Initial Assessment of

Learning Needs Procedure

Contents

Page
Overview
1Summary
2Further information
3History
4Approval
5Review / 1
1
1
1
1
1
Key Information
1Background
2Aims and Objectives
3Policy Statement
4Responsibilities / 2
2
2
3
3
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 / 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
This document is available in large print or in an alternative format that meets your needs.
Please contact the HR Officer.  / 22
May 2007 / Ref:POL0019

Initial Assessment of

Learning Needs Procedure

Overview

1Summary

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.

2Further Information

  • Director of Learner Support Services
  • Additional Support Manager
  • Study Services Link Tutors

3History

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

4Approval

  • Senior Management Team
  • Learner Services Group
  • Study Services Team

5Review

Additional Support Manager via Learner Support Services Group annually. 

May 2007 / Page - 1 - / Ref:POL0019

Initial Assessment of

Learning Needs Procedure

Key Information

1Background

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.

1primary assessment of information gained during the pre-entry and entry processes

2further assessment, at levels A, B and C to identify more specific or complex learning needs

3information 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

2Aims 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 - 1 - / Ref:POL0019

Initial Assessment of

Learning Needs Procedure

Key Information

3Statement

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.

4Responsibilities

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 - 1 - / Ref:POL0019

Initial Assessment of

Learning Needs Procedure

Primary Information

For managers, lecturers and other staff who support learning

What is Initial Assessment?

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 - 1 - / 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.

May 2007 / Page - 1 - / Ref:POL0019
May 2007 / Page - 1 - / Ref:POL0019

Initial Assessment of

Learning Needs Procedure

Primary Information

For managers, lecturers and other staff who support learning

Stage 1 Pre-entry Identification

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 - 1 - / Ref:POL0019

Initial Assessment of

Learning Needs Procedure

Primary Information

For managers, lecturers and other staff who support learning

Six Assessment Questions

First level assessment gathers information available on which to begin to make the necessary decisions:

1Can we offer the programme which has been requested?

2Can we offer an appropriate alternative curriculum? If so, what can be offered?

3Learning Support Needs (staffing) - Have we the appropriate skills to meet the student's needs? If not can it be brought in?

4Learning 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?

5How will we meet other support needs? E.g. transport, mobility training, communications etc.

6Is the environment appropriate, physically and socially? What can we do to make it appropriate? 

May 2007 / Page - 1 - / Ref:POL0019

Initial Assessment of

Learning Needs Procedure

Primary Information

For managers, lecturers and other staff who support learning

Stage 2 - Initial Assessment (diagnostic)

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 - 1 - / 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)More complex needs requiring a range of support mechanisms.

(b)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 - 1 - / 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 - 1 - / Ref:POL0019

16+ Individual Support Needs

Section 140 Assessment

Learner’s Name / Date of Birth
Address / Trakrekord No.
School Attended
Home/Mobile
Telephone Number / 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 / Sports Leadership Award
ASDAN?AQA / Certificate of Achievement:-
Please indicate  if you have attached the
Following:- / Available from School / Attached
Transition Plan / Record of Achievement/Progress File
Career/Action Plan / Pastoral Support Plan
Most recent Annual Review / 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 - 1 - / 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 / Date
Social Service Assessment / Specialist College Assessment
Educational Psychologist / APIR
Occupational Therapy / Other
Speech & Language Therapy
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 - 1 - / 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 - 1 - / Ref:POL0019
Recommended Next Steps:
Specialist Out County Provision / Training
Further Education / Other
Employment / Preferred Course/College
Action to be taken:
Personal Adviser signature / Date
Please print name / 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.