Support Service Area:ALS

Manager:Vicky Chainey / Date:
Background Informationabout the service
The aim of Additional Learning Support is to remove barriers to learning by providing individualised support to students enabling them to participate, enjoy and achieve during their time at Sussex Coast College Hastings. Since a new manager was appointed in May 2010, the coordination team have worked to develop processes and procedures that increase participation, and improve both the effectiveness and value for money of the service. The team consists of 26.7ftes of which 4 posts are full time.
Main Improvements since 09/10 SAR
  • Success rates for students with learning difficulties and disabilities was 1% higher than those who did not have learning difficulties and disabilities
  • Implementation of observation programme in conjunction with the Director of Teaching and Learning. 80% of ALS Tutors were observed by the cross-college observation team, 49% of LSAs were observed by the ALS Coordination team.
  • 100% of LSAs attended training in the setting of SMART targets.
  • Schedule created for the audit of ILSPs
  • Training programme for tutors in effective use of LSAs within the classroom – 8 sessions were offered across the year (4 within staff development days) but attendance was poor with 23 attendees overall.
  • Opening of the ‘ALS Safe Room’ for use by vulnerable learners
  • Collaboration of support across the wider student services team

Suggested Grades: / 2 / Validated Grade:
Approved by SMT Member:
Area for improvement / Action taken / Progress to date / Further action required
Poor success rates for Students with learning difficulties and disabilities / Implementation of observation process & protocols for in-class support which focuses on the impact of support
Training in setting SMART targets
Trialling of TEAM - paperless tracking system / Success rates for Students receiving ALS are 1% higher than those that do not.
Observation process & protocols in place 80% of tutors and 49% of LSAs were observed.
Training undertaken by 100% of LSAs.
Introduction of TEAM for more effective tracking and audit of support / Mandatory training for tutors who work with LSAs in the classroom
100% of LSAs to be observed with each academic year
Inconsistency in the delivery of support across SSAs / Audit of ILSPs from underperforming SSAs
Implement observation process & protocols for in-class support which focuses on the impact of support
Training delivered for LSAs & lecturers in effective use of LSAs – 80% participation / Audit scheduled in place and recommendations from findings implemented.
Observation process & protocols in place as above
Joint training offered on 7 occasions with 8% participation / Ensure equality of provision across all college sites.
Summary of Strengths and Areas for Improvement / Evidence / Source
Key Strengths
  • The college’s approach to social inclusion is good
/
86% of students knew how to access support
Alternative formats available – easy read documents, tactile /
Student Survey - Induction 2010
Production of ‘Tactile Map’ for use by learners with visual impairments
  • Leadership and Management is good
/ 100% completion staff appraisals
Regular team meetings
Effective management of staff sickness
Service delivered within agreed allocation and budget / HR records
Minutes of Team Meeting
HR Records
ILR returns
  • Effective individual assessment of students needs by the ALS team leading to timely provision of support
/ 250initial assessmentswere carried out prior to enrolment – 75% of those that could have been completed. / ALS records
Admission Records
  • Well trained and appropriately qualified staff
/ Within 10/11, 1 member of staff completed the L7 Certificate in SpLd, 7 staff completed C&G 7320 at level 2 and 11 at Level 3. 14 staff completed a L2 qualification in Hidden Disabilities and a further 22 completed the L2 qualification in Dyslexia. / CPD and HR records
  • Inspirational use of technology to reduce support needs
/ Introduction of voice activated software, laptops, dictaphones, spellcheckers. Research and further development planning of 11/12. / ALS assistive technologies
  • Highly effective partnership working to ensure students’ needs are met
/ 8 students received additional support from the Sensory Needs team at ESCC.
21 students received additional Speech and Language therapy
Trialled the Vulnerable Learner Protocols Project with ESCC to support the transition of vulnerable groups of students into college.
Community support in conjunction with the Area Based Grant / ALS Records
VLPP Reports
Key Areas for Improvement
  • System for identifying and supporting students with literacy & numeracy needs
/ 3 year declining success rates and functional skills achievement / College Performance Report
  • Improve collaborative working with curriculum teams to identify and support students with additional learning needs
/ Lack of attendance at training / HR Records
  • Continue to build school liaison to support vulnerable learners transferring to college
/ Lack of transition support / Reduction in funding for Connexions support

