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  • Making sure all learning needs are met

    by Katy Thomason-Stewart | Oct 22, 2021

    Working as a Special Educational Needs Coordinator is very much like being a detective.

    It’s important to gather much information from the learner, talent coaches, tutors and their assessment - so you can figure out the best plan of support. One strategy doesn’t work for everyone!

    When I joined in February 2021, I was super excited to get started as my role was the first of its kind at Kaplan. My job is to deliver an inclusive learning environment, which makes learning accessible to all our apprentices with learning difficulties and disabilities (LLDD), while becoming independent and autonomous in their learning and placement.

    Almost all apprenticeships can be made accessible, and being disabled should not restrict peoples’ career choices. It’s possible, for example, for deaf people to work in music publishing, visually impaired people to take apprenticeships in photography and apprentices with dyslexia to support teaching and learning in schools.

    - Disability Rights UK ‘Into Apprenticeships'

    Since I joined Kaplan, all apprentices (Accountancy and Tax/Financial Services) and non - apprentices that have declared an additional learning need have been contacted and offered support with their exam access arrangements and reasonable adjustments.

    When I initially started contacting learners in April this year, there were 433 learners ‘in-learning’ with an additional learning support requirement (Level 2-6 = 154 learners, Level 7 = 279 learners).

    Making progress

    To date, we currently have 474 learners ‘in-learning’ with an additional learning support (ALS) requirement (Level 2-6 = 141 learners, Level 7 = 333 learners). We have now contacted every single one of those learners and offered them support, exam access guidance or advice, reasonable adjustments and support plans (if required).

    As a result, we have a total of 78 support plans for apprentices and 8 support plans for non- apprentices. Subsequently, we have reduced the achievement gap of LLDD learners and non LLDD learners by 4.7%.

    Training staff

    As an educator, we all have a responsibility to support these learners in their apprenticeship journey. I have, therefore, delivered training sessions of the ALS processes, which also includes our main areas of additional learning needs. This is dyslexia, for all apprenticeship delivery teams (Level 2-7) and the four regional teams in faculty.

    This ensures we are all working harmoniously and practising the same process to ensure learners are getting the support they need. It’s also important that they are equipped with tools that allow them to identify needs early so that intervention and provision is awarded sooner rather than later.

    My aim is for the ALS team to grow and with it the knowledge and understanding of LLDD across teams at Kaplan. I want to ensure all learners with LLDD feel comfortable and confident in declaring their additional learning needs and achieve their apprenticeship without any barriers.

    To discover more about our commitments to inclusive learning, please visit our EDI page.

  • Making sure all learning needs are met

    by Katy Thomason-Stewart | Oct 22, 2021

    Working as a Special Educational Needs Coordinator is very much like being a detective.

    It’s important to gather much information from the learner, talent coaches, tutors and their assessment - so you can figure out the best plan of support. One strategy doesn’t work for everyone!

    When I joined in February 2021, I was super excited to get started as my role was the first of its kind at Kaplan. My job is to deliver an inclusive learning environment, which makes learning accessible to all our apprentices with learning difficulties and disabilities (LLDD), while becoming independent and autonomous in their learning and placement.

    Almost all apprenticeships can be made accessible, and being disabled should not restrict peoples’ career choices. It’s possible, for example, for deaf people to work in music publishing, visually impaired people to take apprenticeships in photography and apprentices with dyslexia to support teaching and learning in schools.

    - Disability Rights UK ‘Into Apprenticeships'

    Since I joined Kaplan, all apprentices (Accountancy and Tax/Financial Services) and non - apprentices that have declared an additional learning need have been contacted and offered support with their exam access arrangements and reasonable adjustments.

    When I initially started contacting learners in April this year, there were 433 learners ‘in-learning’ with an additional learning support requirement (Level 2-6 = 154 learners, Level 7 = 279 learners).

    Making progress

    To date, we currently have 474 learners ‘in-learning’ with an additional learning support (ALS) requirement (Level 2-6 = 141 learners, Level 7 = 333 learners). We have now contacted every single one of those learners and offered them support, exam access guidance or advice, reasonable adjustments and support plans (if required).

    As a result, we have a total of 78 support plans for apprentices and 8 support plans for non- apprentices. Subsequently, we have reduced the achievement gap of LLDD learners and non LLDD learners by 4.7%.

