Policy category: Middlesex Policies

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Policy 074: Student Route Attendance and Academic Engagement Policy

1. Introduction
2. Academic Engagement
3. Attendance and Engagement Monitoring
4. Authorised Absence
5. Withdrawal of Sponsorship
6. Policy Review 

1. INTRODUCTION

1.1. ACM is required to monitor the engagement of all Student visa students, in line with UK Visas and Immigration (UKVI) as well as the Immigration Rules.

1.2. This policy regulates ACM’s approach to the attendance and engagement requirement put on Student visa sponsors by the Home Office.

1.3. The policy should be reviewed alongside the ACM’s Student Visa Compliance Policy.

1.4. The policy has been created in line with the UKVI’s Student Sponsor Guidance.

2. ACADEMIC ENGAGEMENT

2.1. All students must adhere to the Student Engagement and Participation policy.

2.2. Student visa students are subject to Student visa requirements and must follow this policy to protect their current visa and their immigration status until the end of their programme or the duration of their visa, whichever is earlier.

2.3. All students are expected to fully participate in the life of ACM and attend timetabled lectures as well as other activities like tutorials, workshops and masterclasses offered by their programme of choice.

2.4. All Student visa students are expected to remain in the UK during term time to complete the academic requirements for their programme of study, as per the conditions of their Student visa. 

2.5. It is the Student visa students’ responsibility to familiarise themselves with ACM’s term times and to plan their travel arrangements accordingly to avoid breaching the Student visa requirement outlined in point 2.4. of this policy.

2.6. In the event of any online delivered activities, Student visa students are required to undertake them from the UK. In cases where ACM is made aware of a student participating in an online activity from outside the UK, the student’s visa sponsorship may be withdrawn.

2.7. In cases where a student is unable to participate in the activities on the required level due to disabilities or chronic illness, alternative and fluctuating minimum attendance requirements may be agreed with a student based on Reasonable Adjustments that must be requested, assessed and approved by the Pathway Leader, Registry Team and the Additional Needs and Disabilities Coordinator (ANDCo).

2.8. If a student is not engaging for two consecutive weeks without previously being granted an authorised absence (see point 4 of this policy), the student will be contacted by the Head of International Student Affairs to establish reasons for non-engagement.

2.9. If a student’s overall attendance falls below the expected minimum this will be escalated as per point 8 of the Student Engagement and Participation policy and an Individual Learner Agreement may be arranged.

2.10. If a student fails to re-engage in their studies, the student’s visa sponsorship may be withdrawn.

2.11. If a student is unable to attend a learning session on campus for an exceptional circumstance, for example for medical reasons, the student must notify a Pathway Leader and an appropriate note in a student record must be provided. 

2.12. In the event of a student requiring an extended period of absence that exceeds the period of authorised absence, regulated in point 4 of this policy. In that case, the student may need to return to their home country and return to their studies in the next academic year or the next suitable entry point. ACM will be required to withdraw Student visa sponsorship and the student’s status will be changed to ‘interrupted’.

2.13. Student visa students no longer required to attend academic activities in person will be advised to leave the UK and their Student visa sponsorship will be withdrawn. 

2.14. In case when a serious attendance concern arises it will be escalated to the Designated Safeguarding Lead to ensure the student’s safety.

2.15. Student visa students are not required to engage in their studies during designated holiday periods and they do not need to stay in the UK during that time.

3. ATTENDANCE AND ENGAGEMENT MONITORING

3.1. All Student visa students will be monitored in the background every week by the Head of International Student Affairs. 

3.2. Attendance will be recorded either through the use of a Student ID Card Reader or by manual marking by the tutor.

3.3. The Head of International Student Affairs will check if Student visa students engage in at least one ‘contact point’ a week.

3.4. Activities considered as a ‘contact point’ include, but are not limited to:

•  attending required lectures;
•  seminars, workshops, masterclasses or tutorials;
•  submitting essays;
•  assignments and attending examinations.

3.5. The Head of International Student Affairs will keep a record of the academic attendance of every Student visa student in a form that allows evaluation of a student engagement level.

3.6. The Head of International Student Affairs will contact a student and the student’s Pathway Leader in case any student engagement concerns arise. This can be escalated further as per points 2.9 and 2.10 of this policy.

4. AUTHORISED ABSENCE

4.1. Authorised absence is a short temporary absence approved by a student’s Pathway Leader and will be determined on a case-by-case basis.

4.2. Authorised absence can be approved only in exceptional circumstances that include, but are not limited to: 

• serious illness or injury;
• death or serious illness of a close relative;
• significant adverse personal/family circumstances;

4.3.   A student applying for an authorised absence is required to provide sufficient evidence of the exceptional circumstance that has occurred.

4.4. The absence can be granted for a maximum of 3 weeks and only if the student is still able to finish their course by the official end date of the course.

4.5. Any such absence must be formally approved by the Academic Department and the Pathway Leader, who is responsible for informing the Head of International Student Affairs about the period of absence and the reason. 

4.6. The Head of International Student Affairs will cease engagement monitoring for a student who is on a period of authorised absence.

4.7. If a student is travelling outside the UK, they need to obtain a letter from the Registry department confirming the dates of the absence. The student should travel with the letter as they may need to show it to Border Officials when re-entering the UK. This is the student’s responsibility to obtain the letter and to make sure they have it with them when crossing the border.

4.8. A Student visa student coming back from the period of authorised absence needs to report to their Pathway Leader on the agreed return date and the adequate note has to be made in the student’s record.

5. WITHDRAWAL OF SPONSORSHIP

5.1. The decision of Student visa sponsorship withdrawal will be made by the Head of International Student Affairs after a thorough review of the data from across the different engagement modes regarding the overall contact points met, submission of the student’s coursework, consecutive missed contact points, any evidence provided by the student’s Pathway Leader regarding their engagement in their programme of study and arrangements of the Individual Learner Arrangement.

5.2. In the event of withdrawal of a student’s visa sponsorship, the Head of International Student Affairs will submit an adequate notification to the UKVI and will contact the student via email at the email address detailed in the student’s record. The communication will contain information about the undertaking actions. ACM will not take responsibility if the email is not delivered due to a change of the student’s email address and not informing ACM about this.

5.3. A student whose sponsorship has been withdrawn has the right to appeal. The sponsorship withdrawal can be revoked up to 8 working days after the initial notification has been made.

5.4. The appeal will only have a positive outcome if the student can provide satisfactory evidence of their engagement, otherwise the decision will not be reversed.  

5.5. Students whose Student visa sponsorship has been withdrawn will have to leave the UK as a consequence of this withdrawal and will have to provide the Head of International Student Affairs with sufficient evidence that they have left the country (eg. a boarding pass).

