Initial Assessment of Learning Needs Procedure Contents

Initial Assessment of Learning Needs Procedure Contents Page Overview 1 Summary 2 Further information 3 History 4 Approval 5 Review Key Information 1 Background 2 Aims and Objectives 3 Policy Statement 4 Responsibilities Primary Information For managers, lecturers and other staff who support learning What is Initial Assessment The initial Assessment Process Initial Assessment Pathways Stage 1 - Pre-entry Identification Stage 2 - Initial Assessment (diagnostic) Stage 3 - Learning Plan Design and Implementation Stage 4 and 5 - Monitor and Review 1 1 1 1 1 1 2 2 2 3 3 4 4 5 6 7 9 10 10 Appendices 12 Appendix 1-16+ Individual Support needs Section 140 Assessment 12 Appendix 2 Additional Support Plan and Review ASPR 16 Appendix 3 ALS/ALP 18 Appendix 4 Learning Plan 20 Appendix 5 Inclusive Risk Assessment and Behaviour Checklist 22 This document is available in large print or in an alternative format that meets your needs. Please contact the HR Officer. May 2007 Ref:POL0019

Initial Assessment of Learning Needs Procedure Overview 1 Summary The procedure and guidelines on initial assessment of learning needs is essential to learner success and supports the key aims and objectives of the Learner Support Policy. 2 Further Information Director of Learner Support Services Additional Support Manager Study Services Link Tutors 3 History This Procedure was up-dated and approved on 20 April 2007 by the Learner Support Services Group. Final approval was given at the Senior Management Team meeting on 1 May 2007. To be reviewed annually 4 Approval Senior Management Team Learner Services Group Study Services Team 5 Review Additional Support Manager via Learner Support Services Group annually. May 2007 Page - 1 - Ref:POL0019

Initial Assessment of Learning Needs Procedure Key Information 1 Background The College operates an initial assessment process which seeks to identify: The individual s learning strengths and needs in relation to their choice of learning goals and The action which can be taken to address the needs identified by the process. The outcomes and the recommendations from initial assessment described on the learner s Additional Support Plan and Review contribute to the learning plan (ILP) and should be included in the Personal Record File (for full-time learners). Initial assessment of learning needs takes a variety of formats and levels and can begin well in advance of a learner joining a programme. Initial assessment encompasses three stages of assessment as appropriate to individual needs. 1 primary assessment of information gained during the pre-entry and entry processes 2 further assessment, at levels A, B and C to identify more specific or complex learning needs 3 information from 1 and 2 are used to create the individual learning plan. The term learning needs is comprehensive in that it also includes needs which are essentially physical, medical, social, emotional or behavioural but which interfere with the persons ability to apply themselves to learning opportunities of the types generally available in FE colleges. This procedure underpins the requirements specified by: Disability Discrimination Act (DDA) 2005 The SEN Code of Practice (Dfes) Learning and Skills Council OFSTED Adult Learners Inspectorate 2 Aims and Objectives The aims and objectives of the procedure are: To guide the consistency and quality of initial assessment across the whole College. To ensure learners can access an initial assessment of their learning goals and needs to inform their Individual Learning plans. To ensure that levels and methods of assessment address the diversity of learners and their needs. To obtain the best match between what a learner needs and wants to learn and what is provided to help them achieve. To ensure the learner s entitlement to clear and accessible information on initial assessment and the processes involved is met. To ensure learners receive confidential, informative feedback To ensure effective placement based on transition planning and guidance - supported by other agencies working in partnership. To provide a curriculum that is holistic in its design to support learner needs and aspirations. May 2007 Page - 2 - Ref:POL0019

