It is an honour to say that this blog will include two case studies on this topic from two of the pilot centres. It is an amazing opportunity to learn from those who blazed the trail on this important addition to apprenticeship rules.

 

HIT Training | Sarah Taylor-Cross

Why did you choose to be a part of the pilot?

We are really passionate about supporting as many people as possible on to Apprenticeship programmes and think that it is unfair for people to miss out on training and development opportunities because of learning difficulties. We work in sectors that employ a wide range of people, with a wide range of needs, many of them excelling in the workplace but because of challenges they have faced with their own learning needs, have never progressed on to a formal qualification within their chosen sector. It is about making apprenticeships, in any vocational area and any level, accessible for all. In the past we have witnessed learners who have been turned away by other providers because they haven't met the minimum entry requirements, or learners of our own that simply could not achieve the required level of Functional Skills, and because they haven't had a formal EHCP in place, they were unable to progress any further and we didn't believe this was right, especially when we had observed how fantastic some of them performed in their vocational roles. We wanted to try and support the voice of the apprentice and see if we could make a difference for the thousands of people out there with neuro-diverse needs, but without a formal diagnosis or EHCP in place.

How did you ensure the learners were eligible?

We are lucky enough to have a dedicated SENDCO at HIT and so any potential pilot learners were referred to her in the first instance. Amanda (SENDCO) is a qualified Dyslexia Assessor, and this enables her to use a wide range of tests that denote the 'Double Deficit'. The Double Deficit is at the heart of learning difficulties such as dyslexia and dyscalculia - and presents as difficulties with short term memory, working memory and speed of processing. Referred learners would meet with Amanda online and take part in a range of tests and short assessments to identify if they presented with any difficulties in memory and speed. These tests and assessments, combined with learner behaviour during the tests, background information, a questionnaire and English and maths diagnostic assessments, all supported our SENDCO to come to a decision as to whether or not an individual was suitable for the pilot. In short, the assessments used by our SENDCO would be some of the assessments used for a more detailed, formal assessment of learning difficulties and therefore a strong indication of need.

What changes to your delivery did you have to make?

It wasn’t until we were well underway that we realised the importance and need for a specialised delivery method for this cohort of learners. We couldn’t simply rely on the skills of our vocational trainers who support apprentices through Functional Skills Level 1 and Level 2 qualifications as part of their ongoing apprenticeship delivery and support. The skills and expertise needed by the pilot learners required more specialised teaching staff. This was evident after a couple of months due to the lack of progression made by the early applicants of the pilot. At the 4/5-month stage, we made the decision to bring in some dedicated Functional Skills experts to take over the delivery and support for these learners’ Entry Level 3 qualifications.

Much of the work the SENDCO and the Functional Skills delivery team do is remote, via ZOOM, as is necessary to cover our learner base, which is national. This can often be an issue for learners with additional learning needs and one that we had to work hard to overcome. The key to this was to work hard to communicate and liaise with each learner’s vocational trainer as frequently as possible. The vocational trainers are the ones that are local to the learners and the ones that can provide the much-needed face-to-face contact. It is also extremely important that the vocational trainer understands the learning challenges that the learner faces and how to support them in the best possible way, with the most appropriate techniques. This can only be achieved via high levels of engagement and communication between the SENDCO lead, the Functional Skills delivery team and vocational trainer.

Resource development has been another consideration with the requirement of additional development time. We have found that learners benefit from ‘easy read’ resources and stripped back versions of apprenticeship development resources. We’ve developed simplified End Point Assessment guidance and additional resources to support spelling that are focused on different vocational areas.

Increased levels of employer engagement have also been a consideration. Many employers understand the best methods and ways of working for the learners, but some have requested support from us on this. We have spent time with employers giving them an overview of the best things that they can do and put into place to support the learner’s development of their English and maths skills.

