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Corporate Policies

Learner Commitment

​It is important to us that your time here is a rewarding one. To do this, it’s helpful for you to understand our expectations and the commitment you need to make. Treat everyone you come into contact with with dignity and respect. If you feel you are not being treated fairly, speak to your tutor or a senior member of the staff. All staff and learners are expected to understand and apply, at all times, the following principles that underpin British Values: Democracy The rule of law Individual liberty Respect and tolerance ​ You will have the opportunity to discuss these principles further during your time with us. Come to your sessions ready to learn with high expectations of yourself and your tutor. They are here to support you. Be on time and attend all your sessions. If you are not here, you’re not learning, and you may not be allowed to continue if your attendance is not good. Keep your portfolio organised and tidy. Your work is an important record of your learning and your performance. Please take pride in it. Complete your learner diaries every week to remind you what you have and still need to learn. You will be provided with a personal pocket dictionary, which you can use to write down new and unfamiliar words and phrases. Please keep this safe. Treat the resources available to support your learning with care, e.g. computers, etc. Lastly and most importantly is your safety and well-being. If you have any concerns during your time with us, please speak to your tutor or a senior staff member. Any issues or concerns you raise with staff will be treated as confidential unless it is a safeguarding concern, in which case it will be explained to you how we will be dealing with your concerns. We are here at all times to help you to do well and be successful in your learning. So finally, good luck and every success in your time with us learning.

Additional Learning Support

Policy Statement Stockport Continuing Education Service is committed to actively promoting equality of opportunity by ensuring that all learners can reach their full potential and be successful in their learning. The Service aims to provide information, advice and guidance to all learners before they start their learning and to identify any additional needs they may have. Learners are encouraged to discuss their needs at all stages of the learning. The Service develops its provision in response to the wide range of needs learners have, and in doing so we aim to design flexible programmes of learning that help reduce barriers to learning. We regularly review the impact of additional learning to ensure its impact on learner achievement. Learners are supported to develop strategies and skills that encourage them to become independent learners. Purpose and Objectives The policy aims to ensure that all learners achieve their learning potential and understand their entitlement to support. All staff must be aware of and positively promote the Service’s commitment to: promote equality and participation ensure that individualised strategies are in place to support learning monitor the impact and quality of the learning support that is delivered. ​ Stockport Continuing Education Service is committed to inclusive learning and widening participation; the service also takes seriously its responsibilities under the Equality Act 2010. This means that all applicants and learners with disabilities and/or learning difficulties are entitled to have their needs assessed and support provided to enable them to participate as fully as possible in learning. Additional Learning Support (ALS) will include any activity that provides direct support for learning to individual learners over and above that provided in their learning programme, other than SfL, and which leads to their main Learning Aim. The need may result from a learning difficulty or disability or from literacy, numeracy or language support requirements. In instances where several learners in a learner group require ALS support, the design and delivery of the programme will reflect this or reconsider the choice of programme to ensure a wider curriculum offer is provided to meet learner needs and aspirations. Provision for ALS will be determined and agreed upon by the Learner Services Co-ordinator in agreement with Advanced Practitioners, and, where appropriate, external agencies. WHAT IS LEARNING SUPPORT? Additional Learning Support (ALS), as defined by the Education Funding Agency (EFA), can be provided in the following circumstances: 1:1 support in class or general support 1:1 support or small group out of class, e.g. workshops, study groups, etc. English Language support for home students either in class or 1:1 Assessments for exam concessions Staff development Training in the use of specialist equipment and IT software Within Additional Learning Support, the following support strategies can be made available for learners: Ensuring teaching and learning are inclusive and differentiated in terms of times, resources and delivery methods Rolling programme of study skills support Provision of learning support assistance in the classroom Tutorials and pastoral support Specialist support for deaf learners and those with dyslexia Assistive technology support Access to a Brailing service Teachers of English and maths Access arrangements for exams ​ ​ CONFIDENTIALITY Learners are not required to disclose a learning disability and/or difficulty to their tutor. Still, it is in their interest to inform the Learner Support Co-ordinator or Exams Officer if they think they require support during their learning or examinations. As access arrangements are based on a learner’s usual way of working, they must understand these cannot be agreed upon for the sole purpose of taking an exam and that they need to demonstrate the support has been necessary throughout their learning. Relevance of the policy to the Equality Act 2010 The service is committed to ensuring equal access to learning for all learners. This policy and procedure support this commitment and will be reviewed annually to take account of policy changes that may impact an individual’s ability to access learning.

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