POLICY: Student Protection Policies - Student Resources, Support, and Wellbeing Policy POLICY URL: https://lsi-ac.uk/policy/c3a6fb00-5ffe-457a-8a17-51298377131e POLICY STATEMENT: The School is committed to providing comprehensive support and resources to enhance the wellbeing and success of all students. We offer flexible study options, personalised academic tutoring, and dedicated welfare services to address diverse needs. Our inclusive approach ensures students receive the assistance required for academic and personal development, fostering an environment where every student can thrive. The School will communicate the availability of resources and support services to students through orientation sessions, online platforms, and various marketing materials to ensure comprehensive awareness. POLICY PRINCIPLES: ------------------ - Accessibility : Ensuring all students have access to necessary resources and support services; - Inclusivity : Fostering a supportive environment that embraces diversity and individual needs; - Comprehensiveness : Providing a wide range of resources to cover various aspects of student wellbeing; - Personalisation : Offering tailored support that recognises individual student circumstances and requirements; - Empathy : Approaching student concerns with understanding and a commitment to provide compassionate support; - Confidentiality : Upholding the confidentiality of students' personal information and support engagements; - Early Intervention : Proactively identifying and addressing issues that may impact student wellbeing; - Empowerment : Equipping students with tools and strategies to enhance their own wellbeing and academic success; - Collaboration : Collaborating closely with internal and external partners to offer a robust support network; - Holistic Approach : Considering all aspects of student wellbeing, including physical, mental, and emotional health; - Expertise : Ensuring that staff providing support are appropriately qualified and experienced; - Continuous Development : Regularly evaluating and improving the resources and support services to meet student needs effectively. REGULATORY CONTEXT: ------------------ This Policy has been developed in line with the applicable laws, regulations, regulatory advice, and sector best practices, including the following: R1. Quality Assurance Agency (QAA): Advice - Student Engagement - Guidance on student engagement in higher education, focusing on quality assurance and enhancement processes. R2. Office for Students (OfS): Regulatory framework for higher education in England - This framework outlines OfS' primary aim to ensure positive outcomes for students, including access, success, and progress in higher education. It covers quality academic experience, progress into employment, and value for money. R3. UK Government : Equality Act 2010 - Equalities law to prohibit harassment and victimisation, and eliminate discrimination, including in the area of further and higher education, particularly with regards to specified personal characteristics. R4. Quality Assurance Agency (QAA): Advice - Enabling Student Achievement - R5. Quality Assurance Agency (QAA): Advice - Learning and Teaching - R6. Quality Assurance Agency (QAA): The Quality Code - This code represents a shared understanding of quality practice across the UK higher education sector, protecting public and student interests and championing the UK's reputation for quality. METRICS AND KPIS: ------------------ The following metrics will be measured and regularly reviewed as key performance indicators for the School to ensure the effectiveness of this policy and associated operations: M1. Engagement with Career Support Services: Measure the percentage of students engaging with career support services, aiming for at least 60% participation annually. Assesses how well students are utilising career support services, which is important for their future career success. M2. Number of Referrals to External Support Services: Count the number of referrals made to external support services annually, targeting a 15% increase each year. Measures the effectiveness of internal support in identifying and referring students to additional external resources. M3. Response Time to Wellbeing Support Requests: Measure the average response time to wellbeing support requests, with a goal of responding within 48 hours. Ensures that students in need receive prompt assistance, which is crucial for addressing urgent wellbeing concerns. M4. Student Engagement in Wellbeing Events: Track the percentage of students attending wellbeing events, aiming for at least 30% of the student body to participate annually. Indicates the effectiveness of wellbeing initiatives and the level of student involvement in support activities. M5. Student Satisfaction with Support Services: Measure the percentage of students satisfied with support services, aiming for at least 90% satisfaction in annual surveys. This KPI provides direct feedback on the effectiveness of support services, ensuring they meet student needs and identifying areas for improvement. SECTION 1: Financial Assistance and Opportunities ------------------ 1.1. Scholarships for Inclusive Access to Technology Education: The School aims to increase access to education through generous scholarships. These scholarships offer significant discounts on the School’s services, providing opportunities for those who might otherwise lack access; Scholarships are crucial for equipping individuals with the skills needed to thrive in the rapidly evolving tech industry. By supporting diverse talent, including through initiatives like Geekess, the School fosters a more inclusive environment that enhances innovation and creativity in the IT sector. 