Company number: 12497951
6 Sutton Park Road, Sutton, SM1 2GD

Learning Support Plans and Reasonable Adjustments Policy

Policy Statement

The School is committed to providing an inclusive learning environment, as outlined in the Equality Act 2010. This policy ensures that students with specific needs, such as dyslexia or dyspraxia, receive tailored support through Learning Support Plans and Reasonable Adjustments. After disclosing their needs, students will undergo a detailed assessment to determine appropriate accommodations, including extended exam time, alternative coursework formats, and specialised tutoring. This commitment to personalised support aims to ensure all students have equal opportunities to excel academically.

Principles

  • Accessibility: Providing equal access to educational opportunities for all students.
  • Inclusivity: Creating a learning environment that accommodates the needs of diverse learners.
  • Equality: Ensuring fair treatment and equal support for students with additional needs.
  • Personalisation: Tailoring support plans and adjustments to the individual needs of students.
  • Support: Committing to comprehensive assistance that enhances learning experiences.
  • Dignity: Upholding the privacy and respect for students receiving support.
  • Transparency: Clearly outlining the procedures for obtaining support and adjustments.
  • Collaboration: Encouraging input from students, staff, and specialists in the development of support plans.
  • Awareness: Raising awareness and understanding of diverse learning needs across the School.
  • Flexibility: Responding with flexibility to suit the changing needs and circumstances of students.
  • Consistency: Applying the policy consistently to ensure predictable and reliable support.
  • Continuous Improvement: Regularly reviewing and revising support systems to accommodate best practices and feedback.

Regulatory Context

This Policy has been developed in line with the applicable laws, regulations, regulatory advice, and sector best practices, including the following:

Authority Name Url
UK Government Equality Act 2010
Equalities law to prohibit harassment and victimisation, and eliminate discrimination, including in the area of further and higher education, particularly with regards to specified personal characteristics.
Quality Assurance Agency (QAA) The Quality Code
This code represents a shared understanding of quality practice across the UK higher education sector, protecting public and student interests and championing the UK's reputation for quality.
Quality Assurance Agency (QAA) Advice - Assessment and Marking
Guidance on assessment and marking for higher education providers .
Quality Assurance Agency (QAA) Advice - Admissions, Recruitment and Widening Access
Quality Assurance Agency (QAA) Advice - Learning and Teaching

Purpose of Learning Support Plans (LSP)

Title
Advice
Disability and Pregnancy/Maternity Adjustments

In accordance with the Equality Act 2010, students with physical or mental impairments that significantly limit their daily activities, including conditions like dyslexia, hearing or visual impairments, mobility issues, chronic illnesses, Autism, Asperger’s syndrome, mental health difficulties, and other unseen disabilities, are eligible for adjustments in teaching and assessment methods. Students can disclose their disability on their admissions form, during registration, or at any time during their studies, to receive tailored support. Additional support, including non-medical helpers and assistive technologies, may be provided through Disabled Students' Allowances or other sources.

For students experiencing pregnancy, maternity (including the period during pregnancy and up to 26 weeks after childbirth), or adoption, necessary adjustments to teaching and assessment will be made.

  • Pregnancy:

    • Evidence required: MATB1 form.
    • If MATB1 is not yet issued, a letter from a medical practitioner may be used.
    • Modifications will consider pregnancy-related medical conditions and the maternity period.
    • The Learning Support Plan (LSP) will specify the timeframe.

  • Adoption:

    • Evidence required: Matching Certificate.
    • If unavailable, a letter from the relevant agency (e.g., social services) will be accepted.
    • Temporary LSPs may be requested if the adoption period overlaps with assessments.

These adjustments ensure that students with disabilities or those undergoing significant life events, such as pregnancy or adoption, receive equitable support, enabling them to participate fully in their academic programmes. This approach upholds the principles of inclusivity and provides the necessary accommodations to support academic success.
Rule
Short-Term Adjustments for Temporary Situations

In certain temporary situations not covered by equality legislation, short-term adjustments may be made to prevent delays in assessments or requests for extenuating circumstances. A time-limited Learning Support Plan (LSP) can be issued in these cases to enable students to continue with their assessments. Examples include:

  • Physical injuries, such as damage to the writing arm or wrist
  • Short-term flare-ups of previously controlled medical conditions
  • Significant emotional or stress-related responses to events like bereavement, natural disasters, or acts of terrorism

These temporary adjustments help students manage unexpected situations and maintain their academic progress without undue delay. This approach ensures that students can complete their assessments under challenging circumstances while maintaining fairness and support.

