’s support needs.
If special examination arrangements are necessary, they will be organised at this stage and flagged
on the Intranet.
If a requirement for learning support for a learner becomes apparent at any stage of the course, then
the course tutor should contact Sally Wright on ext. 313.
When a student reaches the final stage of the Attendance or Disciplinary procedure, Sally Wright
should be notified so that the student can be offered any necessary support.
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Oct ‘08
3.
Monitoring and Review
Learners receiving basic skills support are reviewed every 6 weeks to monitor progress and course
teams are kept informed about attendance.
Key support tutors continuously monitor the progress of their tutees and reports are sent home in the
second term. In the third term learners are reviewed and suitable progression identified.
Learners receiving study support via their course team or the dyslexia staff can make an appointment
at any time with Sally Wright, who will advise and liaise on their behalf. She is also available to
advise staff and advise learners on suitable progression routes.
Monitoring of quality takes place through the normal Quality Assurance system and the Annual
Course Review.
Learners with difficulties are helped to fill in SPOC forms by the key support tutors. This is the
questionnaire that elicits students’ perceptions of institute and their course.
Robyn Singer facilitates a student forum to gather more opinions from learners with learning
difficulties.
All these arrangements are described in the Disability Statement that is updated annually. This is
available in the libraries and Divisional Offices and a copy is kept in the course file. A simplified
version and a Braille/tape version is also available for learners.
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Oct ‘08
4.
Responsibilities of the Course Tutors are:-

To screen all full time learners and as many part-time learners as possible for basic skills
competence.

To encourage appropriate learners to accept basic skills support or attend the Basic Skills Drop
In.

To refer learners for study support at any time during the programme if it is necessary.

Respond to student’s individual needs and modify delivery style appropriately.

Take first responsibility for supporting all learners on the course.

To check that appropriate special examination arrangements have been put in place.
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Oct ‘08
Targets for 08/09

All curriculum areas to have an entry level programme.

Achievement rate better than the national benchmark.

Retention rate better than the national benchmark.

Use of ICT diagnostic tool to be implemented with all full-time learners.

Support be offered to all those students assessed at two levels below that of the course they are
enrolled on.

Continue proactively to offer staff development.

Ensure compliance with the DDA part4 by implementing the institute SENDA action plan.
The institute wishes to ensure that it complies with the requirements of the DDA (as amended by the
Special Educational Needs & Disability Act 2001). If you are a disabled person, please ensure that
we know what you need so that we can make all reasonable adjustments to help you succeed.
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Oct ‘08