    Training staff

    As an educator, we all have a responsibility to support these learners in their apprenticeship journey. I have, therefore, delivered training sessions of the ALS processes, which also includes our main areas of additional learning needs. This is dyslexia, for all apprenticeship delivery teams (Level 2-7) and the four regional teams in faculty.

    This ensures we are all working harmoniously and practising the same process to ensure learners are getting the support they need. It’s also important that they are equipped with tools that allow them to identify needs early so that intervention and provision is awarded sooner rather than later.

    My aim is for the ALS team to grow and with it the knowledge and understanding of LLDD across teams at Kaplan. I want to ensure all learners with LLDD feel comfortable and confident in declaring their additional learning needs and achieve their apprenticeship without any barriers.

    To discover more about our commitments to inclusive learning, please visit our EDI page.

  • How to progress from AAT to ACA (ICAEW)

    by Katy Thomason-Stewart | Oct 21, 2021

    If you’re coming to the end of your AAT qualification, or you completed it a while ago, you may want to consider doing an ACA qualification.

    Here’s a bit more information to help you make your decision.

    What is ACA?

    ACA stands for Associate Chartered Accountant, and is administered by the Institute of Chartered Accountant in England and Wales (ICAEW). It’s a great option if you would like to be a chartered accountant and work in accountancy and finance. It’s also a globally recognised qualification, so it can open doors in many different industries.

    ICAEW is one of the oldest accountancy bodies in the world. It has more than 184,500 members and students in 148 countries.

    How is the ACA qualification structured?

    ACA consists of three levels - Certificate, Professional, and Advanced. You also have to complete 450 practical work experience days. In total, it’ll take around three years to complete the qualification.

    For former AAT students, they may be eligible for a reduction to 300 days of practical work experience as they can apply for a credit of prior work experience from when they studied AAT.

    What are the entry requirements for ACA?

    Well it’s really good news if you’ve already done AAT, as you may be able to start at the Certificate level straight away. You’ll already have a great knowledge base from your previous studies, so this will suit you perfectly.

    Also, you may be exempt from some of the Certificate level papers. These include:

    • Accounting, Management Information and Business and Finance
    • Assurance if you have completed optional External Auditing paper at level 4 (Professional Diploma)
    • Principles of Tax if you have completed BOTH optional tax papers at level 4.
    For more info on exemptions, please visit the ICAEW fast-track site. 

    How hard are the ACA exams?

    They are tougher than the AAT exams, but not impossible. You will already have a lot of knowledge, but you will need to study hard as the exams go into a lot more detail than they did for AAT. Pass marks are around 50-55% for all exams, so you don’t need to panic that you have to get really high marks to succeed. You may find it a steep learning curve, but it’ll be worth it.

    Why do ACA after AAT?

    AAT is a great qualification, and lots of people do well with it, but qualifying as a Chartered Accountant will open up more career opportunities and allow you to progress further in accountancy.

    Could I earn more with an ACA qualification?

    You can earn a lot more with ACA than you can with AAT. A qualified chartered accountant salary, according to the ICAEW salary survey 2020*, is £63,715 a year, but you can earn well over £100,000 a year with experience, and depending on where in the world you are.

    Ready to take your next step?

    If you’re interested in moving on to ACA, have a look at our ACA pages for more details, and more information about our study methods. Also our student services team is always on hand for any questions and advice.

    *ICAEW Salary Survey 2020

  • Making sure all learning needs are met

    by Katy Thomason-Stewart | Oct 22, 2021

    Working as a Special Educational Needs Coordinator is very much like being a detective.

    It’s important to gather much information from the learner, talent coaches, tutors and their assessment - so you can figure out the best plan of support. One strategy doesn’t work for everyone!

    When I joined in February 2021, I was super excited to get started as my role was the first of its kind at Kaplan. My job is to deliver an inclusive learning environment, which makes learning accessible to all our apprentices with learning difficulties and disabilities (LLDD), while becoming independent and autonomous in their learning and placement.

    Almost all apprenticeships can be made accessible, and being disabled should not restrict peoples’ career choices. It’s possible, for example, for deaf people to work in music publishing, visually impaired people to take apprenticeships in photography and apprentices with dyslexia to support teaching and learning in schools.