Modifications to Teaching and Learning Environments

Title
Rule
Examples of Reasonable Adjustments

Examples of adjustments that may be provided include:

  • Allowing students to audio-record lectures and seminars.
  • Providing lecture materials, such as handouts, before scheduled sessions.
  • Supplying assistive equipment, like a stool in laboratories.
  • Implementing accessibility measures, such as holding sessions in accessible buildings.
  • Developing and issuing a Personal Emergency Evacuation Plan (PEEP) for those who need it.

These adjustments help to ensure that all students can fully participate in their educational activities, accommodating various needs and promoting an inclusive learning environment.

Execution of LSPs

Title
Rule
Implementation and Monitoring of Learning Support Plans

The School will utilise the Automated Governance System (AGS) to implement and monitor Learning Support Plan (LSP) adjustments to ensure they are properly managed and not overlooked. The Student Success Team will upload the LSP directly into the AGS linked to the student’s record. The AGS will then grant relevant staff, including guest lecturers, access to the necessary parts of the LSP pertinent to their roles. It will also ensure that LSP considerations are highlighted at all relevant points within the system, reminding staff of their responsibilities and directing them to contact the Student Success Team for any queries.

Assessment variations will be highlighted to assessors. If students find their support plan is not being implemented or foresee any barriers to its implementation, they should contact their Personal Academic Tutor (PAT) and the Student Success Team to resolve the issue.

This process ensures that LSP adjustments are consistently applied and monitored, keeping relevant staff informed and accountable, and providing students with a clear channel for addressing issues with their support plans.

Modifications to Assessment Procedures

Title
Rule
Implementation of Learning Support Plans (LSP) for Assessments

LSP documents may recommend adjustments for exams, coursework, and presentations. Staff are expected to make reasonable efforts to implement these adjustments. However:

  • Examination adjustments do not apply to in-class tests that do not contribute to overall module grades.
  • Requests for changes in assessment methods should be documented in the LSP at least 8 weeks before the assessment date. If this deadline is missed:
    • There is no guarantee that the adjustment can be made.
    • Requests should still be managed with reasonable care.
    • Priority will be given to temporary conditions that could not have been previously disclosed, such as recent physical injuries.
    • For significant changes, the Student Success Team will inform the student that accommodation may not be possible for the current exam, and advise applying for extenuating circumstances.

Adjustments can be either standard or major.

These guidelines ensure that adjustments are managed effectively and within feasible limits, while accommodating various needs to the extent possible. This approach helps balance the requirements of inclusivity with practical constraints in assessment settings.
Rule
Standard Adjustments for Assessments

All students undergoing assessments are entitled to standard adjustments based on their Learning Support Plan (LSP) requirements. These adjustments include:

  • Modified coursework deadlines of up to 14 days.
  • Use of a computer with suitable display and input modifications.
  • Additional time or rest breaks.
  • Provision of a separate room for assessments, either alone or with others, with or without medical supervision.
  • Use of a scribe, reader, prompter, or assistive technology.
  • Provision of a supportive chair for timed assessments.
  • Information for markers to consider during the assessment.

The School will cover all costs associated with these adjustments. Standard adjustments will be automatically applied unless explicitly excluded for a specific assessment component.

Any completed work by students receiving support should be included with the rest of the assessment submissions.

These measures ensure that all students receive equitable support during assessments, aligning with their individual needs as outlined in their LSPs. Covering costs and applying standard adjustments helps maintain fairness and inclusivity in the assessment process.
Rule
Major Adjustments for Assessments

Major adjustments involve significant changes to assessments, such as substituting a poster presentation for a written assignment, replacing exams with essays, or conducting a viva voce instead of a written exam. The work submitted may differ in format from that of other students, but it must assess the same learning outcomes. Major adjustments must be approved by the Teaching Team, who will consult with the student and the Student Success Team before making a decision.

These adjustments ensure that students with specific needs can demonstrate their learning outcomes effectively while maintaining fairness and compliance with academic standards. Factors considered include:

  1. Appropriateness: Ensuring that the proposed changes allow the student to meet the learning outcomes of the assessment.
  2. Fairness: Evaluating whether the revised method might unfairly advantage or disadvantage the student compared to their peers, and considering how other students would perform under the modified method.
  3. External Examiners: Consulting external examiners if necessary and incorporating their feedback.
  4. Compliance: Meeting statutory, regulatory, and accreditation requirements.

