Policies

Academic development review policy

Introduction

The Academic Development and Review Policy is designed to provide a structured framework of support for international students during their first year of studies in the UK. Recognising the unique academic, cultural, and personal challenges faced by students transitioning to UK higher education, this policy outlines our commitment to guiding students through their academic journey.

Central to this policy is the role of the Personal Tutor, who serves as the primary point of academic support and guidance, fostering students’ integration and development within the academic community. Our aim is to create a welcoming and supportive environment where international students can thrive academically and personally, enhancing their confidence, engagement, and success.

Through a range of tailored interventions, this policy seeks to proactively identify and address individual student needs, ensuring that all students receive the assistance required to overcome challenges and make meaningful progress toward their academic goals. This policy complements existing university resources and is designed to adapt to the evolving needs of our international student cohort.

Section 1 - Personal Tutoring Procedures & Responsibilities

A Personal Tutor is a dedicated academic staff member assigned to support and guide students throughout their studies, serving as an approachable and consistent point of contact for academic, personal, and professional development needs. The role of the Personal Tutor is central to fostering students’ academic growth, providing regular, structured interactions that help students acclimatise to the academic expectations and cultural environment of UK higher education.

For international students, the Personal Tutor offers additional support in navigating the unique challenges of studying abroad, from understanding assessment criteria and developing effective study skills to managing cultural adaptation and accessing university resources. The tutor’s guidance aims to build students’ confidence, resilience, and self-efficacy, ensuring that they feel supported and equipped to succeed.

Personal Tutors work collaboratively with other academic and support services, to provide a holistic approach to student support. They are also trained to identify early indicators of academic or personal challenges and intervene with appropriate resources, empowering students to achieve their full potential. Students will be allocated a Personal Tutor at the beginning of their very first term who will accompany them during their time in the centre.

Personal Tutor Roles and Responsibilities

Each student cohort will be assigned a Personal Tutor, primarily a full time academic staff member. In cases where a full-time staff member is unavailable, part-time lecturers with significant student support experience may be appointed.

The Personal Tutors have primary responsibilities:

Introduction and Relationship Building
- At the start of each semester, introduce themselves to the allocated student group(s) and provide an overview of the support available in their role as Personal Tutor.
- Build a welcoming and approachable presence to encourage open communication, helping students feel comfortable in seeking guidance and support throughout their studies.
Targeted Academic Guidance and Support for At-Risk Students
- Provide personalised support and advice on academic matters, focusing on students identified as ‘at risk’ (marked in red on the Student Progress Tracker (SPT)) to address specific challenges and facilitate their progress.
- Conduct regular meetings with at-risk students at each checkpoint to review their academic standing, assess any ongoing issues, and support them in developing tailored strategies for improvement.
- Refer students requiring additional, specialised support to the Student Support and Study Skills Lecturer or relevant lecturer(s), especially when concerns extend beyond the Personal Tutor’s remit.
Regular Meetings and Individualised Check-ins
- Schedule consistent, structured meetings with all assigned students, particularly at-risk individuals, to discuss their progress, address any challenges, and support their overall academic journey.
- Provide individualised feedback and guidance, including study strategies, time management, and resources, to help students meet academic expectations.
- Maintain records of meetings, interventions, and referrals to ensure that each student’s support journey is tracked and that appropriate actions are taken in a timely manner using either our Personal Tutor meeting tracker or the Individualised Learning Plan.
Personal, Cultural, and Wellbeing Support
- Offer culturally sensitive guidance to aid students’ integration into UK academic and social environments, understanding that cultural adaptation can pose unique challenges.
- For students displaying signs of emotional or wellbeing concerns, refer them to the Student Services Manager for further support and referral to key services, ensuring they receive specialised resources to address their needs.
- Encourage participation in campus and extracurricular activities that enhance students’ sense of belonging and provide opportunities for personal and professional growth.
Referral and Signposting to Specialist Support Services
- Recognise early indicators of academic or personal challenges and, when appropriate, refer students to the relevant academic or other support services.
- Liaise with relevant lecturers and support staff to ensure any areas of academic concern are addressed through additional support sessions, bridging gaps in learning or understanding.
- Act as a central point of connection, guiding students towards relevant university services that can assist them with specific concerns and ensuring they are aware of the full range of resources available.
Professional Development and Career Guidance
- Encourage students to explore professional growth opportunities available through the university, such as internships, workshops, or networking events, that align with their career goals.
Ongoing Monitoring, Feedback, and Reporting
- Regularly update and monitor the Student Progress Tracker and/or Individualise Learning Plans to ensure students’ progress and any emerging challenges are tracked consistently.
- Provide feedback to academic leaders on recurring challenges or issues identified through Personal Tutor interactions, contributing to continuous improvement in academic support strategies.

