Students with disability. Dedicated student services staff considers each application to study HE at the College individually to ensure that every student has access to the most appropriate support for their needs. Information regarding disabilities, learning difficulties or other identified support needs is dealt with sensitively, and prospective students are advised to disclose conditions which may affect their learning prior to interview so that expert advice and guidance can be provided prior to enrolment. Members of the course teams are accompanied at interview by support staff, and agreements made with students identified as having particular needs as to how the college will provide the necessary support during their studies. Typically, over 10% of our HE students self-identify as having a disability, with approximately another 5% identified through our induction processes to highlight conditions such as dyspraxia and dyscalculia of which the student may not previously have been aware. Where appropriate, the HE Additional Needs Tutor liaises with course teams to provide advice on adjustments to a programme of study which may help a disabled student to achieve at levels comparable with their peers, and our data confirms that there is no difference in either retention or attainment from students with identified needs and those without. Although only a very small number of students receive a Disabled Student Allowance (DSA), the college does have dedicated student needs assessors to support applications from both current HE students and learners on our Level Three courses who wish to progress. All students are allocated a personal tutor who ensures that support is both effective and remains consistent with need, particularly in cases where needs may change during a programme of study. Wheelchair access is possible at both Blossomfield and Woodlands campuses, with lifts and other assistive facilities such as handrails and braille signage also available. As part of the Access Agreement’s implementation, we will support HE students who have been identified at the start of the programme as in need of further help with Dyslexia testing by financing additional staff to help with enrolment and identifying assessment arrangements such as suitable examination support, or conditions. Testing and assistance of this type is currently provided for non-HE students, and as part of existing arrangements for our HE cohort, but we intend to increase the scope and intensity of what we do now, part...
Students with disability. The University is committed to maintaining access and participation rates that are above those of the sector. The University will work to improve access, participation, retention and success rates further so that they are closer to the benchmark group’s averages. Participation and Social Inclusion Targets Proportion of domestic undergraduates who are from a low SES background Baseline for improvement target: To be determined Principal Performance Indicators 2014 Reward Payment (target for 2013 students) 2015 Reward Payment (target for 2014 students) 2016 Progress target (target for 2015 students) Excellence Target To be determined To be determined To be determined Improvement Target To be determined To be determined To be determined Outcome - - - Proportion of domestic undergraduates who are from another underrepresented group Baseline for improvement target: x% (Either 2009 or average of 2008 and 2009 data) Principal Performance Indicators 2014 Reward Payment (target for 2013 students) 2015 Reward Payment (target for 2014 students) 2016 Progress target (target for 2015 students) Improvement Target To be determined To be determined To be determined Outcome - - -
Students with disability. The University is committed to maintaining access and participation rates that are above those of the sector. The University will work to improve access, participation, retention and success rates further so that they are closer to the benchmark group’s averages.