1.2. Scholarship Information and Application Rules: The School’s scholarships webpage includes:; An overview of available scholarships; Eligibility, exclusion, and award criteria; Application guidance, including required evidence and assessment process; Deadlines; Contact information for further inquiries; Applicants must meet the eligibility criteria. They may apply for multiple scholarships but can only hold one at a time. If awarded two scholarships, the student must choose one. The School reserves the right to modify or remove scholarships and will update the details on the Scholarships page at https://edit.sutton.institute/scholarships ; Providing clear and comprehensive information ensures applicants understand the requirements and application process. Limiting each student to one scholarship maintains fairness, while the School's right to make changes ensures the scholarship programme remains relevant and effective. 1.3. Scholarship Application and Decision Process: Scholarships are competitive and limited to the number specified in the overview. All applicants will be evaluated fairly by the scholarship panel according to the award criteria. The panel's decision is final. For more details, refer to the Scholarships Policy; Setting a limit on the number of scholarships ensures manageability and fairness. Fair evaluation and a final decision by the panel maintain the integrity of the selection process, while the Scholarships Policy provides additional guidance for applicants. SECTION 2: Adaptive Modes of Study ------------------ 2.1. Modes of Study Offered by the School: The School offers the following Modes of Study:; Full-Time Blended Learning; Part-Time Blended Learning; Accelerated Blended Learning; Flexible Online Learning; Providing a range of study modes allows students to choose an option that best suits their personal circumstances and learning preferences, enhancing their educational experience. 2.2. Registration and Enrolment Dates for Modes of Study: For various study modes, new students must register and pay fees according to the Fee Schedule by the given effective dates:; 1 February; 1 June; 1 October; New students on Flexible Online programmes may start any time during the year. The Admissions Team will provide specific registration and enrolment dates to determine the maximum registration period (MRP). Returning students must complete their awards within their MRP and register annually, paying any required fees. They will receive their registration dates accordingly. For further details, refer to the Modes of Study Regulations; Setting effective registration dates ensures orderly enrolment and fee payment. Clear communication of registration dates for new and returning students helps manage their study periods effectively, while flexibility for online programmes accommodates diverse start times. SECTION 3: Application Guidance and Assistance ------------------ 3.1. Admissions Process and Staff Responsibilities: The School’s admissions team, comprising trained and experienced staff, is responsible for:; Collaborating with the Marketing Team to ensure a positive applicant experience; Promoting access through outreach activities and participation in open days; Delivering high-quality customer service and representing the School; Addressing pre-application queries regarding UCAS, CAS, and visas; Tracking and processing all queries and applications in line with School regulations and policies; Arranging interviews as needed; Coordinating with undergraduate and postgraduate programme teams to clarify entry requirements and address queries; Managing offers, pre-contract information, contracts, registration, and enrolment; Collecting metrics for reporting and continuous improvement; The School will maintain relevant regulations, policies, and procedures. Staff with relevant admissions experience will be recruited, with the Director of Education overseeing induction and ongoing training; Clearly defined responsibilities and continuous training ensure that the admissions team effectively manages the admissions process, provides excellent service, and supports continuous improvement while maintaining alignment with the School’s standards and regulations. SECTION 4: Instructional Resources and Enhancements ------------------ 4.1. Tailored Teaching Systems for Module Delivery: The School ensures that teaching methods and credit allocations for undergraduate and postgraduate modules align with their subject matter. The teaching systems used include:; Research (30 and 60 Credits): Research-based modules with one-to-one supervision, ideal for final projects; Professional (15-30 Credits): Focuses on key professional concepts, ethics, and skills like leadership and organisational abilities; Technical (15-30 Credits): Provides hands-on training in technical skills; Foundational (15-30 Credits): Emphasises understanding core concepts with minimal technical skills; Seminars (15-30 Credits): Addresses topical issues through research presentations and analytical reviews, enhancing problem-solving, time-management, and communication skills; This approach ensures that teaching methods are tailored to the module content, maximising students' chances of success; For more details, please refer to the Teaching and Learning Policy. 