5.6. Not leaving the UK within the timeframe provided by the Head of International Student Affairs may result in overstaying. Overstaying is a criminal offence that will impact a student’s immigration record, potentially resulting in a ban from re-entering the UK and affecting future visa applications to the UK and other countries.

6. POLICY REVIEW

6.1. The policy will be reviewed on a regular basis to ensure it remains compliant with the Sponsor Guidance and Immigration Rules as well as good sector practice.

7. RELATED POLICIES AND DOCUMENTS

7.1 Internal: 

• Student Charter
• CAS Issuing Policy
• Student Visa Compliance Policy
• Finance Policy 
• Criminal Convictions Policy 

7.2 External:

• Student Sponsor Guidance
• UK Immigration Rules

8. RESPONSIBLE PARTIES

8.1  The policy lead is responsible for the cyclical monitoring and review of the policy in liaison with the Quality Assurance and Enhancement Manager. The policy lead for the CAS Issuing Policy is: 

• Head of International Student Affairs

8.2 Decisions and appropriate actions in support of the implementation of the Policy will be authorised by the following designated staff:

• Head of International Student Affairs
• Head of Admissions
• Senior Executive team
• Quality Assurance and Enhancement Manager 

Version	Created By	Approved By
1.0 1.1	Student Visa Compliance Officer (Admissions) Head of International Student Affairs	Academic Board / 18 April 2024 Academic Board / 20 Feb 2025

        Download this policy: POL_074_Student Route Attendance and Engagement Policy_AY2526 

Click to download our latest Undergraduate Student Terms and Conditions for Students Studying as part of ACM’s validated degree provision with Middlesex University

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Policy 006: EXTENUATING CIRCUMSTANCES 

1. PURPOSE 

1.1 This policy is designed to support students whose learning has been adversely affected by circumstances that are unforeseen, exceptional and outside the control of the student. Its aims are to: 

• Ensure fair and equal treatment of all students when considering their extenuating circumstances and determining how best to support them; 
• Make clear the types of adverse factors that ACM shall consider as extenuating circumstances; 
• Create a culture of enhancement seeking to learn from extenuating circumstances and improve the student experience, including through appropriate training for decision-makers; 
• Ensure clarity in language and process; 
• Uphold fairness, consistency and natural justice in the treatment of the student body as a whole, as well as for particular individuals including by: 

                ○ Ensuring decisions are taken by those without conflicts of interest; 

                ○ Ensuring that students are neither disadvantaged nor overly advantaged as a result of the process; 

• Maintain awareness through collaboration with support services (academic and welfare), targeted local campaigns, and visible and accessible central information highlighted to students at relevant key points in the academic year.

2. POLICY DETAILS 

2.1 The following principles underpin ACM’s approach to extenuating circumstances (Middlesex University Regulations D8.2): 

• No student shall be put in a position of unfair advantage over other candidates; the aim should be to enable all students to be assessed on equal terms. 
• All work submitted by students for assessment shall be graded on its merits without consideration of any extenuating circumstances known to the marker. Extenuating circumstances will not be used by the ACM Assessment Board to alter the grades of students. 
• Students must submit extenuating circumstances with appropriate, dated documentary evidence, by the specified deadline as per the published guidance. Extenuating circumstances submitted after the deadline specified will normally be considered only if the student was unable or, for valid reasons, unwilling to disclose them before the deadline and submit documentary evidence to support this. 
• Extenuating Circumstances will be considered by Panels, or its delegated nominee, convened on behalf of the ACM Assessment Board who may make a decision based on the published guidance.
• The outcomes of the extenuating circumstances panel, which may include an agreed extension to a coursework deadline or deferral of assessment to the next opportunity, will be provided to the Assessment Board to support their decision making: 

                     ○ In considering whether a student may progress to the next stage of the programme; 

                     ○ In determining the classification for a qualification where the student is borderline or there are conflicting classifications in the profiles of grades;

                     ○ Consideration for an aegrotat award. 

• Normally, extenuating circumstances shall not be taken into account where the circumstances have already been allowed for (for example, by Reasonable Adjustments (see ACM’s Reasonable Adjustments Policy)). Reasonable adjustments should be agreed at enrolment in cases of known disability and in any case agreed with the student before an assessment period begins. 

2.2 The following are not normally considered to be acceptable extenuating circumstances: 

                   (a) Alleged medical conditions without appropriate, dated supporting evidence; 

                   (b) Alleged medical conditions without contemporaneous evidence or sufficiently detailed subsequent evidence; 

                   (c) Social activities; 

                   (d) Temporary self-induced conditions; 

                   (e) Minor ailments and other conditions; 

                   (f) Foreseeable responsibilities associated with pregnancy

                   (g) Examination stress; 

                   (h) Domestic or personal disruptions which could have been anticipated or planned; (i) Study-related (including computer difficulties, losing work not backed up etc.); 

                   (j) Examination conditions. 

Further details on the circumstances which are and are not considered to be acceptable can be found in the Extenuating Circumstances Procedure. 

2.3 Only formal extenuating circumstances applications submitted via the Extenuating Circumstances Google form will be accepted. This can be found on the Assessment Module on Canvas, and can also be provided by a Student Relations Officer. 

2.4 The ACM Assessment Board and Finalist Examination Boards may consider the full history of summarised extenuating circumstances, as recommended by the Extenuating Circumstances Panel. Where necessary, the Chair or Clerk will obtain the original evidence from the Programme Team prior to the commencement of the Board. 

2.5 Students taking part in an assessment by attending a live assessment or submitting work for an assessment are declaring themselves well enough to do so and are therefore ‘Fit to Sit.’ If you experience disruption to your studies prior to the assessment (e.g. due to personal difficulties, crime, bereavement, illness etc.) you must think carefully about whether you should attempt the assessment or whether you should apply for an extension or deferral. A request for additional consideration relating to the submitted assessment will not normally be granted. 

2.6 Examples of the potential outcomes of an Extenuating Circumstances request are as follows: 

• Upheld – 14-day extension under self-certification; 
• Upheld – 14-day extension;
• Upheld – deferral to next assessment period (with supporting evidence only); 
• Upheld with Action – candidate for Reasonable Adjustments; 
• Not Upheld – request for further supporting documentation; 
• Not Upheld – no grounds for Extenuating Circumstances. 

2.7 In order for an assessment to be deferred to the next assessment opportunity, a student must submit an Extenuating Circumstances form with contemporary, relevant supporting documentation. For example, if the application states that the student is suffering with a significant medical issue, a letter from their GP would be required. 

2.8 ACM considers it to be unreasonable, in some cases of illness that do not require medical attention, to request a medical note as supporting evidence for an extenuating circumstances application. In these cases, students may self-certify illness for up to 14 days. 