Initial Assessment of Learning Needs Procedure Key Information 3 Statement The College has a commitment to providing the best possible match between the learner s needs and what is provided to aid their achievement. Initial assessment is the earliest opportunity to identify learners needs in relation to the College s provision as they move through the pre-entry and entry stages. This procedure aims to ensure that initial assessment processes reflect the spirit of the College s equal opportunities statement and the entitlement set out in the Student Charter. Learners are entitled to an appropriate assessment which identifies their learning goals and needs and the best additional support the College can provide to meet those needs. The learner has the right to be fully informed about the purposes and processes of initial assessment, including the right to sensitive, equitable and reliable feedback. The College will match the assessment arrangements to respond to individual needs, as appropriate, during the assessment process. Staff who undertake initial assessment of learning needs are qualified to do so. If the College cannot provide an appropriate curriculum or adequately meet the assessed support needs to the learner, then referral to another provider may be suggested. 4 Responsibilities The Heads of School - Teaching and Learning have responsibility for ensuring the implementation and monitoring of this procedure. The Additional Support Manager and the Study Services Team have responsibility for ensuring that procedure and procedure is followed when undertaking initial assessments with learners. All tutors have responsibilities under this procedure relating to initial assessment arrangements for learners. The Guidance Team have responsibilities within this procedure in terms of the information given to and received from learners at the pre-entry phase. May 2007 Page - 3 - Ref:POL0019

Initial Assessment of Learning Needs Procedure What is Initial Assessment? Primary Information For managers, lecturers and other staff who support learning Initial assessment is an information gathering process which usually consists of structured conversations with the learner and others who can contribute information; set tasks selected from a bank of materials which are fit for purpose and obtaining information in writing from other agencies involved with the learner. Initial assessment is not done to the learner. It is done with the learner and for the learner. The quality of any diagnostic assessment depends on the combination of a relevant and robust measuring instrument and a competent user. Assessment of individual learning strengths and needs is a continuous process that seeks to identify strategies and aids which will enable a learner to gain access to the whole or parts of the curriculum of their choice and make progress from there. It is also an integral part of the planning and implementation of the curriculum. There are two types of initial assessment which answer the following questions: Does the learner have the baseline skills for the course? What are the learner's specific needs in relation to the course requirements? Initial Assessment has both forward and backward looking components. It is concerned both with measuring where the learner is now and with making judgements about his/her capacity to progress along one or another of a number of paths and what will need to be made available to support achievement. It is the latter aspect of assessment which creates the greatest difficulty and demands careful professional consideration. At the heart of our thinking is the idea of match or fit between how the learner learns best, what they need and want to learn, and what is required from the college and teachers for successful learning to take place. (Tomlinson Committee 1996 2.3) All staff must be aware of the Procedure on Initial assessment of Learning Needs in order to ensure the College complies with our responsibilities and duties within the Disability Discrimination Act 2005 and the Special Educational Needs and Disability Act 2001 and the Disability Equality Duty 2006/Special Educational Needs. Information from initial assessments also assists the College in addressing the issues of retention, achievement, added value and cost effectiveness by; Ensuring learners are embarking on the most suitable programme for them thus improving poor retention of learners who are unable to meet the requirements of the programme Beginning the process of attracting funding for additional support with each level reflecting an increasing cost in time and expertise Provides a basis for recognising 'value added' - as learners develop the sub skills they need this is recorded and tracked within the ILP Addressing identified learning weaknesses to maximise achievement. May 2007 Page - 4 - Ref:POL0019

Initial Assessment of Learning Needs Procedure Primary Information For managers, lecturers and other staff who support learning The diagram on page 6 shows three different pathways designed to be appropriate for i) learners with disabilities; ii) those with complex learning needs such as autism, dyslexia or attention deficit disorder (examples) and iii) our more general student population who may need additional tuition in aspects of basic skills or key skills. Staff undertaking assessments of learning needs are suitably qualified to interpret results and make recommendations regarding the most effective way of assisting each learner to achieve. Each level of assessment requires specific specialisms within the field of learning difficulties and disabilities. The Initial Assessment Process Assessment of individual learning needs is a 5 stage process. Stage 1 Identification (pre-entry) Stage 2 Initial Assessment (into programme) Stage 3 Learning Plan Design and Implementation Stage 4 Monitoring Stage 5 Review & Evaluation May 2007 Page - 5 - Ref:POL0019

