Prostart is committed to anticipating the individual needs of learners & apprentices, providing reasonable adjustments and promoting non-discriminatory practice across all functions of the organisation.
This includes ensuring the availability of a range of services and support aids to meet the needs of learners, and potential apprentices, who have a learning difficulty and/or a disability that may affect their ability to access provision.
Prostart is committed to developing inclusive learning approaches and to providing additional learning support to secure learning success for all.
Prostart aims to provide an inclusive learning environment that recognises learning needs/ disability and its impact on the way people learn. Inclusive learning is based on providing the best match or fit between a learner’s needs and the learning opportunities provided.
All learners/apprentices are entitled to study and progress in an environment where they:
- are fully respected
- feel welcomed
- are treated fairly
- have equality of opportunity for learning and training
- are in a safe, non threatening environment
Monitor the flexibility of programmes to ensure that disabled persons are not excluded unnecessarily.
Review teaching styles and practices to ensure that provision is accessible and that reasonable adjustments are built in to anticipate likely support needs.
Ensure that recruitment, assessment and examination arrangements are flexible to the needs of all learners/apprentices and anticipate the need for likely adjustments.
Encourage learners/apprentices to disclose a disability where it would enable additional adjustments, exam/assessment arrangements or support aids to be put in place, whilst maintaining confidentiality to the level requested by the learner, wherever possible.
Ensure that English and Maths support needs are identified and that arrangements are made for learners/apprentices to attend teaching sessions in centre.
Maintain effective working links with referral organisations staff to maximise inclusive practice and to meet the additional support needs of learners.
Monitor the accessibility, and take anticipatory action, relating to services, including: Advice, Support and Careers resource centre and facilities.
All staff receive training on their responsibilities under the requirements of the Equality Act 2010 annually.
Sufficient resources are available to fund the anticipated reasonable adjustments to meet needs of learners/apprentices who have a disability and to respond to individual cases.
All staff are fully conversant with this policy and the demands it places upon them.
Effective systems and procedures are in place for the promotion, referral, identification and provision of additional learning support, including learning agreements, review of need and effectiveness and efficiency of the service.
As part of Equal Opportunities monitoring, student data is analysed and evaluated monthly, 6 monthly and annually.
As part of Equal Opportunities monitoring data – Equality & Diversity Impact Measures (EDIMs) are analysed and evaluated monthly, 6 monthly and annually to ensure that groups of learners/apprentices are not being disadvantaged and all learners/apprentices have the same opportunities to achieve.
Responsibility for implementing this policy
Responsibility resides at all levels; the Managing Director, Quality Manager and Equal Opportunities Officer have overall joint responsibility for the implementation of this policy. All staff have an individual duty and responsibility to promote and implement this policy.
Arrangements For Additional Learning Support
Learners/Apprentices are supported through the following means:
- Recruitment Team – The Recruitment Team carry out initial assessment and identify if learners/apprentices require additional learning support. The results of the initial assessment are recorded on the Commitment Statement and the Recruitment team discuss with the Training Adviser whether they want to refer the learner/apprentice to a partner organisation for specialist support. At this stage if any specialist equipment is needed the Team liaise with the Equal Opportunities Officer to arrange the purchase
- Training Advisers – Learners/Apprentices are supported by their Training Adviser for vocational training/learning and key skills knowledge through on-going assessment, action planning and progress review sessions. This is recorded on their monthly Assessment record and their quarterly progress review report. Learners/apprentices that require additional support receive more frequent visits / visit of a longer duration or both depending on the individual learner’s request. Training Advisers identify if any specialist equipment is needed and refer any requests to the Equal Opportunities Officer who arranges the purchase
- Off the Job Training – All apprentices attend training sessions in line with their Scheme of work and keep a learning journal to record all the off the job training during their Apprenticeship.
- Functional Skills(FS)– Maths, English & ICT FS sessions are carried out every other week in house at Prostart by qualified Tutors. All apprentices that need to achieve Functional skills attend these sessions. In addition if an apprentice has been identified as requiring additional support they are visited in the workplace by a Tutor once a month.
- Dyslexia/Dyscalculia Support/ Specialist Support -Apprentices with additional learning needs are given extra support through arrangements with The Dyslexia Association who have a team of specialist support workers that give one to one support sessions. Reports are received following visits which are kept in the apprentices visit file
- English for Speakers of Other Languages (ESOL) – Apprentices requiring ESOL support are referred to their local College
- Quality Review – Apprentices are given personal support which consists of telephone calls and visits carried out every 12 weeks. It gives them the opportunity to discuss any concerns and acts as a check on the service good or bad that Prostart provides. This is a valuable tool and provides an opportunity for the Apprentice to talk impartially with another member of staff. All information is recorded on a review form and availability is made for the apprentice to have a confidential discussion with the reviewer during these sessions. The information gathered during the ‘blue’ quality review is analysed monthly and findings and comments are fed back during the monthly progress meetings
Learner Support is reviewed on an ongoing basis through the Quality Improvement Cycle
Version 10 January 19