2.9 Self-certification for digital submissions will only be considered for illnesses within 4 weeks of the assessment deadline. Self-certification will not be accepted for illnesses affecting the student for longer than 7 days, in which case the student will be subject to the items outlined in section 2 of this policy. 

2.10 Self-certified extenuating circumstances applications must be submitted using the Extenuating Circumstances request form and will be considered by the Chair of the Extenuating Circumstances Panel. 

2.11 Where self-certified extenuating circumstances are approved, the student will be awarded until the end of the late window 14 days after the original assessment deadline) to submit the assessment for the module affected by extenuating circumstances. For practical assessments and written exams, the student will be required to sit these at the next available opportunity. 

2.12 Students can self-certify an extenuating circumstances application no more than twice in an academic year. Further requests to self-certify will incur the implementation of ACM’s Fitness to Study Policy. 

2.13 Where applications, including self-certified applications, are found to have been fraudulent, disciplinary action in line with ACM’s Student Disciplinary Policy may be taken. 

4. POLICY SCOPE 

4.1 This Policy applies to students studying on the Foundation Year, and FHEQ Levels 4, 5, 6 and 7 at all ACM campuses. 

5. RELATED POLICIES 

• Academic Appeals Policy 
• Student Complaints and Grievances Policy 
• Equality and Diversity Policy 
• Fitness to Study Policy 
• Student Disciplinary Policy 

6. POLICY OWNER 

6.1 This Policy is under the responsibility of the Academic Board. The responsible committee will ensure the cyclical review of this Policy is carried out under ACM’s Quality Assurance Framework. 

7. PROCEDURES 

7.1 The procedures that accompany this Policy can be found at: acm.ac.uk/policies

      8. EXHIBITS/APPENDICES/FORMS 

8.1 The Extenuating Circumstances Form can be found here: https://docs.google.com/forms/d/e/1FAIpQLSeuHkDtN6Phx5EX-73KdBGTlDbiG987KDtgIdPuPBqt1M87Ig/viewform

9. SUPPORTING INFORMATION 

• QAA Quality Code 
• OIA Good Practice Framework 
• Middlesex University Regulations 
• ACM Extenuating Circumstances Policy

10. DOCUMENT HISTORY AND NEXT REVIEW 

Version: 3.2

Approved on: 01 September 2023

Approved by: Academic Board

Date of next review: August 2024

Download: POL_006 Extenuating Circumstances_202309

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Policy 067: Looked After Young People and Care Leavers 

1. PURPOSE
2. 1 This Policy outlines the Institution’s approach to meeting the needs of ‘Looked After Young People’ and ‘Care Leavers’ studying at ACM. Supporting these young people to succeed and progress to higher education, employment and a better future, as set out in this policy, is a priority of ACM.

1.2 ACM recognises their corporate responsibility to support students who come under the category of LAYP and CL.

1.3 This policy will support the engagement, admission, support and progression of LAYP and CL, whilst developing a consistent approach across all ACM campuses. It is hoped that this focused approach will provide these learners with an excellent learning experience whilst studying at ACM, as well as providing them with the confidence and motivation to succeed in their lifelong learning and wider life experiences.

1.4 This Policy should be read in conjunction with ACM’s Equality and Diversity Policy.

1.5 The intention of this Policy is to support ACM’s key values of inclusivity, supportive environments and the removal of barriers.

1.6 This policy has been written in line with the Statutory Guidance ‘Promoting the Educational Achievement of Looked After Children’ 2014 (updated in 2018):  https://www.gov.uk/government/publications/promoting-the-education-of-looked-after-children

2. POLICY DETAILS

2.1 The designated officer with responsibility for Looked After Young People (LAYP) and Care Leavers (CL) studying at ACM is the Additional Needs and Disability Additional Needs and Disability Manager. It is the duty of the designated officer to inform the senior management team of the progress of students who are in care/care leavers on a regular basis.

The designated officer can be contacted via email on and@acm.ac.uk  or telephone on 01483 501211.

Pre‐Entry

2.1 ACM’s approach to supporting the achievements of LAYP and CL, pre-entry, will aim to:

• Develop and maintain effective links with local authorities and other partners to publicise and make available information, advice and guidance (including financial and other forms of support) about progression and study in FE/HE.
• Provide impartial, free and confidential pre‐course guidance on FE/HE study options, including financial and other forms of support.
• Provide accessible information about taster days and other events.
• Provide a range of informational materials relevant to study and support options and make them available and accessible through a range of formats.
• Put indicators in place throughout the recruitment process to help identify those in care/care leavers either through the local authority, support agencies or through self‐ disclosure.

On‐Course

2.2 ACM’s approach to supporting the achievements of LAYP and CL, whilst on programme, will aim to:

• Identify a member of staff within the central student support team to coordinate and lead on internal and external communications regarding LAYP and CL.
• This staff member will also offer and provide support prior to entry and throughout the duration of the student’s course including identification of suitable support arrangements as required.
• Provide Full Bursary support for LAYP to support them with college related costs.
• Monitor LAYP attendance in accordance with the College’s existing policy for managing student absence. Provide careers guidance relating to progression within FE, HE or careers and will support with applications. 

End of Course

2.3 The ACM’s approach to supporting the achievements of LAYP and CL, at the end of their studies at ACM, will aim to:

• Obtain feedback from students who are LAYP/CL about our support offer, delivery and their distance travelled.
• Maintain records of the recruitment, retention, achievement and progression of our students in care/care leavers. 

Information Sharing and Data Protection

2.4 Students can give permission for information to be given to all staff who deal with them. Otherwise the information will only be shared on a “need to know basis” and only with appropriate staff, such as the Tutor.

2.5 Information requests from local authorities will only be met:

• If written consent has been given by the student (unless the student is at risk of significant harm).
• If an ACM information sharing and service level agreement has been signed by the organisation requesting the information.
• Via the Access All Areas website which local authorities will access directly through a secure login access issued by the ACM IT Department.

4. POLICY SCOPE

4.1 This Policy applies to students at all ACM campuses who fall under the definitions outlined in section 7. This includes young people under the age of 18 who are identified as ‘looked after’ under the Children Act 1989 and ‘care leavers’ students under the age of 25 who have been looked after by a local authority in the past.

4.2 The procedural elements of this Policy apply to all timetabled learning activities, as well as ACM activities outside of timetabled teaching.

5. RELATED POLICIES

Please see Appendix C for further details, all associated documentation can also be found on the ACM website using the link. https://www.acm.ac.uk/policies/

Associated policies include:

• 010 Safeguarding
• 009 Special Education Needs
• 008 Equality and Diversity
• 013 Hardship and Travel Bursary Funding
• 015 Admissions Policy
• 020 Data Access and Protection
• 046 Risk Assessment
• 058 Student Withdrawal, Interruption and Internal Transfer

It also directly relates to ACM’s Access and Participation Strategy. This can be found on the ACM website via the link https://2k6rdi1ldku625c2mfpsfiwu-wpengine.netdna-ssl.com/wp-content/uploads/2019/05/ACM_Guildford_Ltd_APP_2019-2020_V1_10067853.pdf

6. POLICY OWNER

The responsibility for this policy falls under the remit of the Designated Officer for Looked After Young People and Care Leavers (LAYP/CL), Student Experience and Quality Committee. This role is part of the Additional Needs and Disability Additional Needs and Disability Department that sits within the Integrated Services Division.

