Achieve
Develop new knowledge, skills and confidence from your individual starting point and move towards your intended employment or career goal.
Learner Support, SEND & Inclusion
Helping every learner achieve, belong and thrive
Support should reflect the individual. Find out how we identify barriers, provide appropriate support and help learners progress.
Our approach
Support built around the individual
Belong
Learn in an inclusive environment where you are respected, supported and valued as an individual.
Thrive
Access appropriate support to overcome barriers, participate successfully, stay safe and progress towards your goals.
Individual starting points
Everyone starts from a different point
No two learners are exactly the same.
People join Quack with different previous education, qualifications, employment experience, sector knowledge, English and maths starting points, confidence levels, disabilities, learning difficulties, neurodivergence, health conditions, personal circumstances and career ambitions.
We do not expect every learner to need the same support. We identify individual starting points, strengths, goals and potential barriers so that learning and support can be matched to the individual rather than taking a one-size-fits-all approach.
Asking for support
Tell us about a support need at any time
Some support needs are identified before learning begins. Others may emerge later.
You can tell us about a disability, learning difficulty, neurodivergence, health condition, accessibility issue or another barrier at any point.
Before you apply
During an initial enquiry
During enrolment
During initial assessment
Through a Learner Engagement Officer
Through your tutor
Directly to our SEND Lead
During the programme
During assessment
During careers or progression support
You do not need a formal diagnosis
You do not need a formal diagnosis before talking to us about a barrier or asking what support may be available.
Additional learning support
SEND and additional learning support
Where a learner has a disability, learning difficulty, neurodivergence or another additional need, we will discuss what support may help them participate and make progress.
Support is agreed according to individual need, programme requirements and any applicable awarding-organisation assessment requirements.
Examples of support we may consider
Examples of support we may consider
An individual SEND Support Plan
Additional tutor support
One-to-one explanation
Tasks broken into manageable stages
Additional checking of understanding
Adapted learning resources
Larger print
Accessible electronic resources
Visual prompts
Written instructions alongside verbal explanation
Additional processing time
Quieter working arrangements where practicable
Organisational support
Structured task planning
Additional tutor check-ins
Reasonable adjustment to the learning environment
The purpose of support is not to lower expectations. It is to reduce unnecessary barriers so that learners have a fair opportunity to participate, develop their knowledge and skills and achieve their goals.
Assessment and examination adjustments
Where a learner may require an adjustment for an assessment or examination, we will discuss the need and consider the evidence available.
Any adjustment must meet the requirements of the relevant awarding organisation and must not compromise the integrity of the assessment.
Depending on the relevant rules and individual circumstances, approved arrangements may include additional time, rest breaks, accessible formats, adjustments to the assessment environment or approved reader/scribe arrangements.
Learners should tell us about potential assessment needs as early as possible, although we recognise that some needs may emerge later.
English and maths support
English and maths skills can have a direct impact on confidence, vocational learning and employment.
We consider learners' English and maths starting points and, where support is needed, aim to contextualise development to the learner's programme and intended employment wherever possible.
Our aim is to help learners build the English and maths skills they need to participate confidently in learning and work rather than treating these skills as disconnected from their vocational goals.
Support is not only about SEND
Other barriers to learning
A learner may need support even where they do not have a disability or identified SEND need.
Barriers can include financial hardship, transport difficulties, homelessness or housing instability, caring responsibilities, anxiety or low confidence, digital-access problems, unemployment, wellbeing concerns or other personal circumstances affecting attendance or participation.
Where possible, our team will work with the learner to identify practical solutions, reasonable support, appropriate signposting or specialist services.
Where a need falls outside Quack's expertise, we may help the learner identify an appropriate external organisation or specialist source of support.
Careers and progression
Support beyond the classroom
Skills Bootcamps are designed to support employment and career progression, so our support does not stop when taught learning ends.
Depending on the learner and programme, progression support may include careers information, advice and guidance, CV development, job-search support, interview preparation, employer introductions, vacancy matching, support to understand employer expectations and progression planning.
Where applicable, our team continues progression activity with learners after programme completion for up to six months.
How we know support is working
Reviewing the impact of support
Providing support is only useful if it makes a positive difference.
Tutors and the quality team review whether agreed support is helping learners to participate, make progress, develop confidence and move towards their individual goals.
This may include reviewing learner feedback, tutor observations, progress reviews, skills scans, assessment evidence, attendance and engagement, achievement and progression.
Where support is not having the intended impact, or where a learner's circumstances change, support can be reviewed and adapted.
Learners are encouraged to tell us what is working well and where something could be improved.
Belonging and respect
A place where learners belong
We want every learner to feel that they belong, are respected and are valued as an individual.
We expect learning environments to be inclusive, respectful and free from bullying, harassment and discrimination.
Learners should feel able to contribute, ask questions, make mistakes, request support and raise concerns without fear of being judged.
Individual differences, backgrounds and experiences should be treated with dignity and respect.
Safeguarding and wellbeing
When a concern needs safeguarding support
Sometimes a learner's circumstances or wellbeing may raise a safeguarding concern rather than simply a learning-support need.
Where this happens, trained staff will follow Quack Recruitment & Training's safeguarding procedures and involve the Designated Safeguarding Lead where appropriate.
If you are worried about yourself or somebody else, you can speak to a member of staff or use our dedicated safeguarding reporting route.
Confidentiality
Your information
Information about a disability, learning difficulty, neurodivergence, health condition or support need is handled sensitively.
We only share relevant information with colleagues or partners where there is a legitimate need to do so, subject to data-protection and safeguarding requirements.
Where possible, we will involve you in decisions about your support and explain what information needs to be shared and why.
Asking for support
Asking for support will not disadvantage your application
Telling us about a disability, learning difficulty, neurodivergence, health condition or other support need will not disadvantage you when applying for an eligible Skills Bootcamp.
We ask about support needs so that we can understand how best to help you participate, make progress and achieve your goals.
Contact Jessica
Not sure what support you need? Talk to us.
If you are considering a Quack Skills Bootcamp and would like to discuss accessibility, SEND, reasonable adjustments or another barrier to learning, please contact Jessica Roughton.
You can contact Jessica before you apply, during enrolment or at any point during your programme.