QUALITY IMPROVEMENT PLAN

AFI Ref
/ Areas for improvement (AFI) in priority order. / Outcomes
(Actions, incl. quantitative target where possible) / Responsibility
A) Implement
B) Monitor / Timescales / Progress & Impact
Review / Comp
1.
/ System for identifying and supporting students with literacy & numeracy needs / Recruitment and implementation of Learning Facilitators to support Functional Skills classes at all levels / A)ALS Manager
B)Head of Student Services / Oct ‘11 / July ‘11
2.
/ Improve collaborative working with curriculum teams to identify and support students with additional learning needs / Student reports to be sent to HoDs at enrolment identifying students that ALS aware of
ALS attendance at curriculum team meetings to update information / A)ALS Manager
B)Head of Student Services / Aug ‘11 / July ‘11
3.
/ Continue to build school liaison to support vulnerable learners transferring to college / Implementation of a SENCo meeting every half term to ensure appropriate information sharing
Recruitment and implementation of specialist LSAs to support transition / A)ALS Manager
B)Head of Student Services / Aug ‘11 / July ‘11

APPENDIX 1 - ALS HEADLINE STATISTICS

Age

07/08 / 08/09 / 09/10 / 10/11
No / % / No / % / No / % / No / %
Under16 / 1 / <0 / 10 / 2 / 2 / <0 / 1
16-18 / 295 / 68 / 322 / 66 / 426 / 73 / 372 / 74
19+ / 142 / 32 / 158 / 32 / 158 / 27 / 132 / 26
Total / 438 / 490 / 584 / 506

Gender

07/08 / 08/09 / 09/10 / 10/11
No / % / No / % / No / % / No / %
Male / 199 / 45 / 248 / 51 / 332 / 57 / 297 / 58
Female / 239 / 55 / 242 / 49 / 252 / 43 / 209 / 42

Mode of attendance

07/08 / 08/09 / 09/10 / 10/11
No / % / No / % / No / % / No / %
Full-time / 287 / 66 / 355 / 72 / 447 / 77 / 449 / 89
Part-time / 151 / 34 / 135 / 28 / 137 / 23 / 57 / 11

Ethnic Origin

07/08 / 08/09 / 09/10 / 10/11
No / % / No / % / No / % / No / %
Asian or Asian British – Bangladeshi / 2 / 0.46 / 1 / 0.20 / 1 / 0.17 / 1 / 0.2
Asian or Asian British – Indian / - / - / 1 / 0.20 / - / - / - / -
Asian or Asian British – other Asian / 5 / 1.14 / 5 / 1.02 / 7 / 1.20 / 8 / 1.58
Black or Black British - African / 1 / 0.23 / 2 / 0.41 / 6 / 1.03 / 2 / 0.40
Black or Black British - Caribbean / 1 / 0.23 / 1 / 0.20 / 1 / 0.17 / 1 / 0.20
Black or Black British – other black / 1 / 0.23 / 1 / 0.20 / 1 / 0.17 / - / -
Chinese / 3 / 0.68 / 1 / 0.20 / 1 / 0.17 / - / -
Mixed other / 1 / 0.23 / 1 / 0.20 / 4 / 0.68 / 7 / 1.38
Mixed – White & Asian / 2 / 0.46 / 1 / 0.20 / 2 / 0.34 / - / -
Mixed – White & Black African / - / - / 4 / 0.82 / 2 / 0.34 / 3 / 0.59
Mixed – White & Black Caribbean / 3 / 0.68 / 2 / 0.41 / - / - / - / -
White – British / 398 / 90.87 / 435 / 88.78 / 517 / 88.53 / 446 / 88.1
White – Irish / 3 / 0.68 / 3 / 0.61 / - / - / 1 / 0.20
White – other / 14 / 3.20 / 5 / 1.02 / 6 / 1.03 / 5 / 0.99
Other / 1 / 0.23 / 7 / 1.42 / 6 / 1.03 / - / -
Not known / not provided / 2 / 0.46 / 20 / 4.08 / 19 / 3.25 / 12 / 2.37