7. DEFINITIONS

The term ‘Looked After Young People’ is interchangeable with Children Looked After (CLA), Looked After Children (LAC) and Care Leavers (CL).

Definition of ‘Looked After’  

This policy refers to young people who are ‘Looked After’ as defined by the Children Act 1989. That is those learners who are under the age of 18 and are:

• The subject of an interim or full-time care or emergency protection order;
• Unaccompanied minors who are asylum seekers;
• Accommodated by a local authority with the agreement of their parent(s) or legal guardian;
• Compulsorily accommodated as a result of criminal proceedings

Why do Children become Looked After? 

A large number of these children coming into care will have a history of physical, sexual or emotional abuse. Some may have suffered the death of a parent or have parents who are unable to look after them properly because of illness. Others may have disabilities and other complex needs. A very small number are in care because of criminal behaviour.

How do Children become Looked After? 

Children come into care by two main routes: because the parents have asked for this help or because the child is in danger of being harmed.

• Under section 20 of the Children Act 1989: where parents have asked for help, because for some reason their child can no longer stay at home, suitable accommodation for the child will be provided. Parental responsibility remains with the parent/guardian.
• Under section 31 of the Children Act 1989: if the child is in danger of being harmed, a care order will be made by a court. The court will take all the circumstances into careful consideration before doing this. When a care order is made, children’s services acquire parental responsibility and become a legal parent alongside the parent/guardian.

Who are Young Care Leavers (CL)? 

A ‘Care Leaver’ is defined as a person aged 25 or under who has been looked after by a local authority for at least 13 weeks since the age of 14; and who was looked after by the local authority at school‐leaving age or after that date.  Between the ages of sixteen to eighteen a young person who has been ‘Looked After’ will be expected to begin the transition towards independent living to become a ‘Young Care Leaver’. They may remain with their Foster Carers or they may move into supported lodgings or into a bedsit or flat depending on the provision available. From the age of sixteen they will be supported by their Local Authority Leaving Care Team.

8. PROCEDURES

The designated lead member of the college will:

• Monitor the ACM’s implementation of its LAYP/CL policy through the annual Self‐Assessment Report.
• Ensure that the ACM has a senior member of staff with responsibility for LAYP/CL.
• Complete an annual evaluation with External Relations regarding the retention and attainment and progress of LAYP/CL at the ACM.
• Induct, support and monitor CLA/CL progress through 1‐1 review meetings.
• Integrate Personal Education Plan meetings with local authorities into the ILP/Progress review process Ensure student support and local authority is informed and that interventions are regularly monitored.
• Ensure local authorities and the allocated Integrated Services are informed of all APLB procedures and invited to relevant meetings/aware of outcomes.
• Attend relevant CPD around supporting students that are LAYP/CL.
• Check students are in receipt of Full Bursary.
• Update ‘Further Details’ section of Insight to include LAYP/CL Virtual School/Social Worker contact details and any missing badge information
• Notify and invite Local Authority Virtual School/Social Workers to PEP/Review/APLB meetings.
• Monitor attendance and inform allocated Tutor of any LAYP/CL learners with attendance concerns.
• Contact all identified students that are LAYP/CL to inform them about the student bursary available to them and note details of any support under ‘further details’ and ‘learner comments’ on Insight.
• Set‐up a list of LAYP/CL learners on Insight so that local authorities can access the relevant information via the data sharing protocols.

Responsibility of Tutors

• Ensure that the transition to ACM is as smooth as possible for these learners and takes account of their particular needs.
• Signpost further support via ACM referral process.
• Inform the designated officer where there are concerns.
• Review learner’s progress and attendance regularly, ensuring that required support is in place and effective.

Responsibility of Integrated Services

• Integrated Services will offer 1‐1 pastoral support to LAYP/CL students where there are concerns through the standard referral process via the Helpdesk.
• Signpost further support via ACM’s referral process.
• Inform the designated officer where there are concerns.

Responsibilities of Learning Support Officer/Assistants

• Inform the designated officer of any LAYP/CL who also have learning difficulties/ disabilities.
• Inform designated officer of any LAYP/CL with EHCP’s.
• Work with the designated officer to combine EHCP and PEP meetings as part of the ILP/Progress review process.
• Ensure swift access to additional learning support for LAYP/CL whose learning needs are disclosed after entry to ACM.

Local Authorities

• Complete and agree ACM’s service level and information sharing agreement.
• Encourage applicants to make appropriate disclosures and attend interviews.
• Inform ACM of any potential applicants and ensure a smooth transition onto course.
• Access all LAYP/CL attendance/monitoring data and reports via secure communication systems e.g. Egress, WelfareCloud etc.
• Chair/Lead on any LAYP/CL PEP meetings and subsequent documentation.
• Ensure effective support is provided i.e. with housing placement, equipment/resources, extra tuition and any other financial assistance in order for LAYP /CL to achieve.
• Update ACM of any pastoral concerns or issues impacting on LAYP/CL achievement.
• Ensure the data protection principles are upheld and appoint data officers/notify ACM of changes as per agreement.
• Only store the data accessed on secure systems and do not extract unless for the purpose of a PEP meeting with signed consent and agreement with LAYP/CL and in accordance with your own Data Protection and Information Security Policies.

9. EXHIBITS/APPENDICES/FORMS

9.1 Appendix A:  LAYP/CL Annual Procedure 

9.2 Appendix B: Financial Support Information

9.3 Appendix C:  PEP Guidance

10. DOCUMENT HISTORY AND NEXT REVIEW

Version:                       1.1

Approved on:               01 September 2025

Approved by:               Academic Board

Next review:                August 2026

Download: 062 POL_062_ LAYP and CL_200907

Appendix A:  LAYP/CL Annual Procedure   

Timeframe	Action
April – August	Local Authorities identify and send any future student applicant information to Additional Needs and Disability Team.
September – October	1.         Local Authorities send through lists of confirmed applicants to Additional Needs and Disability Team   Designated officer to undertake ILP / PEP meetings for LAYP/CL students   3. Designated officer also identify LAYP/CL through self‐declaration report and bursary applications   4. Designated officer to update student record.   5. Local Authorities provided with information on attendance or non-starters.
October ‐ November	1.Confirmed LAYP/CL information compiled by Additional Needs and Disability Team.   2. LAYP /CL Learner badge information updated by Additional Needs and Disability Team.   3. LAYP /CL Learners monitored by Tutor/ALS/Engagement Team/Additional Needs and Disability Team.   4.Local Authorities access learner attendance and ILP/Progress Review information as required