4.2. Training for Programme and Module Leaders: All programme and module leaders receive training on using specific teaching systems and providing personalised support to students; Training ensures that leaders can deliver high-quality academic experiences and effectively support students, enhancing both teaching and learning outcomes. 4.3. Accessible Consultation Hours: All module and programme leaders for undergraduate and postgraduate programmes will hold weekly office hours for student consultations. They will also be reachable by email for any queries. Additionally, the Director of Education will have weekly office hours available for students; This ensures that students have regular, accessible opportunities to seek guidance and support from their academic leaders. SECTION 5: Automated Systems and Student Platforms ------------------ 5.1. Access to Student Services via MyLSI: Students can access various School services through MyLSI on the AGS, including Careers and Development Support, Financial Assistance, Study and Research Support, and IT and Digital Resources. During Welcome Week, students will receive induction and training on using the AGS and MyLSI; This ensures that students are well-informed about and can effectively utilise the available support services from the start of their studies. 5.2. Virtual Learning and Progress Tracking on MyLSI: MyLSI provides students with access to their virtual learning environment, including programme specifications and module content, such as flipped learning materials. Integrated trackers allow students to monitor their progress at various levels: concept, weekly chapter, and module. Students can also request tutor feedback online within the modules; This system helps students track their learning progress and seek assistance when needed, ensuring they stay on top of their studies and receive timely feedback. 5.3. Comprehensive Learning and Teaching Activities on MyLSI: MyLSI hosts the virtual learning environment, including programme and module specifications and content, such as flipped learning materials. The platform features integrated trackers and various teaching and learning activities; The first weekly session introduces the module's overview, including content structure, essential references, and assessment criteria, with no prior preparation needed and a Q&A period. Students then study key concepts independently using various materials before each workshop. AI formative assessments follow to provide instant feedback and track progress. Weekly workshops (weeks 2 to 10) involve interactive activities to apply theoretical knowledge, including Q&A sessions. Live lectures offer real-time discussion and may be recorded for later review. Assignments, both individual and group-based, follow each workshop. Seminars feature student-led presentations with feedback. Students also conduct individual research to support their studies. Summative assessments evaluate overall learning outcomes, while one-to-one supervision meetings provide personalised feedback and guidance; These activities are designed to support students’ academic growth by providing structured learning opportunities, timely feedback, and resources to track progress. They ensure that students are well-prepared and supported throughout their studies. 5.4. Continuous Access to Learning Resources on AGS: The AGS is accessible to students 24/7. It provides essential information, facilitates processes, and offers programme and module learning and teaching resources; This round-the-clock availability ensures students can access important resources and information at their convenience, supporting their academic needs and schedule; Please see the Automated Governance System (AGS) Policy for more information. 5.5. IT Support Contact and Response Times (by Director of Technology ): All login pages and portals display a message directing users to contact us at help@lsi-ac.uk or visit www.lsi-ac.uk for assistance. This contact information is also available on the MyLSI portal. Emails to help@lsi-ac.uk generate a support ticket for our in-house IT and AGS Team, who address tickets in the order received. The team provides support for general IT queries from 9am to 5pm, Monday to Friday, with a KPI of a 3-hour turnaround. Critical system issues are addressed with a 24/7 response time; This process ensures that users receive prompt support for IT issues, with clear contact methods and defined response times for various types of requests. SECTION 6: Academic Resources and Materials ------------------ 6.1. Comprehensive Student Resources and Support (by Resources Team): The School provides a comprehensive environment to enhance academic experiences and success, including advanced technological support, extensive career development opportunities, and active student engagement; Academic Resources: Access to journals and learning materials via the AGS portal; Learning Environment: Includes state-of-the-art classrooms, computer labs, quiet study areas, recreational spaces, and on-site catering; Technological Support: Laptop