Support by Support Need

07/08 / 08/09 / 09/10 / 10/11
No / % / No / % / No / % / No / %
Asperger’s / 13 / 2.97 / 12 / 2.45 / 16 / 2.74 / 21 / 4.15
Asthma / 1 / 0.23 / 4 / 0.82 / 5 / 0.86 / 1 / 0.20
Auditory Impairment / 4 / 0.91 / 16 / 3.27 / 19 / 3.25 / 19 / 3.75
Autistic Spectrum Disorder / 15 / 3.42 / 36 / 7.35 / 52 / 8.90 / 47 / 9.29
Cerebral Palsy / 5 / 1.14 / 1 / 0.20 / 5 / 0.86 / 4 / 0.79
Diabetes / 1 / 0.23 / - / - / 1 / 0.17 / 2 / 0.40
Disability affecting mobility - wheelchair / 1 / 0.23 / - / - / - / -
Disability affecting mobility – non wheelchair / 2 / 0.46 / 7 / 1.43 / 12 / 2.05 / 4 / 0.79
Down’s Syndrome / 5 / 1.14 / 7 / 1.43 / 11 / 1.88 / 8 / 1.58
Dyscalculia / - / - / 3 / 0.61 / 7 / 1.20 / 2 / 0.40
Dyslexia / 161 / 36.76 / 183 / 37.35 / 178 / 30.48 / 172 / 33.99
Dyspraxia / - / - / 6 / 1.22 / 13 / 2.23 / 14 / 2.77
Emotional/behavioural difficulties / 22 / 5.02 / 44 / 8.98 / 61 / 10.45 / 59 / 11.66
Epilepsy / 7 / 1.60 / 11 / 2.24 / 10 / 1.71 / 7 / 1.38
Language need / 6 / 1.37 / 11 / 2.24 / 19 / 3.25 / 10 / 1.98
Learning Difficulty (moderate) / 21 / 4.79 / 74 / 15.10 / 78 / 13.36 / 60 / 11.86
Learning Difficulty (severe) / 5 / 1.14 / 10 / 2.04 / 7 / 1.20 / 6 / 1.19
Literacy need / 1 / 0.23 / 14 / 2.86 / 7 / 1.20 / 3 / 0.59
Medical condition / 27 / 6.16 / 18 / 3.67 / 46 / 7.88 / 37 / 7.31
Mental Ill Health / - / - / 19 / 3.88 / 26 / 4.45 / 35 / 6.92
Numeracy need / 1 / 0.23 / 30 / 6.12 / 12 / 2.05 / 4 / 0.79
Speech and Language / - / - / - / - / 23 / 21 / 4.15
Specific Learning Difficulties / - / - / - / - / - / - / 19 / 3.75
Study/processing skills / 168 / 38.36 / 33 / 6.73 / 9 / 1.54 / 16 / 3.16
Temporary disability / - / - / - / - / 1 / 0.17 / - / -
Visual Impairment / 2 / 0.46 / 13 / 2.65 / 26 / 4.45 / 21 / 4.15
Disability and Learning Difficulty
Disability
2005/06 / 2006/07 / 2007/08 / 2008/09 / 2009/10 / 2010/11
Total / % / Total / % / Total / % / Total / % / Total / % / Total / %