Learners with additional needs often have a wide support team around them and we wanted to ensure that we supported this. Being a national provider with learners spread out all over the country presented us with a challenge of how we could do this most effectively and ensure that individual learners didn’t feel alone in their learning journey. To combat this, we trialled the use of a WhatsApp group - seeking authorisation from the learners early on and explaining the benefits of joining. This has been hugely successful, it’s a space where the learners go for help and advice from peers on the same pilot scheme, who are working towards the same Entry Level 3 qualification. It has been used to share resource links, share successes and general conversations around things that have worked for them and things that haven’t. There is a great sense of community within this group, congratulating each other when small achievements have been made or Functional Skills aspects achieved, asking advice and generally encouraging others within the group. New learners joining the group receive support and encouragement from learners who are at a more advanced stage.

How much support did you need to put in place for Functional Skills and for the apprenticeship as a whole?

This has been different for each individual. Some have needed a lot more support than others, some have had fantastic employer support, and some have been much more self-managed, with a strong plan in place.

Did you contextualise the learning for these learners? If so, how and what effect did it have?

We always try and contextualise our Functional Skills delivery, regardless of level and because we work with the learners on a one-to-one basis, it is fairly easy for us to do so. Some learners needed to go right back to basics and so contextualising it into everyday tasks such as shopping and money made it easy for them to understand.

What were the benefits for you as a provider?

We had over 150 learners go through the pilot with the first learners achieving their Entry Level 3 qualifications in August 2023. We have a huge amount of positive feedback from learners and it has given us the chance to work with some amazing learners. The main benefit has been the successful change in funding rules for next year which opens this route up for many, many more.

What difference has the pilot made for the learners?

For some, it has been life-changing. Many have fed back on how much it has improved their confidence. Some learners even went on to achieve their Level 1 Functional Skills, because of the success of Entry Level 3 and increased confidence and motivation levels. It has allowed all learners the chance to progress to End Point Assessment without the huge hurdle of needing to achieve maths and/or English at a level which is out of reach for so many.

 

Dynamic Training | Helen Brown

Why did you choose to be a part of the pilot?

The opportunity arose to provide access to learners who might otherwise be excluded from an apprenticeship due to potential barriers to achievement of Functional Skills and EPA. The programme reflects our mission to nurture talent through quality education and enablement within a diverse, inclusive and creative culture. We aim to not only deliver in an inclusive environment, but to promote inclusivity by engaging all partners in recognising individual talent, providing the adjustments needed at every stage of the learner journey.

How did you ensure the learners were eligible?

Learners will sometimes disclose additional needs on application, but in many cases may not do for many reasons, often due to the ‘stigma’ attached to their conditions. For this reason, in the early stages, a dedicated onboarding tutor offers sensitive discussion on a 1-2-1 basis and any potential needs will be referred for the arrangement of a more in-depth interview with the individual. Once referred, the learner is invited to a meeting (Teams) to explore their situation, which includes history, diagnosed/undiagnosed issues, current job role, hobbies and aspirations. At this point, evidence is sought, for example medical diagnosis, treatment, prescriptions etc. to support claims. A detailed ALS (Additional Learning Support) plan is then completed, which includes input from the learner and evidence of need, including results of initial assessment / diagnostic, Cognassist, neurodivergent tests, and planned reasonable adjustment required throughout the learner journey. This is checked and agreed by the learner before submitting to the compliance team.

What changes to your delivery did you have to make?

Learners receive 1-2-1 coaching from a dedicated Functional Skills tutor, as well as additional support from their skills coach, who also explore potential reasonable adjustments for the apprenticeship portfolio and EPA, as well as embedding of Functional Skills. It is important that all parties involved are kept in the loop with regular communication to offer a holistic and learner-centred approach to the learner journey. Lesson plans and environments are adapted to suit the individuals’ needs, which include adapting teaching style, language and pace, resources such as a collaborative whiteboard, workbooks and bespoke worksheets, technological aids such as speech to text, flexibility within lesson plans/schemes of work regarding time, length and content and additional breaks. Allocated sessions may be added to if the learner requires more time to meet standards. Mock exams are discussed, exploring different methods and reasonable adjustment such enlarged font, extra time, readers and scribes.

