The document summarizes an inspection report and focused monitoring visit of the Study Plus centre at a college. It notes that students receiving additional learning support through Study Plus achieve as well or better than other students. However, support does not cover all subjects and times. Literacy support is provided promptly but progress is still hampered for many by low literacy. Numeracy provision is limited. A later monitoring visit found students receiving Study Plus support made better progress. The document outlines the wide range of support Study Plus provides and its strengths, including diverse staff, good response times, and improved student outcomes since the last inspection.

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Position Paper for the Study Plus Centre as of February 2011
1.0 Inspection report and Focused Monitoring Visit
The following quotes relating to the Study Plus centre and its provision have been taken
from the Ofsted Inspection Report (2009) and the Focused Monitoring visit report (2010)
and will be used as a starting point for this position paper in outlining the distance travelled
by the department since the last inspection.
1.1 Comments from the OFSTED Inspection Report (2009)
 Students receiving additional learning support achieve as well as, and sometimes
better than, the college average;
 Students value highly drop-in sessions in the study plus centre that provide support
for literacy, numeracy and some academic subjects. However, the sessions do not
cover all subjects and timetabling constraints mean that not all students can attend.
 All students‟ needs are assessed early in their programme. Support for literacy is
arranged promptly and delivered by an appropriately qualified specialist tutor.
However, the progress of students in some classes is still hampered by low levels of
literacy and/or numeracy;
 Although specialist support is available, progress for many students is still hampered
by a low level of literacy;
 Provision for those students who need numeracy support is limited;
1.2 Comments from the Focused monitoring visit report (2010)
 The college has some evidence to show that students who received support from the
Study Plus Centre have made better progress than those who did not.
2.0 Scope of Department Provision
Study plus provides a wide range of support for students across the whole college. Support
includes:
 Centre Drop-in support with a published timetable which staff and students can use
(10.30am-4.30pm, five days a week for Study Skills advice, Literacy and Numeracy);
 One to one support for targeted students;
 In-class support for our SLDD students;
 Accelerated learning techniques workshops during the exam period;
 Dyslexia assessment and support;
 Subject workshops for those targeted students on „courses for concern‟
 Literacy and numeracy support via the timetabled Additional Literacy and Numeracy
classes;
 Exam support workshops and seminars;
 Help with writing UCAS personal statements;
 BKSB Initial assessment and Diagnostic assessment upon enrolment;
 Limited ESOL support;
 Educational Psychologist assessments;

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 Personal care for students with disabilities;
 Assistance with mobility;
 Specialist equipment when needed;
 Exam concessions and special arrangements;
 Personal emergency evacuation plans including Health and safety risk assessments;
 Cross college events e.g. Revision Week, De-Stress Fest etc.;
 Acting as advocates for students with special needs;
 Helping students to negotiate modified learning programmes to meet their needs.
3.0 Strengths of the Study Plus department
 Culturally, ethnically, educationally diverse team;
 Strong team working well together, acknowledging and managing different work
styles;
 Two-thirds of students supported last year graded Study Plus as “Good” or “Very
Good”;
 Good and improving cross-college and outside liaison – teaching, admin and support
staff; Connexions Careers service; Ed Psychologists; parents; medical and psychiatric
practitioners; local authority;
 Turn around time for support in place/in process – within 1 month of start of term –
this includes enrolment and BKSB assessment period; induction period;
 Turn around time for responding to teacher/tutor alert to student with support needs
– within one week we will have made an appointment to interview the student – we
use texting, Pro-Monitor, personal contact (Administrator finds student before/after a
lesson) and tutor liaison to make this contact with the student and follow up same
day if an appointment is missed;
 As of this year, have access to member of staff in-house who can carry out
preliminary dyslexia assessments;
 Updated BKSB provides appropriate practice/study resources to help with areas of
literacy weakness, and then provides further skills tests to check how students are
progressing/improving;
 Our staff includes many part-time members – we have arranged timetables so that
all staff are in on a Wednesday – allowing for team meetings/staff team
development;
 Learning Support Plans (LSPs) prepared and distributed to relevant staff done within
four weeks the start of the academic term.
1.4 Improvements since the last Inspection
1. The setting up of an additional literacy-ESOL group targeting those level 3 students
needing additional ESOL support (12 x Level 3 students identified with ESOL needs
compared to zero in 09/10);
2. The setting up of an additional literacy-BTEC group targeting in the main those BTEC
level 3 students who have weak literacy (18 students compared to zero in 09/10);
3. The setting up of a 6-week improvement programme for students who appear to
have some elements of dyslexia and to help them self-improve (18 students
identified);
4. An increased budget has meant a greater number of casual learning consultants
have been employed to provide increased capacity for the much needed support
arrangements;
5. Greater scope of support within the different departments for the courses for
concern

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1.5 Study Plus Impact
 Table (1) above taken from the Study Plus ALIS Value Added Report 2009 shows
there is significant value-added rating for AS/A2 students supported by the
department over the last two academic years (an effective value-added rating of
58% on average);
 The value added rating in terms of the class average for those AS students taking
additional literacy in 09/10 is 57%. More than half of those taking literacy scored
better in their AS subjects compared to their peers.