Aspergers / -- / -- / -- / -- / -- / -- / 14 / 2.18 / 16 / 1.63 / 36 / 3.04
Emotional/behavioural / 2 / 0.35 / 5 / 1.01 / 15 / 3.09 / 37 / 5.75 / 52 / 5.30 / 74 / 6.25
Hearing / 49 / 8.66 / 12 / 2.42 / 10 / 2.06 / 53 / 8.24 / 58 / 5.91 / 77 / 6.5
Medical / 50 / 8.83 / 16 / 3.23 / 24 / 4.95 / 163 / 25.35 / 229 / 23.32 / 304 / 25.68
Mental health / 15 / 2.65 / 12 / 2.42 / 4 / 0.82 / 77 / 11.98 / 93 / 9.47 / 192 / 16.22
Mobility / 14 / 2.47 / 11 / 2.22 / 1 / 0.21 / 31 / 4.82 / 46 / 4.68 / 115 / 9.71
Multiple / 28 / 4.95 / 12 / 2.42 / 15 / 3.09 / 49 / 7.62 / 82 / 8.35 / 80 / 6.75
Other / 388 / 68.55 / 420 / 84.85 / 405 / 83.51 / 157 / 24.42 / 321 / 32.69 / 191 / 16.13
Physical / 10 / 1.77 / 5 / 1.01 / 5 / 1.03 / 28 / 4.35 / 35 / 3.56 / 35 / 2.96
Temporary / 0 / 0.00 / 0 / 0.00 / 1 / 0.21 / 5 / 0.78 / 4 / 0.41 / 17 / 1.44
Visual / 10 / 1.77 / 2 / 0.40 / 5 / 1.03 / 29 / 4.51 / 46 / 4.68 / 63 / 5.23
Total: Declared Need / 566 / 495 / 485 / 643 / 982 / 1184
Note: 5.6% of the Hastings population over 15 are claiming Disability Living Allowance
Learning Difficulty
2005/06 / 2006/07 / 2007/08 / 2008/09 / 2009/10 / 2010/11
Total / % / Total / % / Total / % / Total / % / Total / % / Total / %
Autism / - / - / - / - / - / - / 19 / 2.29 / 22 / 2.65 / 23 / 2.29
Dyscalculia / 0 / 0.00 / 0 / 0.00 / 0 / 0.00 / 6 / 0.72 / 8 / 0.96 / 16 / 1.59
Dyslexia / 282 / 42.73 / 121 / 18.36 / 181 / 27.80 / 402 / 48.43 / 424 / 51.08 / 561 / 55.77
Moderate / 178 / 26.97 / 57 / 8.65 / 28 / 4.30 / 163 / 19.64 / 162 / 19.52 / 198 / 19.68
Multiple / 1 / 0.15 / 3 / 0.46 / 21 / 3.23 / 17 / 2.05 / 27 / 3.25 / 30 / 2.98
Other / 170 / 25.76 / 460 / 69.80 / 397 / 60.98 / 123 / 14.82 / 156 / 18.80 / 120 / 11.93
Other spec / 29 / 4.39 / 17 / 2.58 / 20 / 3.07 / 19 / 2.29 / 11 / 1.33 / 35 / 3.48
Severe / 0 / 0.00 / 1 / 0.15 / 4 / 0.61 / 12 / 1.45 / 20 / 2.41 / 23 / 2.29
Total: Declared Need / 660 / 659 / 651 / 830 / 830 / 1006

