Supporting learners with additional learning needs
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Information about the college
Coleg Cambria is a large further education college in north-east Wales. It has five campuses across Wrexham, Flintshire and Denbighshire. The campuses that Coleg Cambria use are in Deeside, Yale in Wrexham, Bersham Road in Wrexham, Llysfasi and Northop.
Context and background to the effective or innovative practice
The college has made significant developments and investment in its Inclusion Team since the previous work-based learning Estyn inspection, particularly in developing the dentification of learner needs and the available support. There has been a strategic focus on formalising and embedding support for apprentices including:
- sharing effective practice
- developing targeted Inclusion CPD opportunities
- sharing and tracking learner support information
- Collaboration between WBL managers, practitioners and the Inclusion team
Description of nature of strategy or activity
The college has developed a holistic and proactive approach to identifying and supporting apprentices with additional support needs through investment in effective processes and support services.
Learner journey
A key strength is the impact of early interventions which begins when learners start their apprenticeships. Clear communication, collaboration and the sharing of information between the work-based learning and inclusion teams has resulted in learners getting the support they need early in their apprenticeships. The college has a dedicated work-based learning specialist additional learning needs (ALN) Tutor who is in regular communication with assessors and teachers, wider teams and partners. The specialist tutor makes an initial contact within a week of disclosure. Following assessment, strategies, reasonable adjustments and differentiation guidance is put in-place and shared through the college work-based management information system.
Support information is shared with learners during induction and features on the work-based learning team webpages and staff intranet. All assessors, teachers and partners have access to a wide range of information to support learners with an identified additional learning needs effectively in their workplaces.
As part of the learner journey, a process to support learners with an additional learning need statutory plans is used to provide effective and timely support under the ALN Act/Code.
Effective monitoring for learners with an additional learning need is informed through college management information systems. Dashboards and reporting provide detailed insight into learner needs which allows for responsive and proactive support from both the apprentices and Inclusion team.
Professional Development in Inclusive Practice
The college has placed a key focus on offering professional learning and sharing effective practice amongst teams resulting in a well-trained delivery team. Collaboration of Inclusion and the professional learning team provides access to internal training and learning opportunities, designed and delivered by the Inclusion team. The college delivers dedicated work-based learning training throughout the year to share current practice with a key focus on inclusion and inclusive practice. Delivery partners also have the opportunity to attend the activities.
Work-based learning teams are trained in areas such as trauma informed practice, inclusive learning environments, ASD, dyslexia, ADHD, assistive software, mental health, LGBTQ+ and deaf awareness. The ASSCC initiative provides support for neurodivergent staff across the college.
What impact has this work had on provision and learners’ standards?
Current data shows the highest attendance and retention for work-based learners in recent years. There is equity or higher retention for learners with an identified additional learning need. Staff respond positively to the ongoing professional learning opportunities and learner feedback suggests the learning environment is a positive one.
The College is continuing to develop shared approaches and systems to monitor learner standards. The wider College Equality Action Plan and the Inclusion team strategic planning align to increasing the learner experience through effective support, enabling and developing practitioners and having high expectations and outcomes for all learners.
How have you shared your good practice?
Practice is shared in training events, to partners and through a wide range of networking events.