Bank, remote platforms (e.g., Microsoft Teams), mobile-friendly AGS, MyLSI portal, WordUp language platform, 24/7 AI tutor, School email, and access to digital infrastructure and specialist software; Career Development: Partnership with large university libraries, career advice from PATs and specialist staff, and connections with organisations for pathways, internships, and placements; Research and Engagement: Research clusters, annual Research Symposium and Hackathon, research workshops, and active student involvement through surveys, focus groups, and committee representation; The Director of Operations may approve additional content; The integrated support structure ensures students have continuous access to academic resources, technological tools, and career guidance. The facilities and systems are designed to support diverse needs, promote academic excellence, and facilitate career growth, while also encouraging active student involvement in their educational journey. 6.2. Annual Review of Academic Resources: At the end of each academic year, programme and module leaders must submit a report under the Monitoring and Evaluation Regulations. This report includes a review of the academic sources available to students, with the aim of updating and improving these resources; The annual report allows for the assessment and enhancement of academic resources, ensuring that students have access to current and relevant materials to support their studies; Please see the Teaching and Learning Policy for more information. SECTION 7: Student Life and Peer Networks ------------------ 7.1. School's Commitment to Student-Centric Values: The School is dedicated to creating a supportive, innovative, and inclusive environment where students can thrive. This commitment is reflected in our focus on:; Innovation: We will invest in and offer programmes that are flexible and designed to meet the diverse needs of our students; Excellence: We strive for excellence in education delivery by using cutting-edge technologies to enhance learning effectiveness and efficiency; Support: Students will have continuous access to peer, academic, and professional support throughout their studies; Inspiration: Our curriculum will challenge students to become creators and innovators, inspiring them to envision a better world; Collaboration: We encourage student involvement in programme development and value their feedback on their experiences; Community: We aim to build a respectful learning community supported by a physical and digital environment tailored to students' learning and living preferences; Influence: By offering a distinctive and inclusive experience, we seek to engage with and impact the broader educational sector; Outcome-Focused: Our education is designed to produce tangible outcomes and positive returns on investment, aligning with real-world problems and market needs, and connecting students to key employment and entrepreneurial opportunities; These principles ensure that the School fosters a dynamic and inclusive community, supports student growth, and prepares them for success in a rapidly evolving world. 7.2. Post-Registration Welcome and Information (by Admissions Team): Students will receive the following upon completion of their registration:; A confirmation message of their registration and a welcome note from the President; Information about the School’s vision and values; A directory with key contact details; An information pack including a virtual ID card, login details for the Automated Governance System (AGS) and virtual learning environment (VLE), programme and module details, and contact information for programme and module leaders, as well as their Personal Academic Tutor (PAT); Guidance on accessing and using the School’s resources, including the AGS and VLE, and building; Details on how to access support services such as the Student Success Team and IT support; A calendar of social, career, and other events; Information on student engagement opportunities; School regulations and policies; An induction timetable for the first week, featuring welcome lectures, staff introductions, and opportunities to meet fellow students; Students will also have the opportunity to provide feedback on the admissions and registration process; This process ensures that students are well-informed and prepared for their studies, understand the support available, and can seamlessly integrate into the School’s academic and social environment. 7.3. Organisation of Community Events: The School will organise community events to enable students to connect and interact with their peers in both academic and social settings; These events provide opportunities for students to engage with each other, fostering both academic collaboration and social integration. 