Reflections on In-House NMH Provision: A Year of Progress
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Establish Reasonable Adjustment Fund (RAF)
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Protect quality of NMH support and student experience
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Retain experienced NMH workers
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Reduce time and financial cost of DSAs bureaucracy
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Allow control and innovation in provision in response to student feedback
•
Some NMH tasks devolved
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Work to develop more effective inclusive teaching and learning practice
•
E.g. Digital Education Strategy, Learning and Teaching Strategy
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http://www.teachingsupport.cam.ac.uk/
7
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Proposals developed in conjunction with Cambridge student
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their academic context (group sessions over subscribed x 3)
•
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understanding of their academic context
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Quality Assurance matches or exceeds DSA QAG QAF standards
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NMH provision at Cambridge from Sept. 2016
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Safeguarding Systems
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Retention and Achievement
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Protect NMH workers
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Meeting legal duty
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Mixed modes of delivery
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Move away from
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systems
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Reduced costs/time
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Increased responsiveness
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Increased take-up
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77% increase in take up of study skills
37% increase in take up of mentoring
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I had concerns about the pressures the system would put on
Advisers, but I’m a convert. The RAF allows us to put support in
much more quickly where there is a need, without the student or
the advisers going through seemingly bureaucratic hoops. It also
means we follow through with what we’re offering students. I
haven’t had to spend time arguing with SFE over semantics in
medical evidence, which has meant I’ve had more time to support
both students themselves and the faculties/Colleges who also
work with them. Keeping the support ‘in-house’ means that we’ve
also maintained the strong links with the mentors and Study Skills
tutors and quickly share relevant information or raise concerns.’
16
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In summary, I would say that the RAF has given me
much more control over managing student support.
Support can be put in place at short notice, additional
hours for non-medical help can be added quickly, as
appropriate. We can respond much more effectively
and efficiently to student need. As a Disability Adviser,
it gives me peace of mind.
17
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" The Fund enables my relationship with the
student to start off positively. I recommend
support and sometimes within a week the
student is receiving it. The student then links
my support with their success in their
studies".
18
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Moving to the RAF from DSA has had a massively positive impact on
my work as a disability adviser and my ability to respond to the
individual requirements of the student in an appropriate and timely way.
As disability advisers, we can work with the student to identify the
support that they will benefit from most, and are able to ensure that this
is the support that they receive. This means that the student receives
the support very quickly after discussing the issues with us (sometimes
on the same day). As a result, the time disability advisers spend
determining and arranging the support is productive time where we are
getting good outcomes for students. Previously we wasted
considerable time with back and forth emails to SFE, which were of no
material benefit to students (but just caused considerable delays before
support could be implemented).
19
Q
u
e
s
t
i
o
n
s
?
20
In December 2017, Eleanor Girt-Izod, Disability Adviser at the Disability Resource Centre, University of Cambridge, shared insights on the evolution of DSAs and NMH provision. The content delves into topics like Cambridge's response to DSAs, benefits, evaluations, pre and post modernization scenarios, student voices, and responses to modernization efforts. It highlights the establishment of a Reasonable Adjustment Fund, including specialist mentoring and study skills within NMH bands 1 & 2, to protect the quality of support and enhance the student experience. The engagement with student unions and feedback incorporation for more effective teaching and learning practices form a crucial part of the ongoing journey. Quality assurance measures ensure superior standards comparable to DSA regulations.
