Inclusion leads and ALS managers
Additional learning support (ALS) management software for inclusion leads: triage requests, agree plans, track delivery, review support and export evidence.
Overview
The right view for each person, and no more
How Inclusion Studio works for inclusion leads, tutors, assessors, learners, employers, senior leaders, quality teams, data protection officers and IT.
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In short
Each person sees what they need for their part in a learner's support, and nothing more. Access is checked on the server for every request, by organisation, relationship and field.
Day-to-day support
The people who agree, deliver and receive support.
Tutors and assessors
Learner support software for tutors and assessors: see the adjustments for your learners, record delivered and missed support, and know what stays private.
Learners and apprentices
What learners and apprentices see in Inclusion Studio: their own support plan, a chance to say what helps, to disagree, and to give feedback on support.
Apprenticeship employers
What employers of apprentices see in Inclusion Studio: only workplace adjustments and their own actions, never the learner's full support history.
Oversight and assurance
The people who lead, assure, protect and run it.
Senior leaders and governors
Learner support software for senior leaders and governors: aggregate patterns in learner support, not individual stories, and what it does not claim.
Quality and compliance
How quality and compliance teams can use learner support records and controlled evidence exports for audits, funding queries and inspection preparation.
Data protection officers
What data protection officers need to know about Inclusion Studio's learner support software: data, hosting, processors, AI, documents and permissions.
IT and systems teams
The architecture IT teams will ask about: React web app, Vercel hosting, Neon PostgreSQL in London, Clerk sign-in, private Blob storage and server-side permissions.
Learner support involves many people. Inclusion Studio gives each of them a view shaped around their job, while the learner’s own voice stays at the centre. See also the settings we support. In smaller providers one person often wears several hats, so a single account is planned to hold more than one role, each adding only its own permissions.
Who uses learner support software?
The people who use learner support software day to day are the inclusion lead, the tutors and assessors who deliver support, and the learner. Around them sit people who need a narrower view: an apprenticeship employer contact, senior leaders, quality teams, the data protection officer and IT. Inclusion Studio is pre-pilot, so the role pages describe how each view is designed and what you can already try in the prototype.
What does each person need?
Each person needs enough to do their part well, and no more than that.
| Role | What they mainly need |
|---|---|
| Inclusion leads | A clear caseload, triage of new requests, agreed plans and reviews that are due |
| Tutors and assessors | The adjustments for the learners they teach and a quick way to log delivery |
| Learners | A plan in plain language they have agreed, and a say in whether support is working |
| Employers | Only workplace adjustments and their own actions |
| Senior leaders | A summary of whether support is being agreed, delivered and reviewed |
| Quality and compliance | Traceable evidence of agreed, delivered and reviewed support |
| Data protection officers | Clear roles, lawful processing and documented safeguards |
| IT and systems | Sign-in, hosting and integration detail they can assess |
Why does the learner sit at the centre?
Support works better when it is built from what the learner says helps. That is why the journey starts with learner voice, why the support plan is one the learner has seen, and why reviews ask the learner whether support helped. Our guide to learner voice in further education explains the practice behind this.
How do you stop people seeing too much?
Inclusion Studio checks access on the server by organisation, relationship and field, rather than relying on hidden buttons. A tutor sees the learners they work with. An employer contact sees workplace adjustments, not health details or the learner’s history. Read permissions and roles for how this is designed and employer collaboration for the employer view. The trust centre states plainly which controls are designed and which have not yet been independently tested.
Where should I start?
Start with the role page closest to your job, then read the guide that matches your biggest question. Inclusion leads often begin with how to write a learner support plan. Data protection officers usually want the DPIA guide and data protection page. If you want to help shape these views, find out about the pilot.
Frequently asked questions
Who uses learner support software in a college or apprenticeship provider?
Mainly the inclusion lead or learning support manager, tutors and assessors, and learners themselves. Apprenticeship employer contacts, senior leaders, quality teams, data protection officers and IT staff each have a smaller, specific part.
Can learners see their own support plan?
Yes. The learner's voice is at the centre of the journey, plans are agreed with the learner, and any disagreement is recorded rather than hidden.
What can an apprenticeship employer see?
Only the workplace adjustments and the actions assigned to them. Employers never see the learner's full support history.
Can one person have more than one role?
That is planned. In a small provider one person might be director, admin and tutor. One account will be able to hold several roles, each adding only its own permissions, and the home screen will show cards for each role the person holds.
How are permissions enforced?
On the server, for every request, by organisation, relationship and field. Hiding a button in the interface is never treated as the safeguard.
Help shape the pilot
We are working with a small number of England FE colleges and apprenticeship providers first. Tell us about your learner support and we will be in touch.