Learning Support Policy and Procedure


London School of Management Education (LSME) is committed to offering students a learning experience that is challenging and rewarding and prepares them well for employment or progression to higher levels in education irrespective of their circumstances.

This policy applies to:

  • All internally assessed programmes
  • All lecturers/assessors for internally assessed programmes
  • All students on our internally assessed programmes

Policy Aims

The aims of the London School of Management Education (LSME) Learning Support Policy are to promote good practice:

  • In the identification of all students requiring learning support provision as early as possible in their career development.
  • To provide, if necessary, a differentiated curriculum appropriate to the individual’s needs and ability.
  • To ensure that the College offers equality of opportunity for all of its students so that less favourable treatment/ discrimination does not occur under any circumstances.
  • To ensure that students with learning difficulties or any form of disabilities (hidden or obvious) are fully integrated into college activities, nurturing all their abilities so they can develop to their maximum potential.

External Points of Reference

  1. The Equality Act 2010 related to the protected characteristic of disability
  2. Access Arrangements and Reasonable Adjustments for General and Vocational Qualifications (JCQ, 2013)

To achieve this, LSME will ensure that:

  • Students have equal opportunities, regardless of ability, religion, culture, gender or ethnic origin.
  • Academic programmes and activities are provided, appropriate to their age, maturity and the centre’s location, which will encourage each student to achieve academically but also develop linguistically, socially and culturally.
  • Additional learning support is provided for learners who require support by making reasonable adjustments and special considerations which do not compromise the validity of the assessment outcomes or gives the learner an unfair advantage over others.
  • Any request for reasonable adjustments and special consideration are submitted by the Board of Examiners through the Principal to the awarding organisation.

Individuals who require additional support may have some disabilities. Appropriate definitions of some conditions that may require additional learning provision include:

  1. Disability: a person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.
  2. Learning difficulty: means that the person has significantly greater difficulty in learning than most people of the same age.
  3. Dyslexia: difficulty in reading or normal comprehension despite adequate intelligence

Learning Support Procedures

We apply a holistic approach to support all our learners.


We advise students with a learning difficulty and/or disability to disclose this and discuss their requirements with the college during the application process before he or she sits our initial diagnostic test so that we can make adequate provision or reasonable adjustment for them.

Students who disclose any disability will be encouraged to show a copy of their medical report to substantiate the level of support they require. We will discuss thoroughly with their medical advisers the adjustments that can reasonably be made for them once they have accepted the offer of a place and before he/she becomes a student at the College.

College does not have the level of staffing required to support individuals with advanced and complex educational and psychological difficulties. The College reserves the right not to admit students whose needs it cannot meet after reasonable adjustments have been considered and particularly if the adjustment may compromise the validity of the assessment. The Principal’s decision is final in all cases.

Diagnostic/Initial Assessment Test

All students undergo an initial diagnostic test in literacy and numeracy at enrolment. It also forms the basis of assessing the individual’s preferred learning style. The results of this test inform the College of the level of support a student requires. Individuals who disclosed any form of learning disability or dyslexia during the application process would be given additional time to complete the diagnostic test.

Individual Learning Plan (ILP)

Based on the results of the diagnostic test, an ILP is proposed for each student. All teaching staffs have the responsibility of agreeing on an ILP with their students. These plans are tailored to the need of the individual learner and are monitored periodically for progress and achievement.

Inclusive Teaching Practice

Our lessons have clearly defined objectives that each learner is expected to achieve at the end of the lesson. Inclusive teaching is achieved by recognising, accommodating, and meeting the learning needs of all learners and relies on a range of differentiation strategies which could include the following:  additional classroom tutor support, adapted or specific resources, peer support; varied presentation styles; content selection; reducing or increasing time for activities or expected output.

One-to-one Tutorial Support

We hold one-to-one tutorial sessions for all learners. This presents the opportunity to discuss written work and provide constructive feedback to all learners. Lecturers have the responsibility of providing adequate time for each learner. We also have an open-door policy for learners to come in for additional tutorials if required.

Using Feedback to Facilitate Learning

Prompt and regular feedback to all learners will address the issue of underperformance and help improve the learner’s sense of belonging. At LSME, we give verbal and written feedback in an effective way that facilitates learning by the learners and ensure encouragement and motivation to improve their practice. Written feedbacks are provided for each written assignment submitted. This gives the learner the opportunity to improve on the quality of their work before the final submission for summative feedback.