 

October – November	Designated officer to notify/invite Local Authority, ALS and Student Engagement Advisor if any APLB Stage 2’s issued
December‐ January	1.PEP meetings integrated into Progress review week meetings, Local Authority Social Workers/Virtual Schools invited to attend   2.Local Authority Social Workers/Virtual Schools invited to Parent evenings if learner aware and consents

Appendix B:  FINANCIAL SUPPORT INFORMATION FOR LAYP/CARE LEAVER

FURTHER EDUCATION

The Full Bursary of £1,200 per yearis available to students who meet the following criteria:

• Are in Care/a Care Leaver
• Are enrolled on a full-time further education government funded course
• Are aged 16‐18 on 31^st August 2020.
• Have ‘home’ student status or have been granted full ‘refugee’ or ‘asylum seeker’ status
• Have been ‘ordinary resident’ in the UK, EU or EEA continuously for the last three years with ‘settled status’ which means having indefinite leave to remain
• Maintain at least 85% attendance

The Bursary is paid monthly, directly into the student bank account, provided they have at least 85% attendance in that month.

Process for applying:

• All applicants who declare LAYP/ CL status will be contacted with application details, consent forms and evidence requirements (letter from Social Worker confirming status as LAYP/ CL)
• All Local Authorities / Virtual Schools will be sent information on Bursary so they can support young people in applying and provide appropriate evidence
• Bursary will be promoted to all students to encourage LAYP/CL to declare and apply

Personal Education Plan – Personal Education Allowance 

Students that are CLA may be eligible for additional financial support through the PEP meeting process (dependent on age and local authority policy).  The Personal Education Allowance (PEA) is a sum of money available each year to help young people progress in their education, there is different financial help available for those aiming to attend University.

Examples of PEA expenditure:

Educational Books

• Equipment /specialist kit
• 1:1 Tuition
• Additional support for vocational training
• Educational trips or visits
• Extracurricular activities that will build confidence and self‐esteem

All PEA requests need to be discussed and agreed with the local authority Virtual School/Social Worker and student at the PEP meeting in line with the educational targets set, PEA request procedures will vary between boroughs.  PEAs are not intended to replace services, support or resources already provided by local authorities or other agencies.

HIGHER EDUCATION

ACM offers Higher Education students the opportunity to secure financial support towards the cost of the course each year through the form of Bursaries or Scholarships. Please see https://www.acm.ac.uk/course-fees/ for further information.

Appendix C:  PEP GUIDANCE

What is a Personal Education Plan (PEP)?

All looked after children must have a care plan, of which the PEP is an integral part. All of those involved in the process of developing the PEP should use it to support the personalised learning of the child.

The PEP (pre‐school to age 18) is an evolving record of what needs to happen for looked after children to enable them to make expected progress and fulfil their potential. The PEP should reflect the importance of a personalised approach to learning that meets the identified educational needs of the child, raises aspirations and builds life chances.

The quality of the PEP is the joint responsibility of the local authority that looks after the child and the Education provider.  All professionals involved should work closely together at each stage of the PEP process and should involve the student and their carer where appropriate.

Who has ultimate responsibility for the PEP?

The Local Authority/Social Worker has responsibility for the PEP as part of their Care Plan.

What is a Virtual School?

Each Local Authority has a Virtual School, it does not exist in real terms as a building, and children and young people do not attend. It is a service provided by dedicated professionals within the Children, Schools and Families Directorate whose work is to promote and co‐ordinate educational support for Looked After Children and Care Leavers to succeed and have high educational aspirations for them at college and university; wherever their place of learning.

Who should initiate a PEP?

The Local Authority/Social Worker/Virtual School has a duty to initiate the PEP.  The completion of the PEP takes place at the PEP meeting and professionals within the meeting negotiate who takes the lead to complete the PEP form.   The Social Worker may take the lead for some parts and the designated officer for the others.

PEP content and format?

Each Local Authority has a different process for gathering data and writing PEPs, some use paperwork which they complete others now use an EPEP which they require Schools to complete.  In order to have a consistent and efficient approach as an organisation, ACM staff are required to direct the local authority accordingly.

Typical targets/outcomes of a PEP meeting may involve:

• Ongoing catch‐up support for those that have fallen behind with coursework (including use of effective intervention strategies).
• Identify short‐term targets around attendance, learning needs/skills, or knowledge.
• Identify longer‐term aspirational targets around managing money, HE, work experience, careers.
• Identify any additional support needs and subsequent referral.
• Agreement of payment by the Local Authority for additional 1‐1 tuition or equipment required for studies.
• Transition support from Social Care where a young person is on a new course or in a new residential placement.
• Change or review of residential placement / increased support in placement.
• Referral by Social Worker to specialist agencies e.g. CAMHS /Substance Misuse team.
• Careers advice and guidance appointment / or financial information about higher education.
• Support with bursary application arranged.
• Learner consent / agreement of information sharing and review date.
• Equipment identified / to support with learning needs.

How often should it be written?

The PEP process should be integrated into the ILP and Progress review meeting cycles of the designated officer.  If a child has recently joined the education setting a PEP should be completed within 20 course days.  It is useful to have a PEP meeting prior to the young person’s statutory CLA/CL review, so that any issues raised in the PEP can be highlighted by the Social Worker at the CLA/CL review.  Plans should be amended if there is a major change to the young person’s situation e.g. placement or authority.

Who needs to be present?

The young person, designated officer and Social Worker/Virtual School and if appropriate carer/other specialist professional e.g. Support Student Engagement Advisor.

Where should it take place and for how long?

Meetings should take place at the College (not offsite). College staff need to be time specific as to the time they have available with the local authority representatives.

If you have a disability which makes reading this document or navigating our website difficult and you would like to receive information in an alternative format, please contact: and@acm.ac.uk

Policy 061: STUDENT ENGAGEMENT AND PARTICIPATION

1. PURPOSE

1.1 This policy outlines the expectations the Academy of Contemporary Music (ACM) has with regards to the engagement and participation of students at ACM, and the steps that may be taken in any instance where a student’s engagement and participation does not meet these standards. The policy is designed to ensure that students are treated in a fair and equitable manner.

2. POLICY DETAILS

2.1 ACM is committed to differentiated and inclusive learning and we will support our students to engage with their programme in a way that is effective for them, whilst enabling them to be successful in their learning.

2.2 ACM understands the needs of its diverse student body and encourages all students to positively participate in a variety of ways that develop their personal, professional and academic skills.