    - Disability Rights UK ‘Into Apprenticeships'

    Since I joined Kaplan, all apprentices (Accountancy and Tax/Financial Services) and non - apprentices that have declared an additional learning need have been contacted and offered support with their exam access arrangements and reasonable adjustments.

    When I initially started contacting learners in April this year, there were 433 learners ‘in-learning’ with an additional learning support requirement (Level 2-6 = 154 learners, Level 7 = 279 learners).

    Making progress

    To date, we currently have 474 learners ‘in-learning’ with an additional learning support (ALS) requirement (Level 2-6 = 141 learners, Level 7 = 333 learners). We have now contacted every single one of those learners and offered them support, exam access guidance or advice, reasonable adjustments and support plans (if required).

    As a result, we have a total of 78 support plans for apprentices and 8 support plans for non- apprentices. Subsequently, we have reduced the achievement gap of LLDD learners and non LLDD learners by 4.7%.

    Training staff

    As an educator, we all have a responsibility to support these learners in their apprenticeship journey. I have, therefore, delivered training sessions of the ALS processes, which also includes our main areas of additional learning needs. This is dyslexia, for all apprenticeship delivery teams (Level 2-7) and the four regional teams in faculty.

    This ensures we are all working harmoniously and practising the same process to ensure learners are getting the support they need. It’s also important that they are equipped with tools that allow them to identify needs early so that intervention and provision is awarded sooner rather than later.

    My aim is for the ALS team to grow and with it the knowledge and understanding of LLDD across teams at Kaplan. I want to ensure all learners with LLDD feel comfortable and confident in declaring their additional learning needs and achieve their apprenticeship without any barriers.

    To discover more about our commitments to inclusive learning, please visit our EDI page.

  • Making sure all learning needs are met

    by Katy Thomason-Stewart | Oct 22, 2021

    Working as a Special Educational Needs Coordinator is very much like being a detective.

    It’s important to gather much information from the learner, talent coaches, tutors and their assessment - so you can figure out the best plan of support. One strategy doesn’t work for everyone!

    When I joined in February 2021, I was super excited to get started as my role was the first of its kind at Kaplan. My job is to deliver an inclusive learning environment, which makes learning accessible to all our apprentices with learning difficulties and disabilities (LLDD), while becoming independent and autonomous in their learning and placement.

    Almost all apprenticeships can be made accessible, and being disabled should not restrict peoples’ career choices. It’s possible, for example, for deaf people to work in music publishing, visually impaired people to take apprenticeships in photography and apprentices with dyslexia to support teaching and learning in schools.

    - Disability Rights UK ‘Into Apprenticeships'

    Since I joined Kaplan, all apprentices (Accountancy and Tax/Financial Services) and non - apprentices that have declared an additional learning need have been contacted and offered support with their exam access arrangements and reasonable adjustments.

    When I initially started contacting learners in April this year, there were 433 learners ‘in-learning’ with an additional learning support requirement (Level 2-6 = 154 learners, Level 7 = 279 learners).

    Making progress

    To date, we currently have 474 learners ‘in-learning’ with an additional learning support (ALS) requirement (Level 2-6 = 141 learners, Level 7 = 333 learners). We have now contacted every single one of those learners and offered them support, exam access guidance or advice, reasonable adjustments and support plans (if required).

    As a result, we have a total of 78 support plans for apprentices and 8 support plans for non- apprentices. Subsequently, we have reduced the achievement gap of LLDD learners and non LLDD learners by 4.7%.

    Training staff

    As an educator, we all have a responsibility to support these learners in their apprenticeship journey. I have, therefore, delivered training sessions of the ALS processes, which also includes our main areas of additional learning needs. This is dyslexia, for all apprenticeship delivery teams (Level 2-7) and the four regional teams in faculty.

    This ensures we are all working harmoniously and practising the same process to ensure learners are getting the support they need. It’s also important that they are equipped with tools that allow them to identify needs early so that intervention and provision is awarded sooner rather than later.

    My aim is for the ALS team to grow and with it the knowledge and understanding of LLDD across teams at Kaplan. I want to ensure all learners with LLDD feel comfortable and confident in declaring their additional learning needs and achieve their apprenticeship without any barriers.

    To discover more about our commitments to inclusive learning, please visit our EDI page.