Complaints Procedure
External complaints
Our complaints policy
We are committed to providing a high-quality service to all our clients. When something goes wrong, we need you to tell us about it. This will help us to improve our standards.
It is our aim to provide a procedure for handling complaints, fairly and speedily to ensure a resolution can be agreed.
Step 1:
You can make a complaint by telephone, email or in writing. The first step is to contact the Office Manager. Tell them the problem and they will try to resolve your complaint for you. If not, we will contact you by telephone or email within one working day. If you do not know who to contact, please ring our main office telephone number: 01242 300 270
Step 2:
If you are not satisfied with the answer you received at step one, or you don’t want to speak with the Office Manager directly and / or are unable to contact us by telephone, you can complete the online form on our website https://www.optimumstudentsupport.co.uk/contact/ with your name and contact details and click send. A senior manager will then investigate your complaint. We aim to give you a full reply by letter or email within three working days.
Step 3
If you are still not satisfied you can ask for your complaint to be looked at by the Clinical Director. The Clinical Director will deal with your complaint and will give you a full reply by letter or email within three working days
Where applicable (DSA related complaints), and depending on the nature of the complaint, in the event of an impasse being reached between Optimum Student Support and the student / customer concerned, the matter will be referred back to the Disability Officer or Assessor or their Assessment Centre. If that fails to resolve the problem then, and only then, will the matter be referred to the funding body, who together with the assessor, will make the final decision.
*Guidance note
A complaint is any expression of dissatisfaction by a customer whereby company policy, procedure or service level has not been delivered.
Attention 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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