7.4. Partnerships to Enhance Student Experience: The School will establish and finalise partnerships to enhance student life and ensure their success; Partnerships will provide additional resources, opportunities, and support, helping students to fully engage with school life and maximise their academic and personal development. SECTION 8: Building Facilities and Resources ------------------ 8.1. Physical Campus Facilities and Oversight: The School's South London campus offers spaces for students to engage with staff and peers. It includes a stage for events, classrooms with advanced AV systems, and computer labs with programme-specific software. Quiet study areas with desks and high-speed broadband, along with recreational spaces and on-site catering, support both academic focus and social interaction. Local partnerships will enhance student life further. The Director of Operations oversees the campus facilities; The campus design supports both academic and social needs, providing resources and spaces that foster learning, collaboration, and well-being. The Director of Operations ensures the site meets these needs effectively. SECTION 9: Career Development Services ------------------ 9.1. Careers Advisory Scheme: The School’s Careers Advisory Scheme helps students choose and develop their career paths, acquire desirable skills, and achieve career goals. IT experts provide careers support, and online resources are available to all students. The School is dedicated to enhancing students' employability and enterprise skills through their programmes, aiming to facilitate their transition into meaningful employment; The Scheme ensures students receive tailored career guidance and resources to succeed professionally, supporting their development and job readiness within their academic programmes. 9.2. CPD and Public Events: The School hosts Continuing Professional Development (CPD) and other events for students, including those focused on digital skills. These events offer career advice from IT experts and opportunities to engage with external specialists. They are also open to the public, showcasing digital technology, global trends, and advancements in AI and data science; These events support students’ career development and enhance their understanding of digital fields while also benefiting the wider community by sharing knowledge and contributing to economic and cultural development. 9.3. Careers' Day: The School organises a careers day each semester, featuring external speakers, staff availability for questions, and workshops on CVs and other career-related skills; This provides students with opportunities to gain insights from industry professionals, receive guidance from staff, and improve their job application skills. 9.4. Strategic Partnerships for Placement Opportunities: The School will establish key partnerships with large employers and recruitment agencies to connect students and graduates with relevant opportunities. It will collaborate with these partners to secure suitable placements where students can apply their learning and further develop their skills in a professional environment; These strategic partnerships ensure students gain practical experience and enhance their employability by applying their education in real-world settings. 9.5. Career-Inspiration Events for Local High School Students: The School collaborates with local high schools to organise career-inspiration events aimed at 16-17-year-olds, encouraging interest in technology and future digital opportunities; These events aim to spark interest in technology among young students, helping to build awareness and enthusiasm for future career opportunities in the digital field. 9.6. 2-Years After Graduating: The School provides online career consultations for students and alumni for up to two years post-graduation. It also offers 1:1 appointments to assist with decision-making, postgraduate study, application forms, CV writing, job searching, and interview practice; These services support students and alumni in their career development, offering tailored assistance with essential career tasks and decisions to enhance their professional prospects. SECTION 10: Academic Records and Achievement Tracking ------------------ 10.1. Recording Student Achievements: The School will establish a study record within each student's profile, documenting extracurricular activities, transcripts, and awards. Additionally, the School will use the Higher Education Achievement Report (HEAR) to record students' achievements; This ensures a comprehensive and official account of each student's academic and extracurricular accomplishments, facilitating accurate and accessible records for future reference. SECTION 11: Reasonable Adjustments and Lesson Support Plans ------------------ 11.1. Commitment to Equality, Diversity, and Inclusion (by Student Success Team): The School is committed to equality, diversity, and inclusion, as reflected in its regulations, policies, and procedures, including the Learning Support Plans and Reasonable Adjustments Policy. The School follows the Equality Act 2010 and Equality and Human Rights Commission guidance to assess reasonable adjustments for applicants with disclosed disabilities, long-term health conditions, or other needs. No academically qualified applicant will be denied admission due to a disability unless all legally required reasonable adjustments have been considered and ruled out; This approach ensures fair access to education, upholding the principles of equality and inclusivity while complying with legal obligations. 