Personal Tutors need to manage students’ expectations, being very clear from the outset about the role and its limits. The aim of personal tutoring is to build a personal, supportive relationship to help students develop and find the answers they need, so that they become increasingly independent. Early discussion with students about their own responsibilities as students and as tutees is important; discuss and establish ground rules for both individual and personal tutoring.

Some important guidelines to consider:

Seek guidance when unsure of how to proceed with student concerns, ensuring clarity and appropriateness in responses.
Recognise that a primary role as a Personal Tutor is to refer students to the appropriate services, particularly regarding personal and welfare issues, rather than providing expert advice directly.
Maintain assertiveness, as it is a critical component of your role in supporting and guiding students effectively.
Uphold confidentiality within interactions, while remaining aware of its limitations and obligations for disclosure when necessary.
Ensure students are informed about alternative contacts and support services in your absence.
Keep concise records of tutorial interactions in accordance with data protection regulations and institutional guidelines on record-keeping.
Approach each interaction well-prepared to address students’ needs thoughtfully and effectively.
Stay informed about university and centre regulations, policies, and available resources to guide your interactions and support students accurately.

Section 2 - Student Progress Tracker

The Student Progress Tracker (SPT) is an essential tool for monitoring and supporting students’ academic progress, engagement, and overall well-being throughout each term. Designed to provide an early warning system for students who may be ‘at risk,’ the SPT enables personalised and targeted interventions. Access to the SPT is granted to all lecturers, Personal Tutors, and relevant student support staff, ensuring a cohesive approach to student monitoring and support.

1.Progress Monitoring Checkpoints

Lecturers complete the SPT at structured checkpoints, providing updates on each student’s progress, engagement, and performance. These checkpoints are designed to capture timely information to inform intervention strategies and maintain student engagement throughout the term. Each checkpoint focuses on distinct indicators relevant to students’ academic journey:

Week 3: Based on initial classroom engagement, behaviour, and English language proficiency.
Week 6: Following formative assessments, with a focus on engagement levels and formative performance.
Week 9: Leading up to summative assessments, assessing engagement (including evidence of summative draft work) and overall performance.

At each checkpoint, lecturers answer a series of questions about their students, aligned with the following progress indicators:

Performance: Student’s in-class performance does not yet meet the expected standards.
Engagement: Student demonstrates low or inconsistent engagement in sessions.
Submissions: Student has not yet submitted formative assignments.
Behaviour: Student shows recurring attendance or behavioural challenges
English Language: Student’s language proficiency may benefit from additional support

2.Coordinated Support and Intervention

Once lecturers have completed the SPT and Student Services has updated attendance records, the Academic Administration team schedules meetings for Personal Tutors to meet with ‘at risk’ students (those marked in red). During these meetings, Personal Tutors will address the concerns highlighted on the SPT, engaging students in discussions aimed at identifying barriers and implementing supportive strategies.

After each meeting, the Personal Tutor completes a Personal Tutor Meeting Report using a Microsoft Office form provided via email. This report summarises key discussion points, details an action plan, and, if necessary, schedules a follow-up meeting. The report is stored in a secure location to maintain confidentiality while ensuring a clear record of the student’s progress and support plan.

3.Record-Keeping and Data Confidentiality

Personal Tutors and lecturers are expected to maintain brief, clear records of interactions and interventions related to the SPT. Information recorded on the SPT and in Personal Tutor Meeting Reports is confidential and accessible only to authorised staff. All staff are responsible for upholding student confidentiality, recognising and adhering to its limits in situations where disclosures may be necessary for student safety and well-being.