Student Success by Subject Sector

07/08 / 08/09 / 09/10 / 10/11
Starts / % S / % R / % A / Starts / % S / % R / % A / Starts / % S / % R
23 / % A / Starts / %S / %R / %A
1 / Health, Public Services & Care / with / 96 / 88 / 89 / 99 / 85 / 94 / 96 / 98 / 40 / 20 / 89 / 44 / 55 / 91 / 60
without / 316 / 83 / 88 / 94 / 169 / 77 / 88 / 88 / 214 / 44 / 51 / 86 / 310 / 43 / 81 / 53
2 / Science & Mathematics / with / 17 / 35 / 82 / 43 / 11 / 55 / 64 / 86 / 24 / 50 / 67 / 75 / 24 / 42 / 50 / 83
without / 118 / 64 / 89 / 71 / 77 / 81 / 91 / 89 / 235 / 61 / 85 / 72 / 339 / 60 / 84 / 72
3 / Agriculture, Horticulture & Animal Care / with / 2 / 0 / 100 / 0 / - / - / - / - / 5 / 20 / 100 / 20 / - / - / - / -
without / 5 / 80 / 100 / 80 / 7 / 86 / 86 / 100 / 44 / 48 / 86 / 55 / - / - / - / -
4 / Engineering and Manufacturing Technologies / with / 7 / 57 / 86 / 67 / 5 / 100 / 100 / 100 / 23 / 70 / 78 / 89 / 32 / 94 / 100 / 94
without / 181 / 73 / 82 / 89 / 163 / 83 / 92 / 91 / 235 / 75 / 82 / 92 / 244 / 82 / 87 / 95
5 / Construction, Planning and the Built Environment / with / 52 / 81 / 88 / 91 / 59 / 80 / 93 / 85 / 74 / 66 / 77 / 86 / 43 / 79 / 93 / 85
without / 253 / 55 / 58 / 94 / 203 / 74 / 85 / 87 / 249 / 70 / 82 / 86 / 226 / 78 / 87 / 90
6 / Information and Communication Technology / with / 17 / 94 / 100 / 94 / 16 / 69 / 100 / 69 / 28 / 46 / 54 / 87 / 33 / 85 / 97 / 88
without / 441 / 75 / 90 / 83 / 399 / 73 / 87 / 83 / 294 / 65 / 73 / 88 / 183 / 70 / 86 / 82
7 / Retail and Commercial Enterprise / with / 77 / 88 / 94 / 94 / 51 / 88 / 90 / 98 / 73 / 68 / 74 / 93 / 75 / 77 / 91 / 85
without / 325 / 84 / 88 / 95 / 377 / 83 / 87 / 95 / 360 / 77 / 82 / 94 / 350 / 72 / 84 / 86
8 / Leisure, Travel and Tourism / with / 36 / 56 / 83 / 67 / 31 / 77 / 87 / 89 / 15 / 53 / 60 / 89 / 35 / 57 / 71 / 80
without / 179 / 74 / 83 / 89 / 134 / 85 / 90 / 94 / 139 / 55 / 62 / 90 / 401 / 80 / 92 / 88
9 / Arts, Media and Publishing / with / 37 / 84 / 86 / 97 / 44 / 75 / 84 / 89 / 71 / 46 / 52 / 89 / 59 / 92 / 92 / 100
without / 217 / 72 / 76 / 96 / 410 / 82 / 87 / 95 / 612 / 61 / 68 / 90 / 606 / 82 / 86 / 95
10 / History, Philosophy and Theology / with / 2 / 0 / 100 / 0 / 10 / 90 / 100 / 90 / 18 / 56 / 65 / 83 / 10 / 60 / 60 / 100
without / 17 / 82 / 82 / 100 / 45 / 69 / 80 / 86 / 109 / 72 / 83 / 86 / 98 / 67 / 83 / 81
11 / Social Sciences / with / 3 / 0 / 67 / 0 / 1 / 100 / 100 / 100 / 8 / 38 / 63 / 60 / 7 / 71 / 71 / 100
without / 20 / 90 / 95 / 95 / 23 / 96 / 96 / 100 / 41 / 78 / 88 / 89 / 134 / 75 / 82 / 92
12 / Languages, Literature & Culture / with / 1 / 0 / 100 / 0 / 11 / 55 / 82 / 67 / 10 / 70 / 80 / 88 / 6 / 67 / 83 / 80
without / 131 / 68 / 97 / 70 / 263 / 91 / 95 / 95 / 112 / 76 / 88 / 87 / 130 / 85 / 86 / 98
13 / Education & Training / with / 3 / 92 / 92 / 100 / - / - / - / - / 1 / 100 / 100 / 100 / - / - / - / -
without / 136 / 70 / 77 / 90 / 125 / 78 / 91 / 86 / 163 / 82 / 85 / 96 / 92 / 71 / 84 / 84
14 / Preparation for Life & Work / with / 410 / 79 / 88 / 90 / 372 / 80 / 94 / 85 / 928 / 69 / 85 / 81 / 406 / 68 / 95 / 72
without / 753 / 83 / 92 / 91 / 1167 / 84 / 94 / 89 / 3530 / 63 / 86 / 73 / 1529 / 82 / 91 / 90
15 / Business, Administration & Law / with / 11 / 36 / 91 / 40 / 33 / 52 / 97 / 53 / 24 / 50 / 71 / 71 / 22 / 68 / 77 / 88
without / 219 / 63 / 80 / 78 / 208 / 75 / 92 / 82 / 301 / 70 / 78 / 89 / 251 / 68 / 85 / 79
U / Unspecified / with / 3 / 0 / 0 / 0 / 49 / 88 / 88 / 100 / - / - / - / - / - / - / - / -
without / 19 / 53 / 63 / 33 / 84 / 84 / 84 / 100 / 1 / 100 / 100 / 100 / - / - / - / -
College Performance / with / 774 / 78 / 88 / 88 / 778 / 82 / 91 / 90 / 1342 / 64 / 78 / 82 / 796 / 71 / 90 / 78
without / 3330 / 75 / 85 / 88 / 3854 / 81 / 93 / 87 / 6639 / 65 / 81 / 4893 / 75 / 87 / 86
National Benchmarks Students with disabilities/difficulties / - / 76 / 87 / 87 / - / 80 / 88 / 90 / - / 77 / 87 / 88

NB. 10/11 Data does not include Functional Skills

Support service SAR 2011/12 A Carrol1