Purpose

The purpose of this policy is to establish a clear framework for how the Cambridge Academy of Risk Management (CARM) provides support to learners throughout their academic journey. CARM recognises that learner success depends not only on the quality of teaching and assessment but also on the provision of effective academic guidance, personal support, and access to wellbeing services.

This policy ensures that learners are supported in a holistic way—academically, personally, and professionally—so they are empowered to achieve their full potential. It seeks to create an environment in which learners feel safe, respected, and valued, and where barriers to learning are identified early and addressed effectively.

CARM is committed to promoting inclusivity by offering equal access to support services for all learners, including those with additional needs or personal challenges that may impact their learning. By providing timely guidance, resources, and appropriate interventions, CARM aims to equip learners with the skills, confidence, and resilience required to succeed not only in their studies but also in their future professional careers.

This policy also affirms CARM’s duty of care to learners by aligning support mechanisms with safeguarding obligations, the UK Prevent Duty, and data protection requirements. In doing so, CARM maintains high standards of quality, accountability, and compliance with awarding body expectations, while fostering a positive, learner-centred culture.

Principles

CARM is committed to providing a supportive and inclusive learning environment that enables all learners to thrive academically, personally, and professionally. The delivery of learner support is guided by the following principles:

• Equity and Inclusion
  CARM ensures that every learner has equal access to support services regardless of age, gender, disability, ethnicity, religion, sexual orientation, or background. Support is tailored to individual needs, with reasonable adjustments made where required.
• Accessibility of Services
  Support systems are designed to be easy to access, clearly communicated, and responsive. Learners will always know where and how to seek help, whether for academic, technical, or personal matters.
• Learner-Centred Approach
  All support is designed to place the learner at the centre of the process. Feedback, guidance, and resources are delivered in ways that are relevant, practical, and empowering.
• Confidentiality and Respect
  Learners can seek support with the assurance that their concerns will be treated respectfully and confidentially. Information will only be shared with others where it is necessary to protect the learner’s wellbeing or where safeguarding requires disclosure.
• Early Intervention
  CARM is proactive in identifying potential barriers to learning—academic, personal, or technological—and provides timely interventions to prevent issues from escalating.
• Continuous Improvement
  Learner support services are regularly reviewed to ensure they remain effective, relevant, and aligned with both learner needs and awarding body expectations. Feedback from learners is an essential part of this process.

By adhering to these principles, CARM ensures that learner support is not just a reactive process, but a proactive and integral part of the learning experience, designed to foster success and wellbeing for every learner.

3a. Academic Support

CARM recognises that strong academic support is essential for learner success. Academic guidance is available at every stage of the learning journey to help learners build subject knowledge, develop study skills, and achieve the learning outcomes of their chosen programme.

Key elements of academic support include:

• Tutor Support
  Each learner will have access to qualified tutors who provide subject-specific guidance, answer academic queries, and facilitate learning through lectures, discussions, and interactive activities. Tutors also provide feedback on performance to help learners continuously improve.
• Assessment Guidance
  Learners are provided with clear information about assessment requirements, submission deadlines, and grading criteria. Tutors and support staff offer guidance on preparing for assessments, structuring assignments, and maintaining academic integrity.
• Study Skills Development
  Learners will have access to resources and workshops on effective study skills such as time management, note-taking, referencing, academic writing, and critical thinking. These skills help learners adapt to higher levels of study and improve their academic performance.
• Learning Resources
  A wide range of digital learning materials, including course handbooks, lecture recordings, interactive activities, and recommended reading lists, are made available via the CARM Learning Zone. Learners are also signposted to external online libraries and professional resources.
• Feedback and Progress Monitoring
  Constructive and timely feedback is provided on all assessed work. This feedback highlights strengths, identifies areas for development, and suggests strategies for improvement. Learner progress is also monitored throughout the programme to identify those who may benefit from additional support.

3b. Personal and Wellbeing Support

CARM recognises that personal wellbeing plays a vital role in academic success. Learners may face challenges outside of their studies that can impact motivation, focus, or overall progress. CARM is committed to providing personal and wellbeing support to ensure that learners feel safe, valued, and able to balance their academic and personal responsibilities.