11.2. Disclosure of Disabilities and Requesting Adjustments: Applicants with a disability, long-term health condition, or other needs should disclose this information early in the application process. This allows the School's Admissions and Student Success Team to consider and provide necessary support and adjustments in line with legislation. Additional reasonable adjustments can be requested during the registration process after accepting an offer. All information will be handled according to the School's privacy policy; Early disclosure ensures that appropriate support and adjustments can be arranged to facilitate the applicant's success, while safeguarding their privacy in accordance with policy. SECTION 12: Assessment and Feedback Assistance ------------------ 12.1. Provision of Assessment Briefs (by Module Leader): An assessment brief is provided for all modules before the semester begins. It includes:; Module name; Module description; Credit value; Level; Learning outcomes; Description of summative assessment and weighting; Assessment criteria; Summary of applicable regulations; Dates; Contact information for further assistance; This ensures that students have a clear understanding of the module’s requirements and expectations, enabling them to prepare effectively and seek help if needed. 12.2. Extenuating Circumstances Policy: The School has an extenuating circumstances policy to support students whose assessments have been impacted by factors beyond their control; This policy ensures that students facing unforeseen challenges receive fair consideration, maintaining the integrity and equity of the assessment process. 12.3. Scheduling and Notification of Assessments: For all undergraduate and postgraduate programmes, a schedule of assessments, including exam and coursework submission dates, will be published on the website and the AGS. Assessments will not be scheduled on Fridays, weekends, or outside operating hours unless approved by the Academic Board under exceptional circumstances. Module leaders must provide students with assessment details and dates as early as possible and notify them immediately of any changes; This ensures students have ample time to prepare for assessments and are informed of any changes promptly, supporting their academic planning and reducing stress. 12.4. Provision and Communication of Assessment Feedback (by Module Leader): Markers for undergraduate and postgraduate modules must provide comments when marking papers, explaining why specific marks were awarded. Module leaders must ensure students have access to this feedback. Feedback should include:; An explanation of the grade in relation to module assessment criteria; Details of what was done well and areas for improvement; Comments within the student's work and in a separate feedback section; Students should be informed before the module and upon submission of work when and how they will receive feedback, typically within 20 working days of the assessment deadline. If this timeframe cannot be met, the marker must consult with the module leader, and students must be notified of the new date and reason for the delay; Other feedback opportunities include general module and programme-level feedback, published model answers and assessment criteria, as well as pre- and post-examination workshops. For students who fail assessments, these opportunities should be offered before reassessment. Formative feedback is also provided; These practices ensure transparency, aiding internal and external scrutiny, and helping students understand their marks and how to improve. Timely and clear feedback supports student progression and learning. SECTION 13: Academic Care and Guidance ------------------ 13.1. Personal Academic Tutors (PAT) and Student Support: In addition to academic support from programme and module leaders, the School provides Personal Academic Tutors (PAT) to assist students with issues related to their studies and beyond. The Automated Governance Service (AGS) offers processes to support students, but PATs are also available for in-person assistance. The PAT system helps staff understand individual student needs, offering personalised support, including advice on module choices and career guidance; The PAT system ensures that students receive tailored support and guidance, addressing both academic and personal needs, which contributes to their overall success and wellbeing. 13.2. Assignment and Access to Personal Academic Tutors (PAT) (by Student Success Team): Each student will be assigned a PAT upon enrolment, and their details will be added to the student's portal on the AGS. For more information, please refer to the Personal Academic Tutoring (PAT) Policy; This ensures that students have immediate access to their PAT and can easily find relevant contact details and support information. 13.3. Personal Academic Tutor (PAT) Session Requirements: Each full-time student must attend at least 3 formal PAT sessions per year, including both group and individual sessions. Part-time and flexible online students will have a pro-rata number of sessions; This ensures that all students receive regular, structured support tailored to their needs, regardless of their study mode. SECTION 14: Mental Health and Wellness Resources ------------------ 14.1. Mental Health Policy Objectives (by Executive Committee): The School has a dedicated Mental Health Policy with the following objectives:; Promote positive mental health by providing information, advice, and support; Offer guidance on available support options; Encourage self-disclosure and help-seeking for mental health issues; Provide guidelines for the responsibilities of students and staff; Offer strategies for supporting positive mental health; Explain the legal context and responsibilities; This policy ensures that mental health is effectively supported, with clear guidance on responsibilities and available resources, promoting a positive and informed approach to mental wellbeing. 