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Initial Assessment of Learning Needs Procedure Stage 1 Pre-entry Identification Primary Information For managers, lecturers and other staff who support learning The College works with schools, parents and other feeder agencies to gather information on the additional learning needs of applicants. The application process and the Interview provide opportunities to begin to identify the individual learning needs of all learners. Where needs appear to be complex, Study Services use the 6 questions approach to gathering information which to base the offer (see page 8) Pre-entry Assessment Information might come from: Reports - various sources 16+ Individual Support Needs Section 140 Assessment Application form Interviews Statement of SEN Final review (school) Link Course Guidance visits to previous establishment or home Contact with professionals working with the learner Pre-course screening/diagnostic assessment. The information gained from the sources above contributes to what we need to know under the following headings: Existing capabilities Previous experiences Levels of achievement Aptitude Interests and targets Areas requiring additional help Support required. May 2007 Page - 7 - Ref:POL0019

Initial Assessment of Learning Needs Procedure Six Assessment Questions Primary Information For managers, lecturers and other staff who support learning First level assessment gathers information available on which to begin to make the necessary decisions: 1 Can we offer the programme which has been requested? 2 Can we offer an appropriate alternative curriculum? If so, what can be offered? 3 Learning Support Needs (staffing) - Have we the appropriate skills to meet the student's needs? If not can it be brought in? 4 Learning Support Equipment - Is specialist assistive technology required, if so what? Can we provide the equipment? Can we provide the technical support? Is equipment/technical support available from other sources? How will equipment be maintained? 5 How will we meet other support needs? E.g. transport, mobility training, communications etc. 6 Is the environment appropriate, physically and socially? What can we do to make it appropriate? May 2007 Page - 8 - Ref:POL0019

Initial Assessment of Learning Needs Procedure Stage 2 - Initial Assessment (diagnostic) Primary Information For managers, lecturers and other staff who support learning The College operates 3 levels of Initial Assessment practices at Stage 2. Levels A, B or C below are undertaken as appropriate and any pre-entry assessment information received will contribute to this process. At level C, it may be necessary to seek contributions from external specialists. Level A Basic Skills Assessment in numeracy and literacy Key Skills Assessment in AoN, Communication, IT Learning Styles Analysis Level B Dyslexia Screening Scotopic Sensitivity Screening Level C Full diagnostic assessment of specific learning strengths and needs Inclusive Risk Assessment (IRA) and/or Behaviour Checklist The assessments are designed to meet the needs of learners and their tutors by providing: Clear evidence to determine appropriate study level Identification of Learners' additional support needs Learners able to work at higher levels than qualifications suggest Learners able to work at different levels in different skills Learners who require a differentiated learning experience and/or specialised equipment to assist their access and studies Reliable indications of skill areas to be developed A positive and productive induction experience A focussed introduction to action planning which fosters learner ownership Confidentiality with individual attention. May 2007 Page - 9 - Ref:POL0019

Initial Assessment of Learning Needs Procedure Primary Information For managers, lecturers and other staff who support learning Feedback from Stage 2 (Level A) assessments should be available within ten working days although we aim to provide much earlier feedback in most cases. Stage 3 - Learning Plan Design and Implementation Information for Stage 3 will come from Stages 1 and 2 and is considered alongside information from the course tutor(s) relating to the requirements of the course and how teaching and learning is organised within a particular programme. At this stage a meeting between the Study Services Link Tutor and Course Tutor will be beneficial. Whatever assessment is undertaken at Stage 2, the information obtained is discussed with the learner in confidence and any additional needs identified and recorded become the subject of an Additional Support Plan and Review (ASPR). The ASPR will recommend support for learners with: (a) (b) More complex needs requiring a range of support mechanisms. Needs that require medical/physical/behavioural support through Inclusive Risk Assessment. Whichever plan is appropriate, this document becomes a composite part of the Individual Learning Plan and the Course Tutor must ensure that it is monitored and reviewed accordingly working in partnership with the Study Services Link Tutor. Stages 4 and 5 - Monitor and Review In all cases: Monitoring of take up of additional tutorial takes place on a daily basis through attendance monitoring. Progress is monitored continuously by Study Services Tutors completing a Record of Work for each learner. A copy of the action plan and review is copied to the Course Tutor. A review of progress towards each learning target is undertaken with the learner and recorded on the ASPR. Reviews should be as objective as possible and should include a written record of the skills learnt or improved since last review. The outcomes of the Review are used to inform the on-going Additional Learning Plan (and ILP). May 2007 Page - 10 - Ref:POL0019