Study Skills Support

At LSME, we provide support to our learners on study skills, including academic referencing, avoiding plagiarism, and the importance of time management, functional skills support, and research skills. We make it our policy to have some teaching sessions on these skills but also integrate them in our teaching and learning activities, provide information in the students’ handbooks and link them to our e-learning platform for additional information if necessary.

Learning Resources

The college has a robust learning resource strategy that ensures the adequacy of resources available to our learners. This strategy applies to the physical and online library resources, computers with appropriate software and internet access, classroom resources including projectors, whiteboards, and flipcharts. We ensure that these resources are managed effectively to ensure they are readily available and in excellent working condition.

Reasonable Adjustments and Special Considerations

Reasonable adjustments and special considerations allow access to learning and assessment but can only be granted if it does not affect the reliability of the assessment, give the learner an advantage over others and affect the outcome of the assessment.  This is used to address the needs of disabled learners, but a learner does not need to be disabled to qualify for reasonable adjustments.

Reasonable adjustments may involve:

  • Changing usual assessment arrangements or methods
  • Adapting assessment materials
  • Reorganising physical environment
  • Using assistive technology

Examples of reasonable adjustment may include

  • Allowing extra time, e.g. assignment extensions or arranging extended individual learner support
  • Using readers, scribes, transcribers and prompters if need be
  • Use of assistive software
  • Presenting assessment materials in a large format

Special consideration is given for a learner who was prepared for his or her assessment but is disadvantaged by:

  1. Temporary illness, injury or adverse circumstances that have arisen at or near the assessment deadline, which is outside his or her control.
  2. Assignments which have been agreed in advance proves inappropriate or inadequate (highly unlikely due to our internal quality assurance)

At LSME, the most likely approach to this situation is that learners who can demonstrate the need for such considerations will be offered another opportunity to complete the assessment later. This arrangement will be based on an agreement between LSME and the learner without causing an unfair advantage to learners. The learner’s achievement must reflect the requirements of the assessment criteria and not their potential ability.

In the unlikely event that this is not possible within the centre, LSME will apply to the awarding organisation for special consideration. The awarding organisation’s decision will depend on the severity of the circumstances, the date of the assessment and nature of the assessment.

Learners will not be eligible for special consideration if

  • They do not supply substantial evidence
  • They missed assessments due to personal arrangements such as holidays, poor time management, unauthorised absences etc


Students are expected to

  • Disclose any disability and accompanying medical reports with suggested adjustments during the recruitment process.
  • Students are also required to disclose in confidence to their lecturers and/or the admin office any disability that is diagnosed after the recruitment and admission process
  • Notify their lecturer and/or admin department about any temporary illness, injury or indisposition or adverse circumstances that occur during assessment periods.
  • Use the assignment extension request forms for making applications for extensions, together with appropriate evidence of adverse circumstances.

Lecturers are expected to

  • Inform the principal of any disclosures or notifications that could warrant reasonable adjustment or special considerations
  • Liaise with the Principal in relation to the reasonable adjustment and special considerations
  • Refer learners who are suspected as having an undiagnosed disability to see their GP for further assessment and advice.

The Principal is expected to

  • Follow up any reported requests for adjustments and special consideration and make reasonable adjustments that are in line with this policy and that of the awarding organisation.
  • Make all reasonable adjustments request available to the awarding organisation if required.
  • Apply to the awarding organisations for special consideration in the unlikely event that the college is unable to extend the assessment deadline.

The administration department is expected to keep all requests for reasonable adjustment and special consideration on learner files.

Monitoring Academic Progress

It is College policy that:

  • The Progress of all students’ academic achievements is monitored transparently.
  • Students will be made aware of their expected achievement within a period on each programme of study.
  • Each unit in the HND programme will have a pass/merit/distinction criteria defined by the awarding organisation. For the DET programme, units are graded as a Pass. For the BSc programmes, modules are graded in percentage, and the validating partners classify the final grades. Students are expected to achieve the minimum grade for a pass when their work is assessed to enable them to progress.
  • An internal verifier will verify the student’s
  • Students work will be subject to the awarding organisation or the validating partner’s external verification process before results are finalised.
  • All students’ achievement data will then be submitted to the Board of Examiners at the College or the validating partners for approval.
  • Students will be given written feedback regarding their individual piece of work.
  • All students will have a Progress Profile update at the end of each term outlining achievements and resit modules/units they need to take.
  • Students who are failing to achieve and is likely not to gain the qualification they enrolled for by the end of their course of study will be notified of their lack of progress.


Next Review Date: October 2022

University of Chichester
Advanced HE
Disability Confident Committed Organisation
Mindful Employer
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