Meeting learner needs from start point: 5 steps to success

The Importance of Learner Start Points

Having a clear understanding of learner start points is crucial for tailoring apprenticeship programmes to meet individual needs. The start point holds significant implications for Ofsted compliance and learner progression, and forms the baseline against which future achievements are measured. But how can training providers accurately identify these start points, and what exactly should be covered? Read on for our 5-point guide.

The 5 Components of Initial Assessment

1. Application Form/CV

The application form or CV is a treasure trove of information about a learner's background, qualifications, and interests. It can tell you what subjects they excelled in, why they pursued certain subjects, and what experiences they bring to the table. The application stage also acts as a screening for eligibility, allowing you to check information such as age and years lived in the UK. For apprentices already employed, it is important to gather input from the employer about the learner's appraisals and development needs.

Digital tools have a key role to play at this stage. Software such as OneAdvanced's Learner Management System (PICS) has direct integration with the Learner Record System (LRS) to pull through prior qualifications. It can access the learner's Personal Learner Record (PLR) and integrate qualifications into the learner record. This highlights any potential exemptions and supports the learner's starting point.

This thorough approach provides the necessary level of detail for Ofsted compliance. Ofsted evaluations of underperforming training providers typically include reference to staff not identifying learners' needs and starting points accurately, whereas evaluations of outstanding training providers typically reference the accurate gathering of learner knowledge at the start of the course.

1. Skills Scans

Skills scans evaluate a learner's knowledge against the Knowledge, Skills, and Behaviours (KSB) statements outlined in their learning standard. The aim is to identify both strengths and areas for growth. By turning KSBs into specific questions, you can allow the learner to self-assess their competence levels.

A trainer or assessor should then verify these assessments through a professional discussion with the learner, ensuring an accurate start point that can guide future training plans. For example, a learner may self-identify as highly competent in health and safety. The assessor can then ask questions to confirm or refute this statement, and reassess the learner's start point accordingly.

When it comes to the scoring matrix, it is recommended to use 1-4. This is because it is often difficult for the learner (and assessor!) to understand the difference between a 6 and 7, or an 8 and 9, for example. A scoring matrix of 1-5 is also unadvisable, since learners have a propensity to 'sit on the fence' and overload the assessment with 3s. A 1-4 scoring system makes it easier to assess suitability for the course. A learner who has placed mainly 4s or 1s, for example, may be better directed toward an alternative study path.

Using PICS, the assessor or tutor can create bespoke skills scans that overlap fully, or partially with KSB achievements. PICS allows the learner to add comments at each stage, providing an added layer of verification - this can then be checked against prior knowledge/the employer to gain a more accurate understanding of the learner and their needs. Storing all of your leaner data in a digital, centralised system is also an excellent way of keeping it accurate and accessible for funding bodies and Ofsted inspection.

1. Functional Skills Assessment

Testing a learner's maths and English capabilities is crucial, even if they have GCSEs. These assessments ensure foundational competencies are in place. Functional Skills assessments can reveal gaps in maths and English that need addressing to support the learner's progress throughout their programme. A detailed diagnostic assessment can further pinpoint specific areas of weakness and allow for the development of tailored learning strategies.

Used at both initial and diagnostic assessment stages, Assessment and Learning (widely known as bksb) provides a highly accurate record of maths and English ability in granular-level detail. It does this by using adaptive AI to identify precise attainment levels, with subsequent questions based on prior answers. This means the learner is stretched in all the right places, with each sub-topic clearly and accurately assessed - tailoring learning to the individual, and providing evidence of progression for Ofsted.

1. Additional Learning Needs Screening

Identifying additional learning needs is more than a box-ticking exercise. It is about recognising specific requirements that enable tailored learning interventions. Screening for dyscalculia or dyslexia, for example, helps determine which learners may need extra support.

Screening for additional needs is now a mandatory requirement. While the ESFA is not explicit on the definition of 'screening', it is certainly more than a simple yes/no question. In fact, it is advisable to include as much detail as possible on additional learning needs, whether this is conducted in-house, or outsourced to a third party.

Either way, it is vital that this information is captured digitally. Using Assessment and Learning/bksb, each learner can be screened for dyscalculia and dyslexia through a carefully designed set of questions. This alerts the tutor or assessor to any additional required support.

1. Employer Input

Employers should offer insights into the learner's strengths and potential areas for development based on job performance and expectations. This input helps tailor the training plan to align with workplace requirements and maximise the learner's potential.

As the provider, it is important you gain clarity on the employer's assessment of each learner, which should include a detailed analysis of strengths, weaknesses, goals, and expectations. Every interaction with the employer needs to be recorded, and added to the Learning Management System, forming a complete picture of the individual.

Conclusion

Accurate start points are not merely a compliance requirement; they are the foundation of effective education and training. Through detailed assessments with time-saving digital tools such as Assessment and Learning and Learning Management System, providers can ensure that each learner begins their programme on the right foot and continues to progress in the most supportive environment possible.

To find out more about the 5-step process for identifying learner needs, watch our webinar - free and on-demand - with further education expert Tony Allen.

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