Initial Assessment of Learning Needs Procedure Primary Information For managers, lecturers and other staff who support learning In the case of b) The learner's Link Tutor has oversight of these arrangements and is required to monitor them. If any changes are required these are recorded on a new Inclusive Risk Assessment and agree by all parties. Reviews should be undertaken in such a way that the learner can take part in it. Where appropriate and with the learners agreement, parents, carers and other professionals may be invited to contribute. These reviews to take place at least termly or more frequently if recommended. May 2007 Page - 11 - Ref:POL0019

Learner s Name Address Home/Mobile Telephone Number 16+ Individual Support Needs Section 140 Assessment Date of Birth Trakrekord No. School Attended Contact/School Telephone Number Please indicate Statement of SEN School Action Plus Current level of educational attainment, please detail below: GCSE Grades A-C Duke of Edinburgh Other GCSE Grades D-G ASDAN?AQA Sports Leadership Award Certificate of Achievement:- Please indicate if you have attached the Following:- Available from School Attached Transition Plan Career/Action Plan Most recent Annual Review Record of Achievement/Progress File Pastoral Support Plan Individual Education Plan Has the Learner successfully completed work experience? Yes No Has the Learner undertaken link/vocational college courses? Yes No Is the Learner an independent traveller? Yes No Has the young person completed independent travel training? Yes No Education/training employment ambitions: What support and strategies are currently provided for this Learner? Counselling Sessions Personal Support Requires Lifting Small Groups One to One Support Physical Management Programme Other Support Needs including statement details: May 2007 Page - 12 - Ref:POL0019

Family Environment Issues: Health Issues ( ie issues and the support needed from other health professionals) What equipment is required for this learner post 16? Manual/Electric Wheelchairs Software Packages Keyboards Hearing loops Enlarge Print Radio Aids Extended time in eg Exams Others Social & Personal Development (ie strategies/activities needed to support young person) What assessments and by whom have they been undertaken for this Learner? Date Social Service Assessment Specialist College Assessment Educational Psychologist APIR Occupational Therapy Other Speech & Language Therapy Date Contact details of other agencies currently involved with this Learner. (Please list agencies & contact Tel No s) What other agencies might need to be involved with this Learner post 16?:- Social Services Occupational Health Mencap Other Please List) Connexions May 2007 Page - 13 - Ref:POL0019

Additional Information for Learner applying to specialist out of County College: Personal Adviser signature: Please print name: Date: I agree this information can be passed onto Training Providers/Colleges/Other post 16 providers. Details on this form may be held on computer records and released to other organisations in support of action you have agreed with Connexions staff. Personal information held is available for inspection on request. Learner/parent/Carer Teacher signature Date May 2007 Page - 14 - Ref:POL0019

Recommended Next Steps: Specialist Out County Provision Further Education Employment Training Other Preferred Course/College Action to be taken: Personal Adviser signature Please print name Date Tel No I agree this information can be passed onto Training Providers/Colleges/Other post 16 providers. Details on this form may be held on computer records and released to other organisations in support of action you have agreed with Connexions staff. Personal information held is available for inspection on request. Learner/parent/Carer Teacher signature Date May 2007 Page - 15 - Ref:POL0019

CONFIDENTIAL STORE IN PRF OR CORE FILE ONLY Directorate of Learner Support Services SS1 Last updated ADDITIONAL SUPPORT PLAN AND REVIEW Learner Link Tutor Course Date of Birth Year Course Code Course Tutor Assessment Level: A A: IKSA only B B: Specific Learning Difficulty C C: Access Arrangements, Severe Learning Difficulty, Risk Assessment etc Overview/Learner Profile Learning Style Making Choices Behaviour Taking Responsibility Time Management Personal Skills Follows Instructions/Routines Strengths Problem Solving Results of Diagnostic Assessment Recommendations Oversight by Study Service Link Tutor, in this case I agree that this information shall be confidential within College but may be shared by ALL parties interested in my successful progress through my chosen learning programme. Learner Signature Link Tutor Checklist IKSA Learning Style SfL Diagnostic Sensory Assessment Dyslexia Assessment Pre-entry Information Physical Difficulties Assessment Emotional/Behavioural Assessment Personal Access Support Plan Risk Assessment (IRA) Exam Concessions Arranged Other Please State May 2007 Page - 16 - Ref:POL0019

