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Enhancing Support Through Structural Change: Strengthening Additional Learning Provision
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Authors
Editors
Date
2026
Educational Level
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
To tackle fragmented Additional Learning Support (ALS) structures and dependence on subcontracted provision, this sixth-form college engaged with the SEND Centres of Excellence peer-review programme to redesign SEND support systems. Challenges included inconsistent ALS deployment across sites, late identification of need, unclear staff responsibilities, and limited expectation for Quality First Teaching. Actions included implementing a whole-college inclusive teaching framework, revising ALS roles and pay structures, standardising LSA deployment and timetables, embedding national ALS performance standards, strengthening initial assessment and exam-access arrangements, and delivering SEND-focused CPD for teachers. Evidence of impact includes a consistent ALS model across campuses, recruitment of 10 additional ALS staff, increased funding aligned to learner need, improved teacher confidence in lesson adaptation, higher staff retention, and positive gains in student achievement.
Description
Keywords (free text)
further education, 16-19 education, inclusion, special educational needs and disabilities (SEND), additional learning support