4.Personal Tutorial Meeting

The Personal Tutorial Meeting is a vital opportunity for lecturers to assess student progress, provide guidance, and identify areas where additional support may be required.

Preparation for the Meeting

Prior to the meeting we would recommend the Personal Tutor to review the student’s records in the Student Progress Tracker (SPT) and any previous Personal Tutor Meeting Reports to identify areas of past concern or achievements.

Based on the student’s current progress, pinpoint topics such as performance, engagement, submission patterns, or specific challenges they may be facing, especially if they have been flagged as ‘at risk’ in any area.

Importantly, is to determine what the meeting aims to accomplish, whether it’s addressing academic challenges, supporting personal well being, or discussing long-term goals.

Some questions you may want to consider to guide the meeting with students:

“How are you finding the current modules?”
“Are there any particular areas where you feel you’re struggling?”
“How are you managing your workload and deadlines?”
“How do you feel about your engagement in classes and with your classmates?”
“Are there any challenges outside of academics that are affecting your studies?”
“What are your goals for the remainder of the semester?”
“Is there any specific support that would help you reach these goals?”
“Are there any skills or resources you would like to develop further?”

When conducting the meeting consider the following:

Create a supportive environment
Listen actively
Provide constructive feedback
Collaboratively set clear, achievable actions they can take before the next meeting.
Document these in the Personal Tutor Meeting Report to establish accountability and track their progress.

Once the meeting concludes please make sure you:

Document the meeting by completing the Personal Tutor Meeting Report accurately
Communicate with other services if additional support is required via regular meetings, referral to other services or via the ILP process.
Schedule brief, informal check-ins between formal tutorial meetings to monitor the student’s progress.

Section 3 - Individual Learning Plans (ILP)

The Individualised Learning Plan (ILP) is designed to provide targeted support for students who may require additional guidance to meet academic expectations, particularly those who join late in Semester 1 or demonstrate specific learning needs. The ILP aims to create a structured, personalised framework to help students integrate into the academic environment, build foundational skills, and catch up on missed material.

The ILP provides tailored support for students with particular academic challenges, such as those who join the programme late, have foundational gaps, or need additional assistance in meeting course standards. The plan is intended to help students catch up, develop essential study skills, and build confidence in their academic abilities, ensuring they have a strong foundation for ongoing success.

1.Eligibility for an ILP

To ensure that Individualised Learning Plans (ILPs) are effectively targeted to students most in need, the following eligibility criteria and referral process have been established.

Eligibility Criteria:

Late Programme Entry: Students who commence the programme after Week 3 of the semester and require additional support to catch up academically.
Academic Performance Concerns: Students who exhibit ongoing difficulties in meeting course standards, as identified through the Student Progress Tracker (SPT) or other academic performance data.
Language and Communication Challenges: Students whose English language skills or communication abilities present significant barriers to academic success.
Personal or Well-being Concerns: Students who are facing personal or well-being issues that impact their ability to engage and perform academically.

Referral Process:

Referrals for an ILP can be made by lecturers, Personal Tutors, or student support staff who have identified the student’s specific needs based on the eligibility criteria.
To initiate an ILP, the referring staff member should submit the student’s name to the Student Services Management and Deputy Academic Manager notifying them of the reason for the ILP, relevant observations, and any known support requirements.
Once a referral is submitted, the Personal Tutor or designated academic staff member will conduct an initial assessment with the student to begin the ILP development process.

2. ILP Development Process

a. Initial Assessment: the Personal Tutor or a designated academic staff member will conduct an initial assessment with the student to identify specific learning needs, including any missed material, learning skill gaps, or language support requirements.

b. Goal Setting and Planning: together with the student, the Personal Tutor outlines clear, achievable goals for the semester, including milestones for catching up on missed content and mastering essential skills.

c. Creation of a Support Schedule: the ILP will include a tailored schedule that may involve additional tutorials, study sessions, language support, or workshops to address specific areas of need.

d. Monitoring and Adjustment: the Personal Tutor will review the student’s progress at regular intervals, adjusting the ILP as necessary to align with the student’s development and any emerging needs.