Development of LSPs

Title
Rule
Requesting Learning Support and Adjustments

A request for learning support can be initiated as follows:

  1. Disclosure and Contact:

    • Needs should be disclosed on the admissions form, during registration, or at any stage during studies.
    • Students must contact the Student Success Team to discuss teaching and assessment requirements.
    • As adjustments can take up to 8 weeks to arrange, students are encouraged to make contact as early as possible.
    • If switching academic programmes, students should inform the Student Success Team.

  2. Authorisation:

    • Students must authorise the sharing of their support information with relevant staff, following confidentiality guidelines.

  3. Documentation:

    • Students need to provide official written documentation from a qualified expert, such as a medical practitioner, educational psychologist, or occupational health professional.

  4. Review and Assistance:

    • The Student Success Team will review the evidence to ensure it is sufficient for assessing support or assist the student in obtaining the necessary documentation.

  5. Recording and Review:

    • The evidence will be recorded by the Student Success Team in the Academic Guidance System (AGS).
    • The team will determine the acceptable duration for the evidence and review it if the student's circumstances change.

These steps ensure that students receive timely and appropriate support by providing a clear process for requesting adjustments and managing necessary documentation. This approach supports effective planning and implementation of necessary adjustments, fostering an inclusive learning environment.
Rule
Approval Process for Reasonable Adjustments

In terms of approval:

  1. Automatic Approval:

    • Standard reasonable adjustments will be automatically approved and implemented.

  2. Approval for Additional Adjustments:

    • Any additional or major adjustments will be reviewed and discussed with the Teaching Team before approval.

This process ensures that standard adjustments are promptly addressed while allowing for thorough evaluation and approval of more complex adjustments, thereby maintaining effective support for students.
Rule
Learning Support Plan (LSP) Accessibility and Details

Adjustments will be documented in a Learning Support Plan (LSP) that is accessible via AGS to both the student and the relevant staff involved in the student’s learning, teaching, and assessment. The LSP will detail the recommended reasonable adjustments but will not disclose the nature of the disability, medical condition, or protected characteristic, except in cases where Health and Safety issues arise. Any time limits for the adjustments will be specified in the LSP. If no time limit is mentioned, the adjustments will remain in effect throughout the student’s course of study or until further guidance is provided.

This approach ensures that the necessary adjustments are clearly communicated and effectively implemented, while maintaining student confidentiality and providing clarity on the duration of the adjustments.
Advice
Adjusting Learning Support Plans

If students find that their support adjustments are no longer suitable for their needs, they should contact the Student Success Team to update their Learning Support Plan (LSP).

This ensures that students receive the most appropriate and effective support, accommodating any changes in their needs.

Exceptional Circumstances and Emergency Adjustments

Title
Rule
Use of Extenuating Circumstances

Extenuating circumstances may assist students in exceptional cases where Learning Support Plans (LSPs) are insufficient. However, extenuating circumstances should not replace LSPs. These circumstances may apply when:

  • Adjustments for intermittent disabilities are inadequate during flare-ups.
  • Unexpected events, such as the death of a loved one or a sudden illness, disrupt academic performance.
  • Timely adjustments cannot be made, even with active engagement in the support process, such as awaiting confirmation from an Educational Psychologist after dyslexia screening.

Extenuating circumstances provide an alternative support mechanism when unforeseen or exceptional factors affect a student's academic performance and LSPs cannot fully address their needs. For details, refer to the Extenuating Circumstances Regulation.

Metrics and KPIs

The following metrics will be measured and regularly reviewed as key performance indicators for the School to ensure the effectiveness of this policy and associated operations.

Title
Student Awareness of Available Support
Measure the percentage of students with LSPs who are aware of all available support services, targeting 85% awareness.
Ensures that students are fully informed about the support services available to them, which can enhance the overall effectiveness of the support.
Student Satisfaction with Support
Track the percentage of students who report satisfaction with the support provided, as indicated by a survey with a target satisfaction rate of 85%.
Reflects the effectiveness and quality of the support provided to students, ensuring it meets their expectations and needs.
Timeliness of Learning Support Plan Issuance
Measure the percentage of Learning Support Plans (LSPs) issued within 4 weeks of the initial disclosure of need.
Ensures timely support is provided, aligning with the needs of students and minimising delays in receiving necessary adjustments.
Training for Staff on LSP Implementation
Measure the percentage of relevant staff who have completed training on LSP implementation, aiming for 100% participation.
Ensures that all staff involved are adequately trained to understand and implement adjustments, promoting effective support delivery.
Policy: Learning Support Plans and Reasonable Adjustments Policy