Learning
differences
policy

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Learning Differences and Personal Circumstances Policy

All students at Antenatal Training UK are valued members of our community, as such we are invested in wanting you to be successful in your new career. Antenatal Training UK is committed to providing equal rights, equal opportunities, and mutual respect for everyone with whom the company has contact. We recognise that people may be disadvantaged through a range of circumstances, and we will actively work to engage with all our employees and learners to understand and reduce disadvantage by making appropriate adjustments to enable the learner to access their learning.

We understand that as an individual your needs are unique and some of you may require extra support. This maybe for neurodiversity reasons, or simply because of confidence. To us it doesn’t matter, we want all students to have an equal chance of success with us.

Upon enrolling, the Welcome! module will ask you to complete a quick learning needs self-assessment. This helps us identify any student that may feel they want support or perhaps need the course adjusting in some way to meet their needs. This will inform your personal IPE.

What’s an IEP?

Students with learning differences, and needs or those who request extra support for whatever reason,  are eligible for an individualised education program (IEP) — to help you succeed in you studies. The IEP describes the goals and adjustments that have been made to support the student to achieve their qualification.

Who Needs an IEP?

Any student who has learning differences, or personal circumstances that may impact their ability to learn or anyone with a variation of learning needs, and who self declares their difficulties during the Welcome! self assessment.

How Are Services Delivered?

In most cases, the services and goals outlined in an IEP can be provided in a standard learning environment. The units have been designed to support all learning needs – for example, videos and audio content are accompanied by transcripts, gamification has been used to help retain learning and simplify more complex ideas, theories, and terminology, and workbooks assist those who need to draw out their thoughts to make links in their learning. Extra time is allowed for any tests and assignments are flexible to allow the student to demonstrate the learning in a way that best suits them.

The Referral Process

There is no official referral process. Research shows us that there is a very high percentage of students with learning differences within the caring and birth profession. We also recognise that not all students are confident to disclose any difficulties they may be facing and we wish to support everyone in a way that suits them. Therefore we have adjusted the course to suit as many students as we can, but also encourage students to self-disclose any issues so that we can support them and adjust their studies where possible.

Who’s On the Team?

Lizzie Zahoranska has Dyslexia, Dyspraxia and has undergone training in delivering education to diverse learning student populations. She is the lead in developing IEPs for individual students.

Developing an IEP

When a student has self-declared and requested support, the next step is a draft IEP agreement which will detail what steps need to be taken to ensure your learning outcomes are met smoothly. This will be sent to you via email for your agreement. 

The IEP will be written and will include specific, measurable short-term and long-term goals for each of those needs. This will be written in line with your submitted Learner Development Plan. 

The IEPs can be changed at any time on an as-needed basis. If you think you need increased or decreased support you can request a meeting to discuss your concerns.

Access to Assessment

We have put in place the necessary systems and procedures to allow the provision of access arrangements, including reasonable adjustments. These should reflect the needs of individual learners and must also ensure that the assessment enables a valid, reliable, and consistent judgement to be made about access to and achievement of learning outcomes against the stated assessment criteria.

Antenatal Training’s UK Assessment Policy Statement outlines our full commitment and expectations of both tutors and learners.  We believe all learners are entitled to receive assessment that is fair, rigorous, regular, and appropriate to the learning needs of the individual and requirements of the course.

Antenatal Training’s UK Admissions Policy outlines our values and that we seek to recruit students from a diverse student community. We are committed to promoting equal opportunities for all students, recognising that our provision is enriched by a diverse student body that is reflective of the wider community. We welcome applications from individuals from all backgrounds. We recognise that student potential is not always demonstrated merely by formal academic qualifications and are happy to accept home and international applicants and those from backgrounds that are under-represented within post-16 education.

Access arrangements allow learners to show what they know, and can do, without changing the demands of the assessment. We aim to ensure that all learners who have additional reasonable requirements are not substantially disadvantaged by the difficulties they may have in relation to:

Communication and interaction

Cognition and learning

Social, emotional and mental health

Sensory and/or physical needs

Specific learning difficulty e.g. dyslexia

All tutors and learners are made aware of the existence of this policy at recruitment.

Roles And Responsibilities

Antenatal Training UK is responsible for providing an inclusive approach to initial assessments and teaching and learning. This includes high quality assessment and teaching materials that are differentiated for individuals, including those with SEND so that they can fully access the curriculum.  Learners should also be encouraged and supported to use technology in the at home to support independent learning where possible.  Assessors and tutors play an important role in encouraging learners to fully utilise the support available.

  • Tutors and the support team will administrate and support applications to apply for additional support, for example: examination adjustments in extra time.
  • Tutors and the examination team will work together to ensure approved access arrangements are put in place in a timely manner for internal test, assessments, mock examinations, and examinations.
  • Tutors will encourage learners to take ownership of the adjustments necessary for their access to learning and will support them to carry this information forward, where appropriate to future courses and learning opportunities.

A Final Word

Antenatal Training UK believes that each student has the right to determine their own learning needs, which is why we have extended the IEP to include ANY student who may feel they need the extra support. If you feel this applies to you please declare this during your Welcome! Self assessment. If you do not feel able to self declare at this stage, but later feel the need for extra support please contact liz@antenatal-training.co.uk to start the process of support.

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