Support in this area includes:

• Confidential Advice and Guidance
  Learners can approach staff in confidence to discuss personal matters that may affect their studies. These may include health concerns, financial difficulties, or family responsibilities. Where needed, learners will be referred to appropriate external services for specialist support.
• Wellbeing Resources
  CARM provides resources on managing stress, maintaining a healthy study-life balance, and developing resilience. Workshops or information sessions may also be organised to promote wellbeing and mental health awareness.
• Pastoral Care
  Dedicated support staff are available to listen to learner concerns and provide informal guidance. The aim is to ensure that learners feel supported as individuals, not only as students.
• Crisis Support
  In cases of urgent or serious personal difficulties, learners will receive immediate assistance and, if appropriate, be referred to professional services or emergency contacts.
• Safe and Respectful Environment
  CARM promotes a culture of respect, inclusion, and dignity. Bullying, harassment, or discrimination of any kind will not be tolerated, and learners experiencing such issues will be supported through the appropriate institutional procedures.

3c. Technical Support

CARM understands that access to reliable technology is essential for modern learning, particularly as many programmes are supported through online platforms and digital resources. To ensure that learners can fully participate in their studies, CARM provides dedicated technical support.

Support in this area includes:

• Helpdesk and IT Assistance
  Learners have access to a dedicated helpdesk to resolve technical issues such as login difficulties, password resets, or problems accessing the CARM Learning Zone. Support is available via email, phone, or online request forms.
• Access to Learning Platforms
  At the point of enrolment, learners are provided with secure login details for the CARM Learning Zone and guidance on how to use its key features, including discussion forums, assignment submissions, and access to digital resources.
• Guides and Tutorials
  Step-by-step user guides and video tutorials are made available to help learners navigate online platforms and make the most of the available learning tools.
• Rapid Response
  CARM aims to respond to technical support requests promptly, recognising that technical issues can disrupt study schedules and assessment deadlines.
• Device and Software Guidance
  Learners are given minimum technical specifications and software requirements for their programme. Where possible, CARM will advise on free or low-cost tools that can support learners in their studies.

3d. Additional Learning Needs

CARM is committed to ensuring that learners with disabilities, learning difficulties, or other additional needs are fully supported in accessing and succeeding on their chosen programmes. The institution recognises its responsibility to provide an inclusive learning environment where all learners can thrive.

Support in this area includes:

• Disclosure and Identification
  Learners are encouraged to disclose any additional needs during the admissions stage or at any point in their studies. All disclosures will be treated sensitively and confidentially, with respect for the learner’s privacy.
• Individual Support Plans
  Where required, CARM will work with the learner to develop a tailored support plan. This may involve consultation with tutors, support staff, or external specialists to ensure appropriate adjustments are in place.
• Reasonable Adjustments
  Adjustments may include extended deadlines, extra time in assessments, provision of assistive technology, or access to learning materials in alternative formats. These adjustments will be made in line with awarding body requirements and without compromising academic standards.
• Specialist Support Services
  Where a learner’s needs go beyond the scope of CARM’s internal provision, the institution will help connect them with external agencies or professional support services.
• Ongoing Review
  Learner needs may change over time. Support arrangements will be reviewed regularly to ensure they remain effective and appropriate throughout the learner’s academic journey.

Learner Responsibilities

While CARM is committed to providing comprehensive academic, personal, and technical support, learners also have an important role to play in ensuring their own success. By engaging actively and responsibly, learners contribute to creating a positive, respectful, and productive learning environment.

Learners are expected to:

• Engage in Learning
  Attend scheduled sessions, participate actively in discussions, and complete assignments and assessments on time.
• Use Support Services
  Take responsibility for making use of the support services available, such as academic advice, wellbeing resources, or technical help, when needed.
• Communicate Proactively
  Inform CARM promptly if they experience difficulties—academic, personal, or technical—that may affect their studies. Early communication allows the institution to provide timely support and avoid escalation of issues.
• Respect Policies and Procedures
  Follow institutional policies, including those relating to academic integrity, safeguarding, and data protection.
• Promote a Positive Learning Environment
  Treat staff, fellow learners, and the wider CARM community with respect and courtesy. Disruptive, discriminatory, or inappropriate behaviour will not be tolerated.
• Take Responsibility for Progress
  Monitor their own academic progress and seek feedback and advice from tutors where necessary to improve performance.

Staff Responsibilities

Staff at CARM play a central role in supporting learners and ensuring that their academic and personal experience is positive, fair, and productive. Every member of staff, whether academic, administrative, or support-focused, shares responsibility for creating a safe, inclusive, and professional learning environment.