How much support did you need to put in place for Functional Skills and for the apprenticeship as a whole?

It has been crucial to ensure that awarding bodies are involved in working with us to provide information about reasonable adjustments and to be open to discussion about changes that might need to be considered to ensure equal access for learners. It has also been vital that learning opportunities for staff have been identified, working with a range of organisations to ensure CPD strategies are in place to offer the best quality in terms of delivery and assessment. In many cases, advice and guidance from support services has been helpful, including working with job coaches, mentors and learners’ families. Resources such as charities and other specialists have been valuable in understanding conditions and knowing where to signpost learners if they require additional support during or after their apprenticeship. In addition, mechanisms within internal departments such as the compliance and quality teams have ensured that onboarding staff understand criteria, that learners are provided with correct information and seamless entry and that checks are made with awarding bodies to ensure acceptance of flexibilities.

Did you contextualise the learning for these learners? If so, how and what effect did it have?

All learners have a personalised plan, the ALS plans being working documents which are adjusted as need arises, always considering the learner as central to any decisions made. Emphasis is put on contextualising knowledge and skills, specifically to their work and to their personal lives and interests. This has required development of bespoke worksheets and presentations, which adds to preparation time but have been significant in helping to put learners at ease and to understand how skills can be applied in ‘real life’. For maths, for example, one learner enjoys cruises, so questions were designed around this scenario. Another’s passion is dressmaking, the questions being adapted to create a personal story. This has worked particularly well with autism spectrum disorder learners, who can sometimes be fixated on a topic (such as Harry Potter). Again, standard presentations and worksheets have been adapted to help with focus and understanding. Furthermore, this has helped learners to become familiar with the scenario-based questions in the functional skills exams. Learners are invited to imagine their lived experiences and apply them to questions, for example, for maths, adding up a café bill or budgeting/saving for something. For the writing exam, a learner asked to write an email to a friend about missing a class would be asked to think about what they would write to the tutor if they were unable to attend a lesson. Embedded Functional Skills in the apprenticeship programme also add to the personal experience, including tasks such as writing a patient report, reflective accounts or using maths in a practical task e.g., administering medication.

What were the benefits for you as a provider?

The programme has offered us the opportunity to increase the number of learners and to provide opportunity to offer places to employers who might otherwise not refer individuals or will have needed to provide resources to deliver Functional Skills themselves prior to application. It has strengthened relationships with employers, encouraged collaboration with other providers, enabled more effective promotion of inclusivity and encouraged open discussion about supporting learners with additional needs. This has included building stronger relationships with awarding bodies to explore opportunities to provide inclusive practices. Furthermore, staff have embraced the challenges and joy of supporting a wide range of learners and are being encouraged to develop new understanding and new skills.

What difference has the pilot made for the learners?

Each individual has experienced a different journey. However, it is evident that the flexibilities have allowed learners to gain qualifications that they perhaps thought they could never achieve, including both Functional Skills and apprenticeships. This in turn has enabled them to take steps forward in their career development, to achieve their aspirations and to build independence. Furthermore, personal development of soft skills has been a key feature, including confidence in speaking and social skills, problem-solving, organisational skills, time management and prioritising. More than anything, it is apparent that learners have said that the programme has helped them to ‘address their demons’ (for example, a morbid fear of maths), build feelings of self-worth and not to hide their differences, but to embrace them.

Many of the learners who joined the pilot programme have experienced difficulties related to their conditions throughout their lives, particularly in loss of self-confidence due to ignorance or discrimination. Having a dedicated tutor who shows interest in them (not just their qualification aim) and is who is willing to listen actively and provide tailor-made delivery has been literally life changing.

What is clear from all this is how important this is for the learners involved. It is amazing to see the dedication of training providers to supporting individuals and to get the credit that they deserve for all the amazing work that they do. Hopefully this will encourage more to get involved, both learners and providers.

As always, Pearson will continue to support providers and learners. Included in this is this year’s Festival of Functionality with a continued focus on supporting learners with additional needs in Functional Skills. You can see the whole range of training support on offer here:

Festival of Functionality