Therefore, the ILP will have the following components:

Academic Catch-Up Plan: structured learning objectives and resources for missed coursework, assessments, or essential knowledge covered before the student’s enrolment.
Study Skills Support: Additional resources or workshops focused on time management, note-taking, exam preparation, and other academic skills to build a strong learning foundation.
Language and Communication Skills: where needed, language development support may be included, with referrals to language workshops or tutoring as appropriate.
Progress Checkpoints: scheduled meetings with the Personal Tutor or academic support staff to assess the student’s progress, provide feedback, and make any necessary modifications to the plan.

Each ILP will be documented in a secure format, accessible to authorised academic and support staff involved in the student’s academic journey. ILP details are confidential and will only be shared with staff directly supporting the student.

Upon completion of the semester, the ILP will be evaluated with the student to review their progress, achievements, and areas for further development and cross referenced with academic attainment for the semester, whenever possible. Feedback from the student and Personal Tutor will inform any continued support measures and contribute to enhancing future ILP processes.

3. Individualised Learning Plan (ILP) Meeting

Arrange an initial meeting with the student to discuss the ILP process, outline goals, and understand the student’s unique challenges and needs. Make sure the student is clear on the purpose of the ILP and what to expect in terms of support.

During the first meeting, conduct an assessment of the student’s needs, including any missed coursework, learning skill gaps, or areas for language support. Identify any specific areas where the student feels they need assistance.

Collaboratively set achievable goals tailored to the student’s circumstances. Each goal should have specific milestones with target dates to help the student gauge their progress. Based on the assessment, determine any additional resources or support sessions the student may need, such as study skills workshops, language tutoring, or counselling services.

Outline a customised support plan that includes academic catch-up sessions, study skills support, or language workshops as required. Ensure the schedule is realistic and fits within the
student’s overall academic responsibilities.

Schedule regular checkpoints, which may involve meetings with the Personal Tutor, academic support staff, or other relevant personnel, to monitor progress. Record these checkpoints in the ILP and make sure the student is aware of the timeline and expectations. At each checkpoint, review the student’s progress toward their goals. Discuss any challenges they are facing in meeting milestones and offer guidance or adjustments to keep them on track. If the student encounters new challenges or requires additional support, adjust the ILP goals, milestones, or support resources as necessary.

After each checkpoint or significant interaction, document the outcomes, action steps, and any modifications to the ILP. Use the ILP template to maintain a structured record that can be reviewed by authorised staff.

Ensure all ILP documentation is stored securely and shared only with personnel involved in the student’s support.

After the semester concluded, conduct a final review with the student to assess progress, achievements, and areas for continued development.

Section 4 – Selecting the Appropriate Support

The Personal Tutor Meeting Report and Individualised Learning Plan (ILP) each serve distinct purposes. Determining which tool to use depends on the nature and duration of the support the student requires:

Personal Tutor (PT) Meeting Report:

Used for routine or occasional support meetings between Personal Tutors and students.
Appropriate for addressing short-term or moderate challenges, such as guidance on time management, clarification of course expectations, or brief periods of low engagement.

Example: A student who struggles with meeting a specific assignment deadline may benefit from PT support focused on study strategies and time management.

Individualised Learning Plan (ILP):

Designed for students needing sustained, structured assistance due to ongoing or complex challenges.
Appropriate when students have long-term academic, language, or well-being issues that significantly impact their performance and require tailored intervention.

Example: A student who enters the programme after Week 3 or who consistently demonstrates difficulty in meeting academic standards over multiple checkpoints would benefit from an ILP. This plan would include targeted milestones, regular checkpoints, and coordinated support services.

Transitioning from PT Support to an ILP

In cases where a student’s challenges evolve beyond what can be managed through regular PT meetings, Personal Tutors are encouraged to escalate to an ILP. This transition ensures that students with complex or persistent needs receive structured, ongoing support.