2.3 ACM will monitor the engagement and participation of students in order to support them more effectively in achieving their academic and professional goals. A student is not only expected and encouraged to engage and participate in timetabled academic sessions, but also in a number of other ways. These include:

• Participation in timetabled learning activities;
• Attendance in timetabled learning activities;
• Participation and attendance of group or individual tutorials;
• Independent study;
• Engagement with peer learning activities;
• Submission of all summative assessments;
• Submission of formative assessments;
• Use of the Virtual Learning Environment and other learning resources;
• Engagement with non-compulsory curriculum enrichment programmes;
• Attendance and participation in learning support activities, where appropriate and necessary;
• Engagement with wellbeing and other pastoral support;
• Participate in industry-centred activities.

2.4 To ensure the best possible outcome and experience, ACM recommends that students engage and participate in all activities outlined in item 2.3, as best they can. Failure to engage or participate in any ACM activity, without good reason, may result in a discontinuation of studies, or compulsory level repeat.

2.5 ACM expects all students to prepare and submit all assessments, both formative and summative. Continuous non-submission of assessments, without approved Extenuating Circumstances, will lead to discontinuation of studies, or compulsory level repeat.

2.6 ACM is committed to supporting student wellbeing alongside academic study. Should a student’s personal circumstances and wellbeing cause a significant barrier to their engagement, learning and attainment, ACM will provide academic and wellbeing support in order to endeavour to remove those barriers. Should a student’s circumstances continue to deteriorate enough to significantly impact the student’s academic progression and personal wellbeing, ACM will carry out a Fitness to Study assessment. Further details on this can be found in ACM’s Fitness to Study Policy.

2.7 ACM has multiple registration processes that support the blended learning activities. Student’s attendance and participation in all activities outlined in 2.3 are captured within their student record and this data is monitored to secure early intervention where a student may be disengaging.

2.8 Students are encouraged to notify ACM of their absence via the myACM app or by contacting their Cohort Tutor or Level Leader in order to facilitate necessary support.

2.9 Should the engagement and participation monitoring process highlight an issue with a student’s engagement, their Cohort Tutor or Level Leader will make contact with them. We consider this part of our strategy for supporting student wellbeing.

4. POLICY SCOPE

4.1 This Policy applies to students on the Foundation Year, and at FHEQ Levels 4, 5 and 6 at all ACM campuses.

5. RELATED POLICIES

• Learning Teaching and Assessment
• Fitness to Study
• Finance
• Withdrawal, Interruption and Internal Transfer
• Student Transfer
• Accreditation of Prior Learning

6. POLICY OWNER

This Policy is under the responsibility of the Education Executive. The responsible committee will ensure the cyclical review of this Policy is carried out under ACM’s Quality Assurance Framework.

7. DEFINITIONS

7.1 Discontinuation of Studies: This relates to any event in which a student does not complete their programme of study. This encompasses withdrawal, interruption (taking a break from study) and academic termination.

8. PROCEDURES

8.1 If a student is absent from a class, or has not engaged with the online content, the cohort tutor or designated person will contact them via Canvas or email to check in and offer support. This will provide the student with the opportunity to schedule an online catch up tutorial with the tutor.

8.2 If a student is absent from a number of classes across a number of weeks, and they have also not engaged with online content or assessments, the Level Leader or designated person will contact them via email, telephone and/ or Canvas to check in and offer support.

8.3 In the event of no response to, or no improvement following, the steps taken in 8.1 and 8.2 the Intervention Officer or other member of the Integrated Services team will contact the student via email, telephone and SMS to ensure the student is safe and find out the reason for their disengagement.

8.4 If there is no contact from the student, and no other signs of engagement with any ACM activity, or member of the ACM community, the Designated Safeguarding Lead will be notified and the safeguarding procedures invoked.

9. EXHIBITS/APPENDICES/FORMS

There are no further exhibits, appendices or forms relevant to this policy.

10. SUPPORTING INFORMATION

There is no further supporting information.

11. DOCUMENT HISTORY AND NEXT REVIEW

Version:                       1.1

Approved on:               01 September 2025

Approved by:               Academic Board

Date of next review:    August 2026

Download: 061 POL_061_Student Engagement and Participation

 

If you have a disability which makes reading this document or navigating our website difficult and you would like to receive information in an alternative format, please contact: anddegree@acm.ac.uk

Procedure 056: REASONABLE ADJUSTMENTS

1. PURPOSE

1.1 The Academy of Contemporary Music (ACM) is committed to providing an inclusive environment which enables all students to achieve their potential.

1.2 This Procedure sets out how ACM will support students with additional needs and/ or disabilities in line with the Reasonable Adjustments, Additional Needs and Disabilities, and Learning, Teaching, Assessment and Attainment Policies.

1.3 This Procedure addresses the support available for students who may seek reasonable adjustments relating to their access to lesson content, assessment modes and submission deadlines.

1.4 This Procedure should be read in conjunction with ACM’s Additional Needs and Disabilities Charter.

2. PROCEDURE DETAILS

2.1 ACM recognises two major categories of need which may lead to the provision of reasonable adjustments:

• permanent or long-standing disability, illness or special educational need, e.g. blindness, diabetes, dyslexia, borderline personality disorder;
• temporary disability, illness or indisposition, e.g. broken arm, chronic pain

2.2 Students are required to disclose any issue that falls within the categories highlighted in 2.1 as soon as they can upon enrolment, or at the point of diagnosis, whichever is sooner. Students must do this by emailing the Additional Needs and Disability team at anddegree@acm.ac.uk.

2.3 Where additional needs, or a disability, are disclosed during the application process, the Additional Needs and Disability team will make arrangements to meet with the student, ahead of the start of the academic year, to arrange support requirements and assess reasonable adjustments.

2.4 Students will be provided with information on how to apply for Disabled Students Allowance, and will be supported through the application process. Eligible students will be issued a DSA2 letter from the DSA which will detail the support the student is entitled to.

2.5 Based on the recommendations made in the DSA assessment, as outlined in the DSA2 letter, the student may be eligible for any of the following adjustments:

For timed assessments

• 25% Extra time
• 50% Extra time
• Separate room (sole use)
• Quiet room (shared use but reduced number of students)
• Reader
• Scribe
• Use of assistive equipment/software
• Written exams to be converted to oral exams
• Use of a word processor
• Documents printed on coloured paper
• Documents to have a minimum font size

For general submissions

• Extension to the deadline of planned assessments
• Late submission without grading cap
• Marking not to assess spelling and grammar
• Marking not to assess errors that may be produced by software features e.g. American English, replacement of words through autocorrect.

2.6 Adjustments may also be applied to learning activities which are not formal assessments, for example, receiving any reading material, or class presentations ahead of the timetabled session.