Staff are expected to:

• Provide Clear Guidance
  Ensure that learners receive accurate and timely information about their programme, assessment requirements, institutional policies, and available support services.
• Deliver Academic Support
  Tutors must provide high-quality teaching, constructive feedback, and clear academic advice to help learners achieve their full potential.
• Be Accessible and Responsive
  Respond to learner queries in a professional and timely manner, whether they relate to academic issues, technical challenges, or personal concerns.
• Promote Inclusivity
  Recognise and respect the diverse backgrounds, experiences, and learning needs of all learners, ensuring that teaching and support are delivered in an inclusive manner.
• Safeguard Learners
  Take responsibility for safeguarding learners by being vigilant to risks of harm, radicalisation, or exploitation, and by following CARM’s safeguarding and Prevent Duty procedures.
• Maintain Confidentiality
  Treat all learner information with discretion and confidentiality, sharing it only when required for legitimate educational purposes or safeguarding obligations.
• Encourage a Respectful Culture
  Model professionalism, respect, and courtesy in all interactions with learners and colleagues, thereby fostering a positive learning environment.

Safeguarding and Prevent Duty

CARM places the highest priority on the safety and wellbeing of its learners. All staff and learners share responsibility for creating and maintaining an environment that is safe, supportive, and free from harm. Safeguarding is not limited to protecting learners from immediate risks; it also encompasses promoting wellbeing, resilience, and positive development.

Safeguarding

• CARM ensures that all learners are protected from physical, emotional, and psychological harm.
• Staff are trained to recognise signs of abuse, neglect, bullying, or exploitation, and to take appropriate action in line with institutional safeguarding procedures.
• Learners are encouraged to report concerns about their own safety or that of others, knowing that these will be taken seriously and handled sensitively.
• Confidentiality will be respected at all times, except where disclosure is required to protect a learner from harm.

Prevent Duty

• In accordance with the UK Government’s Prevent Duty, CARM is committed to safeguarding learners from the risk of radicalisation and extremism.
• Staff are trained to identify and respond to signs of radicalisation while maintaining respect for learners’ rights and freedoms.
• Where concerns arise, CARM will act in accordance with national guidelines, referring learners to appropriate support channels where necessary.
• Prevent awareness is embedded into staff responsibilities and learner support protocols to ensure vigilance without discrimination.

Commitment to Learners

By embedding safeguarding and Prevent Duty into its culture, we ensure that learners are supported not only in their academic studies but also in their personal development and wellbeing. This commitment reinforces the institution’s duty of care and creates a secure environment where learners can focus on achieving their educational and career aspirations.

Access to Support

CARM is committed to making support services accessible, responsive, and easy to use. Learners should never feel isolated or unsure of where to turn when they encounter difficulties. Multiple channels of communication are provided so that learners can access the help they need in a way that best suits their circumstances.

How Learners Can Access Support:

• Email – Dedicated support email addresses are available to direct queries efficiently:
  • Academic queries: academics@carm.com
  • General learner support: support@carm.com
  • Financial and fees enquiries: accounts@carm.com
  • Admissions queries: admissions@carm.com
  • General information: info@carm.com
• Telephone – Learners may contact the CARM office directly during working hours for urgent or personal matters.
• In-person Support – Where programmes are delivered face-to-face, learners may arrange meetings with tutors, support staff, or programme coordinators.
• Helpdesk/IT Support – Technical queries, such as login difficulties or platform issues, can be submitted via email or helpdesk request.
• Safeguarding Concerns – Learners can report safeguarding or wellbeing concerns directly to the Designated Safeguarding Lead (DSL) or another trusted member of staff.

Commitment to Timeliness

CARM is committed to responding to support requests promptly:

• Emails will normally be acknowledged within 48 working hours.
• Technical support requests will be prioritised to minimise disruption to learning.
• Urgent safeguarding concerns will be acted upon immediately.

By providing multiple access points and clear communication channels, we ensure that all learners can obtain the support they need quickly, confidently, and without unnecessary barriers.

Review

The Learner Support and Protocol Policy will be formally reviewed on an annual basis to ensure that it remains effective, relevant, and aligned with both learner needs and awarding body requirements. The review process will be led by CARM’s senior management, in consultation with academic staff, student support services, and learner representatives where appropriate.

As part of the review, CARM will:

• Evaluate the effectiveness of support services based on learner feedback, usage data, and outcomes.
• Consider changes in awarding body regulations, safeguarding legislation, or sector best practices that may affect learner support protocols.
• Review case studies from the previous year, including appeals, safeguarding incidents, or learner complaints, to identify areas for improvement.
• Engage learners in the review process to ensure their voices are central to the development and enhancement of support services.

Where updates are required, a revised version of the policy will be approved by senior management and circulated to all staff and learners. The most current version will also be made available through the CARM Learning Zone and other appropriate communication channels.

Through regular review and improvement, we demonstrate our commitment to ensuring that learner support remains proactive, inclusive, and responsive to the changing needs of its learners.