support frameworks, offering bespoke, continuous support to apprentices.
- initial assessment of learning needs
- tailored recommendations for support and reasonable accommodations
- individual support and learning plan
- 1:1 wellbeing mentoring or study skills tutoring
- regular progress reviews at one, three, and six-month intervals.
Our Initial Assessment of Learning Needs
Expert Support Workers
We carefully match each apprentice with a specialised support worker for 1:1 sessions throughout their apprenticeship journey. Our support workers offer continuous academic and wellbeing support, guidance, and promote a work-life balance, empowering each apprentice to achieve their goals and develop the necessary skills for success, both during and after their apprenticeship.
Our team of support workers is dedicated to delivering the highest quality of support, tailored to each apprentice's learning needs. We ensure our support workers receive continuous training to remain at the forefront of the latest research and best practices in the field, ensuring the most effective support possible for our apprentices.
Led by experts in mental health and neurodiversity with more than two decades of evidence-based practice, our support workers are well-equipped to provide the highest level of support to apprentices, regardless of their learning needs.
OUR SUPPORT ROLES
Weekly 1hr 1:1 session with a support worker delivered remotely. The frequency of sessions would be dependent on the needs of the learner, and this would be identified within their Assessment of Learning Need.
Study Skills Tutors can help with:
- time management and organisational skills
- efficient strategies for reading academic texts
- note taking from texts, hand-outs and in lectures
- research skills
- mind mapping and planning techniques
- proof reading strategies
- approaching written assignments
- memory techniques and strategies
- revision methods
- analysing exam/essay questions
- coping with anxiety and stressful situations
- how to deal with concentration difficulties
- time management
- goal setting
- timetabling
- prioritising workload
- creating a suitable work-life balance
Specialist mentoring is not counselling. The role of the mentor is to help learners recognise the barriers to learning and support them in developing strategies to address these barriers, particularly at times of transition and possible high stress, e.g., when starting at a new work-based placement or working towards end-point assessments. For some learners, this support will need to be on-going, while for others it might be gradually phased out or only be required at certain points of their course.
Mentors can work with learners with a range of mental health difficulties, including:
- depression
- anxiety
- eating disorders
- bipolar disorder
- psychotic illnesses such as schizophrenia
- obsessive compulsive disorder etc
Specialist autism and ADHD Mentors hold in-depth knowledge and practical strategies to work alongside autistic and ADHD apprentices to support them succeed in their studies and work placements. Through psychoeducation, allowing the learner to better understand how autism and /or ADHD impacts on their learning, targeted plans to assist the learner develop the required knowledge, skills, and behaviour (KSBs) in their apprenticeship course can be achieved. Improved psychoeducation can allow the individual to better work to their strengths as well as better advocate their needs in terms of reasonable adjustments. Work placements can bring a wealth of challenges for autistic and ADHD learners and working with a specialist mentor to manage transitions, work-based socialising, professional expectations alongside the course requirements can allow the learner to build sustainable strategies around experienced difficulties. The aim is to gradually reduce the need for specialist mentoring support as the learner builds their own skills, so that they can fully engage in their academic life and integrate successfully into the workplace on leaving their education.
Our mentors typically assist with such things as:
- managing change and difficult emotions
- dealing with challenging social situations
- developing social and communication skills
- clarifying course expectations in relation to set KSBs on the apprenticeship course
- having a healthy work/life balance
- accessing academic support and guidance
- managing course requirements (e.g., speaking in seminars, giving presentations, professional meetings)
- Developing self-awareness and self-advocacy
- advising on quiet (low-sensory) study spaces
- any other issues that the learner brings to the sessions
Contact us today to discover your future support network.
Contact UsAttention Deficit Hyperactivity Disorder (ADHD)
ADHD is characterised by a predominance of either inattentive or hyperactive-impulsive symptoms, or a combination of both. The condition involves challenges in managing attention, with considerable variability in how individuals focus on tasks based on their relevance. ADHD individuals often seek sensory stimulation and may have a strong need for movement, which can aid in concentration, anxiety regulation, or serve as a form of release. Organisational tasks can be particularly challenging, and there may be difficulties in retaining information in working memory. Written instructions or note-taking can be beneficial. Support in breaking down tasks and managing organisation is often needed.
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Neurodiversity
Neurodiversity acknowledges the natural variations in human brain function and behavioural traits as integral to human diversity, viewing conditions like autism, ADHD, dyslexia, dyspraxia, and dyscalculia not as disorders but as different aspects of neurocognitive functioning. It advocates for societal shifts towards greater acceptance, rights, and accommodations for those with neurological differences, emphasizing inclusion and support. The concept of a "spiky profile" integrates with this view, illustrating how individuals may exhibit significant strengths in certain areas while facing challenges in others, further highlighting the diverse spectrum of human abilities and the need for tailored support.
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Dyspraxia
Dyspraxia affects both fine and gross motor skills, significantly impacting writing, typing, and self-care activities. Dyspraxic individuals may also face challenges with memory, attention, perception, and processing, leading to difficulties in planning, organisation, executing actions, or following instructions in the correct order.
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Dyscalculia
Individuals with dyscalculia struggle with mastering arithmetic skills, calculations, number sense, and mathematical reasoning. Challenges often extend to understanding quantities, time, and abstract numerical concepts. Dyscalculia is frequently accompanied by working memory difficulties. Approximately 50% of individuals with dyscalculia also face reading challenges, and many experience significant maths anxiety.
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Dyslexia
Dyslexia is a learning difficulty that affects the ability to develop automatic and fluent word reading and spelling skills. It is often associated with challenges in phonological awareness, which involves understanding and manipulating the sounds in words, and may also impact orthographic processing—the recognition of whole words, letter strings, or spelling patterns. Dyslexic individuals might be self-conscious about reading aloud, which can also hinder comprehension, and may avoid using complex vocabulary in writing to prevent spelling errors. Though not officially part of the diagnostic criteria, dyslexic individuals often struggle with organisation, sequencing, and may have low academic self-esteem. A notable discrepancy exists between their confidence in verbal tasks versus written tasks.
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Autism
According to current diagnostic criteria, autistic individuals face challenges primarily in social communication and exhibit restricted, repetitive patterns of behaviour. The severity of these challenges can vary significantly. Many autistic individuals have sensory sensitivities that are particularly challenging in new and unfamiliar environments. Furthermore, they often prefer structured and predictable settings, benefiting from ample time to process information and adapt to changes. Social anxiety can pose a significant challenge in unstructured and unpredictable social situations. While the challenges of autism might be less visible in certain settings, they can still have a profound, cumulative effect on mental health, well-being, and may lead to burnout.
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