2.7 Students who have not been through a formal DSA assessment may still access support and reasonable adjustments. These will be agreed upon following an assessment meeting with the Additional Needs and Disability team, and in consultation with relevant academic staff.

2.8 Students with a temporary impairment, for example, a broken wrist, will be entitled to reasonable adjustments during the time they are affected by the impairment. Adjustments will be agreed up at an assessment meeting with the Additional Needs and Disability team, and in consultation with relevant academic staff.

2.9 All reasonable adjustments will be reviewed on a cyclical basis. The length of this cycle is dependent on the nature of the additional need, disability, or temporary impairment.

2.10 Reasonable Adjustment assessment meetings will be held either onsite or remotely, depending on what the student is comfortable with. The attendees of the meeting will include a member of the Additional Needs and Disability team, the student and, should the student wish, a student advocate. The student advocate can be a parent, guardian, or other staff member with whom the student feels comfortable.

2.11 After the assessment meeting, the Additional Needs and Disability team will take their recommendations to the Reasonable Adjustments Panel without disclosing any of the student’s personal details at this point, to agree which adjustments are possible and reasonable.

2.12 Once adjustments are agreed at the Reasonable Adjustments Panel, the student will be notified, in writing, of the confirmed adjustments. The date of review will also be confirmed, in writing, to the student.

2.13  The student must also agree to the adjustments and by doing so, they agree to share the information pertaining to their adjustments (including their name and Learner ID) with relevant staff. Examples of relevant staff include:

• Programme Operations Staff (for ensuring assessments are run with the adjustments in place);
• Tutors (for ensuring in-class adjustments are in place)
• Wider student services staff members.

2.14 If the student feels there was a material error in the Panel’s procedures for agreed reasonable adjustments, they may submit a complaint via the Student Complaints and Grievances Procedure.

2.15 Upon the review date of the adjustments, the following outcomes may be reached:

• No change, the adjustments remain in place until the next review date;
• Reassessment – the needs and circumstances of the student have changed;
• Fitness to Study – the student has not been able to engage and participate in their programme of study, and all reasonable adjustments have been made;
• Adjustments conclude – the student is no longer in need of the adjustments.

2.16 The review date may be brought forward upon request by the Additional Needs and Disability Manager, or by the student, should the needs or circumstances of the student change.

3. PROCEDURE SCOPE

3.1 This Procedure applies to students studying at Foundation Level, and FHEQ Levels 4, 5, and 6 at ACM Guildford, ACM Birmingham and ACM London.

3.2 This Procedure does not apply to students studying on Further Education programmes (Levels 2 and 3) at any ACM site. Any adjustments made to assessment or provision for FE students will be subject to the regulations of the FE funding partner, or the details of any EHCP issued to the student.

4. RELATED POLICIES

• Additional Needs and Disability Policy
• Extenuating Circumstances Policy
• Fitness to Study Policy
• Student Engagement and Participation Policy
• Learning, Teaching, Assessment and Attainment Policy

5. PROCEDURE OWNER

5.1 The Student Engagement and Quality Committee is responsible for ensuring this policy is implemented appropriately and fairly, and delegates operational responsibility to the Additional Needs and Disability department. The responsible Committee will ensure the cyclical review of this Policy is carried out under ACM’s Quality Assurance Framework.

6. DOCUMENT HISTORY AND NEXT REVIEW

Version:                          1.1

Approved on:                01 September 2025

Approved by:                Student Experience and Opportunity Board

Date of next review:    August 2026

Download: 056 PRO_056_Reasonable Adjustments_2526

 

If you have a disability which makes reading this document or navigating our website difficult and you would like to receive information in an alternative format, please contact: anddegree@acm.ac.uk

Policy 056: REASONABLE ADJUSTMENTS

1. PURPOSE

1.1 The Academy of Contemporary Music (ACM) is committed to providing an inclusive environment which enables all students to achieve their potential.

1.2 This Policy sets out how ACM meets its obligations under the Equality Act (2010). It outlines ACM’s approach to supporting disabled students and formalises areas of responsibility.

1.3 This Policy addresses the support available for students who may seek reasonable adjustments relating to their access to lesson content, assessment modes and submission deadlines.

1.4 This Policy should be read in conjunction with ACM’s Additional Needs and Disability Policy.

2. POLICY DETAILS

Approach

2.1 ACM considers an adjustment to be reasonable when:

• It empowers a student to attempt an assessment or otherwise access their studies to the same degree as every other student;
• It does not provide the student with an unfair advantage over other students attempting the same assessment, or accessing other aspects of their studies;
• It fully considers and mitigates the barriers presented for that individual student.

2.2 ACM uses the social model of disability as being created by barriers within society rather than locating the disability within the individual.

ACM aims to address all of these barriers to ensure that disabled people are able to participate in all aspects of the ACM experience.

2.3 ACM recognises its responsibility to make provision as accessible as possible and will aim to do this by using inclusive approaches to provision or anticipatory reasonable adjustments wherever possible.

2.4 ACM aims to identify the most common barriers experienced by disabled students and, wherever possible, to identify appropriate anticipatory adjustments to overcome these barriers.

2.5 Where this is not possible and/or additional needs are identified, ACM will seek to implement appropriate individual reasonable adjustments.

2.6 Reasonable adjustments (individual and anticipatory) can be made to provisions and practices but not to competence standards. Competence standards are academic or other standards (such as proficiency at the principal instrument) required for the programme. There is therefore no requirement to alter the academic standards of a programme for a disabled student. However, it may be necessary to adjust the way in which a competence standard is assessed.

2.7 ACM has specialist, targeted and universal provision to support this approach. The Additional Needs and Disability Support, and Student Support Teams are the key point of contact and provision for disabled students.

2.8 ACM recognises two major categories of need which may lead to the provision of reasonable adjustments:

• permanent or long-standing disability, illness or special educational need, e.g. blindness, diabetes, dyslexia, borderline personality disorder;
• temporary disability, illness or indisposition, e.g. broken arm, chronic pain.

Applicants

2.9 ACM has arrangements in place for prospective students to declare a disability to ACM during the application process and through a pre-enrolment questionnaire following the acceptance of an offer. This will enable the best and most appropriate support to be implemented upon enrolment.

2.10 Prospective students will also be given the opportunity to declare any additional needs ahead of the audition stage, as this will enable appropriate access and support is available at the audition.

Further information can be found in ACM’s Admissions Policy (POL 015).

2.11 In cases where a student becomes disabled, or is affected by an impairment, after their studies have commenced, ACM encourages students to disclose disabilities in confidence as soon as they are diagnosed. This will ensure that support can be made available at the earliest opportunity.

Consideration

2.12 ACM seeks to identify the most common barriers experienced by disabled students and provide appropriate anticipatory adjustments. A list of agreed anticipatory adjustments can be found in Appendix 1. This list will be reviewed on an annual basis by the Integrated Services Committee.