Specialist Equipment Needs (include ICT/assistive technology) Examination Concessions Required Review 1 Date Learner Comment: (if any) Learner Signature Link Tutor Signature Course Tutor Signature Review 2 Date Learner Comment: (if any) Learner Signature Link Tutor Signature Course Tutor Signature May 2007 Page - 17 - Ref:POL0019

Directorate of Learner Support Services SS3 Last updated ALS/ALP Academic Year 2006/07 Name Date of Birth Enrolment No Start Date Course Title Course Code Course Tutor School HBC ASHL Eng Tech (please circle) Referred By Day Time Location of Sessions Link Tutor Review Dates 1 2 3 Reason for Referral Previous Attainment (GCSE etc.) May 2007 Page - 18 - Ref:POL0019

Learner Information (hobbies/interests/skills/experience) Personal Aims of the Learner Long term goals Short term goals Learning Style Initial Assessment Visual Auditory Kinaestetic IKSA Present Level Target level Number Measure Shape Space Handling Data Reading Writing Speaking & Listening Further Diagnostic Assessment Name Date Recommendations Link Tutor Signature Learner Signature Date Date May 2007 Page - 19 - Ref:POL0019

Learning Plan Study Services Additional Support/Skills for Life Learner Course Date Level Working Towards Type of Support Room LEARNING OBJECTIVES SMART TARGETS for next period (State Period) Curriculum Ref: DATE RECORD OF WORK DONE AND PROGRESS TOWARDS TARGET Curriculum Ref: EVALUATION OF ACHIEVEMENT OBJECTIVES (at the end of this learning period, evaluate to what extent your objectives have been met) ACTION PLAN REVIEW SIGNED Tutor Learner: Date May 2007 Page - 20 - Ref:POL0019

LEARNING OBJECTIVES SMART TARGETS for next period (State Period) Curriculum Ref: DATE RECORD OF WORK DONE AND PROGRESS TOWARDS TARGET Curriculum Ref: EVALUATION OF ACHIEVEMENT OBJECTIVES (at the end of this learning period, evaluate to what extent your objectives have been met) ACTION PLAN REVIEW SIGNED Tutor Learner: Date May 2007 Page - 21 - Ref:POL0019

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Study Services Behaviour Checklist Description of Behaviours Reported or Observed Learner Year Main Programme of Study Behaviour that may impact on Health and Safety Reported by Observed by 1 Begins task impulsively without understanding 2 Runs out of lessons 3 Provokes peers 4 Self-harms 5 Criminal activity 6 Harbours grudges 7 Inappropriate sexual behaviour 8 Seeks approval or attention of peers inappropriately 9 Takes belongings of others 10 Disrupts class if has to wait 11 Shouts out in class, interrupts 12 Abuses equipment/environment 13 Verbally inappropriate 14 Lethargic and/or tired 15 Reacts badly to noise/disruption 16 Easily distracted 17 Easily frustrated with task 18 Physical abuse 19 Verbal abuse 20 Medication 21 Deliberately provokes 22 Loses control easily 23 Evidence of carrying a weapon 24 Provokes peer conflict 25 Rejected by peers 26 Does not accept responsibility for own behaviour 27 Does not anticipate consequences of own behaviour 28 History and or evidence of drug/alcohol misuse May 2007 Page - 24 - Ref:POL0019

Behaviour that may impact on Health and Safety Reported by Observed by 29 Refuses to work 30 Easily reduced to tears 31 Cannot express self verbally 32 Cannot cope with social frustration 33 Argues 34 Does not follow instructions 35 Tries to manipulate teacher 36 Does not accept mild criticism/advice 37 Does not accept praise 38 No pride in achievements 39 Tries to dominate situations 40 Cannot stay on task 41 Poor patterns of attendance 42 Fantasises 43 Not willing to try 44 Does not accept help 45 Tells lies 46 Does not complete work 47 Poor family relationships 48 Late for lessons 49 Does not participate in making agreements/contracts 50 Does not appear to learn from experience 51 Does not cope with less structured situations 52 Description of other behaviour May 2007 Page - 25 - Ref:POL0019