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Presentation Transcript
Beyond DSAs: Reflections on a year of in-house NMH provision December 2017 Eleanor Girt-Izod Disability Adviser: Disability Resource Centre University of Cambridge 1
Overview The future of DSAs Cambridge s response How it works Benefits Evaluation Q&A 2
Pre DSAs Modernisation DSAs Institutional Reasonable Adjustments Inclusive teaching and learning environment 4
Post DSAs Modernisation DSAs Institutional Reasonable Adjustments Inclusive teaching and learning environment 5
2022? DSAs Institutional Reasonable Adjustments Inclusive teaching and learning environment 6
Response to DSAs Modernisation Establish Reasonable Adjustment Fund (RAF) Include Specialist Mentoring and Study Skills with NMH bands 1&2 Protect quality of NMH support and student experience Retain experienced NMH workers Reduce time and financial cost of DSAs bureaucracy Allow control and innovation in provision in response to student feedback Some NMH tasks devolved Work to develop more effective inclusive teaching and learning practice E.g. Digital Education Strategy, Learning and Teaching Strategy Cambridge Centre for Teaching and Learning http://www.teachingsupport.cam.ac.uk/ 7
Student voice Proposals developed in conjunction with Cambridge student unions and supported through Cambridge committee structure by CUSU Education and Welfare officers Students are still encouraged to apply for DSAs Students have requested more flexible modes of delivery to reflect their academic context (group sessions over subscribed x 3) Students requested support workers who have a deep understanding of their academic context Quality Assurance matches or exceeds DSA QAG QAF standards 8
Previous NMH process under DSAs (application to NMH support) 2 - 3 months SFE NAC report to student/ SFE/DRC SFE Student Contacts DRC DA Assess DSAs yes/no Student completes DSAs form Student goes for NAR DRC Sets up NMH support eligibility decision DSA1 Support approval DSA2 At least 9 separate DSAs streams for NMH to administer 9
Cambridge NMH process Was anticipated as 2-4 weeks, but average award from application to award actually processed in 3 days Student completes simple on- line support form DRC Student Contacts DRC DRC Sets up NMH support determines eligibility and support requirements Only one stream applicable to all students. 10
NMH provision at Cambridge from Sept. 2016 Covered by RAF Devolved to Departments and Colleges Note-takers Practical Support Assistant Proof reader Library Support Assistant Study Assistant Workshop / Lab assistant Specialist Transcription Examination Support Workers Mentoring Covered by DSAs Sighted Guides, Mobility Trainer, BSL Interpreters, AT Training, Electronic Note- takers, Support workers for Deaf students. Specialist Study Skills 11
Benefits of the system: Student Experience - Time/quality Mixed modes of delivery Move away from medicalised process and systems TEF/OFFA/HEFCE/CMA Safeguarding Systems Reduced costs/time Retention and Achievement Increased responsiveness Protect NMH workers Increased take-up Meeting legal duty 12
Evaluation data student take up of support 86% 90% 80% 63% 62% 2016/17 percentage of students who took up at least one hour of awarded support DSAs funded 70% 60% 50% 35% 2016/17 percentage of students who took up at least one hour of awarded support RAF funded 40% 30% 20% 10% 0% Study Skills Mentoring 77% increase in take up of study skills 37% increase in take up of mentoring 13
Evaluation data - volume 368 345 333 400 350 224 300 Numbers of Students awarded support 2015/16 250 200 Numbers of Students awarded support 2016/17 150 36 31 100 50 0 Total Study Skills Total Total Mentoring Notetaking 14
Evaluation student feedback I was told about the Reasonable Adjustments funding very quickly and my application was processed very quickly, which was very helpful as it provided me with additional support quickly. Exceptional. Above and beyond. I strongly encourage others in a similar situation to seek out advice from the DRC, as in my experience, relatively small but intelligent interventions can really be transformative in allowing disabled students to fully realise our potential Mentoring and Study Skills gave me many tools for success This service is outstanding and helped me pass my viva up-grade with confidence I am especially enthusiastic about specialist mentoring, it has completely changed my experience of study for the better 15
Evaluation staff feedback I had concerns about the pressures the system would put on Advisers, but I m a convert. The RAF allows us to put support in much more quickly where there is a need, without the student or the advisers going through seemingly bureaucratic hoops. It also means we follow through with what we re offering students. I haven t had to spend time arguing with SFE over semantics in medical evidence, which has meant I ve had more time to support both students themselves and the faculties/Colleges who also work with them. Keeping the support in-house means that we ve also maintained the strong links with the mentors and Study Skills tutors and quickly share relevant information or raise concerns. 16
Evaluation staff feedback In summary, I would say that the RAF has given me much more control over managing student support. Support can be put in place at short notice, additional hours for non-medical help can be added quickly, as appropriate. We can respond much more effectively and efficiently to student need. As a Disability Adviser, it gives me peace of mind. 17
Evaluation staff feedback " The Fund enables my relationship with the student to start off positively. I recommend support and sometimes within a week the student is receiving it. The student then links my support with their success in their studies". 18
Evaluation staff feedback Moving to the RAF from DSA has had a massively positive impact on my work as a disability adviser and my ability to respond to the individual requirements of the student in an appropriate and timely way. As disability advisers, we can work with the student to identify the support that they will benefit from most, and are able to ensure that this is the support that they receive. This means that the student receives the support very quickly after discussing the issues with us (sometimes on the same day). As a result, the time disability advisers spend determining and arranging the support is productive time where we are getting good outcomes for students. Previously we wasted considerable time with back and forth emails to SFE, which were of no material benefit to students (but just caused considerable delays before support could be implemented). 19
Questions? 20