2.13 Inclusive approaches and anticipatory adjustments will meet many of disabled students’ needs, however some students will still require additional individual reasonable adjustments.

2.14 If a student has an independent Assessment of Needs report for DSA purposes or an Educational Psychologist’s report, the recommendations from these reports will be considered when identifying individual reasonable adjustments.

2.15 ACM will consider a number of factors when deciding whether an individual adjustment is reasonable. Factors may include, but not be limited to

• the perceived effectiveness of the adjustment,
• the time or resources required to implement the adjustment,
• the student’s previous experience of the adjustment and whether the need could be met through an existing inclusive approach or anticipatory adjustment.

2.16 ACM is not obliged to offer the student their preferred adjustment, particularly if an inclusive approach or alternative reasonable adjustment is available which would provide appropriate support for the student.

2.17 Students who disagree with the proposed reasonable adjustments should be referred to the Student Complaints and Grievances Policy (POL 003).

2.18 Where students are able to access external funding for a reasonable adjustment, for example through DSA, ACM would expect the student to access such funding. The Additional Needs and Disability Support and/or Student Services Teams will support the student through this process where necessary.

Where such funding is not available, and the adjustment is agreed by the Reasonable Adjustments Panel to be reasonable, ACM will seek to fund this adjustment where possible. 

Assessments

2.19 ACM advocates inclusive approaches to the design of assessment and encourages the anticipation of the needs of the range of individuals within the student body when setting assessment tasks.

2.20 Alternative assessment methods will be designed in a format which both adequately challenges students and also allows them to demonstrate their acquisition of knowledge and skills, commensurate to the programme, and modular, Learning Outcomes.

2.21 Proposed Reasonable Adjustments will only be granted where it does not:

• Provide the student with an unfair advantage over other students who are taking the same assessment;
• Affect the integrity of the assessment and/or qualification; or
• Influence the final outcome of the assessment decision.

2.22 A request for reasonable adjustments must be requested and arranged prior to the summative assessment deadline, unless reasonable adjustments are sought as a remedy through an Academic Appeal or Complaint, where authoritative, supporting and compelling evidence is provided and where ACM considers proposed adjustments are equitable and appropriate to the student’s needs, as an outcome or remedy in response to a complaint or appeal.

Extenuating Circumstances

2.23 Extenuating circumstances are personal circumstances which have affected a student’s performance in an assessment and are brought to the attention of the Assessment Board

when considering academic performance.

An application for extenuating circumstances will only be considered if the circumstances

meet the following criteria:

• The circumstances are exceptional;
• they are outside of the control of the student; and
• original supporting documentary evidence is provided.

2.24 Students who submit an application for Extenuating Circumstances relating to an ongoing, long term condition may be referred to the appropriate ACM teams to discuss reasonable adjustments, where the circumstances are not considered to be appropriate to be considered through the Extenuating Circumstances Policy and through consideration via the Extenuating Circumstances Panel.

Review of Adjustments

2.25 A record of Reasonable Adjustments will include information on all applications, whether the adjustment was proposed by the student or staff; the outcome of any decision and a list of approved adjustments as amended over time.

2.26 The record will be used to further best practice in this area and to inform the design stage of assessments, ensuring that the need for individual reasonable adjustments is reduced over time.

2.27 Adjustments put in place will be reviewed on a cyclical basis.

2.28 Should a review of the adjustments determine that, in spite of all possible support being in place, the student is still not able to fully engage and participate in their programme of study, ACM’s Fitness to Study Policy may be invoked. 

Supporting documentation and evidence

2.29 All applications for Reasonable Adjustment must be supported with appropriate supporting evidence, through the availability of:

• Documentation from health care providers;
• Documentation from external supportive services with whom the student is in liaison;
• EHCP documentation;
• Disability Needs Assessments;
• Documentation from external agencies, where applicable.

Review of decision

2.30 ACM is committed to providing services to a high standard and in a way that is fair and non-discriminatory. If an applicant for reasonable adjustment/s is dissatisfied with ACM’s response to a request for reasonable adjustments, they may consult the ACM’s policy for information about how to make a complaint or request a review of ACM’s decision.

2.31 Should any adjustments be found to be inappropriate, the Reasonable Adjustments panel must find alternative, more appropriate adjustments for the student.

3. POLICY SCOPE

3.1 This Policy applies to students studying at Foundation Level, and FHEQ Levels 4, 5, and 6 at ACM Guildford, ACM Birmingham and ACM London.

4. RELATED POLICIES

• Additional Needs and Disability Policy
• Extenuating Circumstances Policy
• Student Engagement and Participation Policy
• Fitness to Study Policy
• Learning, Teaching, Assessment and Attainment Policy
• Admissions Policy
• Student Complaints and Grievances
• Academic Appeals

5. POLICY OWNER

5.1 The Student Engagement and Quality Committee is responsible for ensuring this policy is implemented appropriately and fairly, and delegates operational responsibility to the Additional Needs and Disability department. The responsible Committee will ensure the cyclical review of this Policy is carried out under ACM’s Quality Assurance Framework.

6. DEFINITIONS

6.1 Anticipatory reasonable adjustments: provisions identified and available to reduce the impact of barriers commonly experienced by disabled students. This includes established policies and practices such as the provision of additional time in examinations and alternative assessment modes. 

6.2 Disabled students: all students who have a disability as defined in the Equality Act (2010). The Equality Act states that ‘a person has a disability if they have a physical or mental impairment, and the impairment has a substantial and long-term adverse effect on [their] ability to carry out normal day-to-day activities’.

6.3 Equality Act: under the Equality Act (2010), institutions have a duty to anticipate and make reasonable adjustments for disabled people to ensure they are not placed at a substantial disadvantage compared to non-disabled people. Institutions also have a duty to promote equality between disabled and non-disabled people known as the general duty.

6.4 Impairment: the state of being diminished, weakened, or damaged especially mentally or physically. An impairment is defined as long term if it has lasted for longer than 12 months, is likely to last longer than 12 months or is likely to last for the rest of the life of the person.

6.5 Inclusive Approaches: approaches which consider the needs of disabled students as part of the wider student body. Inclusive approaches which meet the needs of disabled students are also likely to meet the needs of other student groups. For example, embedding mindfulness and other mental wellbeing support into the curriculum.

6.6 Individual reasonable adjustments: individual adjustments for needs which cannot be met through inclusive approaches or anticipatory adjustments.

7. PROCEDURES

7.1 The relative procedures to this policy can be found at acm.ac.uk/policies

8. DOCUMENT HISTORY AND NEXT REVIEW

Version:                         2.1

Approved on:               01 September 2025

Approved by:               Student Experience and Opportunity Board

Date of next review:    August 2026

Download: 056 POL_056_Reasonable Adjustments_2526