14.2. School Commitment to Mental Health Support: The School will:; Maintain a mental health policy outlining mental health definitions, responsibilities, and principles; Implement processes to support students who declare a need for mental health assistance, including during admissions and registration; Adhere to legal obligations, including the Equality Act 2010, to provide reasonable adjustments; Employ a trained Student Success Team to assist students, staff, and the School community; Assign Personal Academic Tutors (PATs) to support students with pastoral matters beyond learning; Include mental health training in its annual schedule and develop systems to identify students needing support; Engage with students on mental health through various student engagement mechanisms; Provide clear processes for accessing mental health support and handling extenuating circumstances; Offer internal and external resources, interventions, and referral points; Promote a safe environment with policies against bullying, harassment, and safeguarding measures; Integrate well-being into data analytics, evaluation, monitoring, reporting, and decision-making; Align with industry standards, including the University Mental Health Charter programme; These actions ensure comprehensive support for mental health, maintain legal compliance, and foster a safe and supportive environment for the entire School community. For more details, see the Student Mental Health Policy. SECTION 15: Wellbeing and Support Services ------------------ 15.1. Support from the Student Success Team: The Student Success Team offers free, independent, and confidential support to all students on academic, financial, and wellbeing issues. The School’s strategy prioritises students, aiming to integrate educational and life experiences for mutual benefit; The School will detail wellbeing initiatives and programmes that promote a healthy and balanced lifestyle, including fitness classes, mindfulness sessions, social events, and support networks available to students; This approach ensures that students receive comprehensive support, enhancing their overall educational experience and addressing their needs effectively. 15.2. Responsibilities of the Student Success Team (by Student Success Team): The Student Success Team plays a crucial role in:; Providing Personal Academic Tutoring (PAT) across the School; Supporting student well-being and mental health; Assisting with reasonable adjustments and Learning Support Plans, including during and after enrolment; Offering support for extenuating circumstances; Addressing issues of bullying, harassment, and victimisation; Helping with fitness to study assessments; Providing visa support; Enhancing student engagement with their studies; Facilitating relevant interventions and referrals, including medical and financial support; Organising wellbeing training for staff and relevant events; Contributing to wellbeing strategy and policy, including in learning and teaching; Collecting data, evaluating, monitoring, and driving continuous improvement in student wellbeing; These responsibilities ensure that students receive comprehensive support and resources, enhancing their academic experience and overall well-being. Details are further outlined in the School’s policies and regulations. 15.3. Support for Students: The School will provide clear information on how students can access immediate support in crisis situations, including emergency contact numbers, procedures for reporting concerns, and details about after-hours services; The School acknowledges that students may require external support for housing, finance, and other wellbeing issues. It will collaborate with external agencies to provide the necessary assistance; This ensures that students have access to additional resources and support beyond what the School can provide, addressing a wide range of wellbeing needs. Details are elaborated in the School’s policies and regulations. SECTION 16: Ongoing Quality Improvement ------------------ 16.1. Oversight and Reporting of Support Services (by Executive Committee): All support processes within this policy are governed by School regulations and policies, with assigned owners responsible for overseeing services. These owners collect and analyse data on service performance and report to the relevant departmental Director. Reports are then submitted to the Executive Committee, including the Directors of Education and Operations, for evaluation of strategy, performance, and alignment. The Executive Committee uses data, including monitoring and evaluation reports, feedback from module and programme leaders, and student input, to prepare annual plans and strategic reports. These reports, which include recommendations on resources and budgets, are submitted to the Board of Governors for approval; This structured approach ensures that support services are effectively monitored and evaluated, allowing for strategic adjustments and resource allocation based on comprehensive data and feedback. The Board of Governors' approval ensures alignment with overall institutional goals and budgetary constraints.