To identify any learners with additional needs within our Centre, we utilize a multi-layered screening and support process tailored specifically to adult ESOL students. Because language barriers can often mask or mimic learning difficulties, disabilities, or digital barriers, our process separates linguistic development from specific additional support needs.

1. Pre-Enrolment and Visual Screening
2. Specialized Initial Assessment Differentiation
3. Extended Classroom Observation and Tutor Referral
4. Direct Digital Literacy Audits
5. Collaboration and Formal Needs Assessment

Our identification framework is structured into five operational stages:

1. Pre-Enrolment and Visual Screening

Simplified Self-Disclosure Forms: We design accessible initial application forms that use plain English, universal icons, and translated guidance to allow students to confidently declare any known disabilities, medical conditions, or learning requirements.

Intake Interviews on Microsoft Teams: During initial 1-to-1 video consultations, our teaching staff look for non-linguistic indicators of additional needs, such as tracking difficulties during shared screen exercises or physical/sensory adjustments required to interact online.

2. Specialized Initial Assessment Differentiation

Diagnostic Baseline Analysis: We look for significant gaps or stark spikes in a student’s profile during digital screening (e.g., highly fluent spoken English paired with an inability to process basic written symbols), which can point to underlying conditions like dyslexia rather than standard language-acquisition gaps.

Separating Language from SpLDs: If a learner struggles with basic tasks, our trained staff use specialized observation tools to determine whether the issue stems from a low literacy background in their first language or a Specific Learning Difficulty (SpLD).

3. Extended Classroom Observation and Tutor Referral

Continuous Formative Monitoring: Tutors actively track student engagement during live online Microsoft Teams sessions, noting patterns such as extreme difficulty with memory tasks, severe anxiety during speaking exercises, or consistent processing delays that persist after language support is given.

Staff Referral Pathways: We establish a clear internal communication route where teaching staff can flag a learner to our Centre’s designated support lead if standard ESOL teaching strategies do not facilitate expected progress.

4. Direct Digital Literacy Audits

Platform Navigation Checks: Because we deliver courses online, our staff run dedicated diagnostic tasks during the first week to assess each student’s digital proficiency.

Identifying Assistive Technology Needs: We specifically identify learners who require screen readers, high-contrast digital layouts, modified hardware, or text-to-speech software to access the curriculum equitably.

5. Collaboration and Formal Needs Assessment

Confidentially Discussing Needs: Tutors conduct private, sensitive Microsoft Teams reviews with flagged students to discuss their educational backgrounds, learning preferences, and any historical support they received in their home countries.

Individual Support Plans: Once an additional need is confirmed, our Centre creates a tailored learning support plan, implementing reasonable adjustments for daily online classes and requesting formal access arrangements (such as extra time or modified papers) from the awarding body for official examinations.