North West Higher Education Services Tenders & Contracts

The Youth Engagement Service/Integrated Settlement NEET is a service that will deliver targeted activity for young people who are NEET, at risk of becoming NEET, or not yet ready to access mainstream post-16 provision without additional preparation NEET prevention and reduction activity for Manchester residents aged 15-18. The primary focus of this service is young people aged 16-18 who are NEET or at risk of disengagement, young people aged 15 who require earlier preventative support, and eligible young people up to age 25 where this relates to SEND with an Education, Health and Care Plan or Manchester Care Leavers. The service will support these young people to build confidence, readiness, skills and motivation; develop a clear destination plan; access high-quality information, advice and guidance; and move towards an appropriate EET outcome. The service is a distinct targeted progression and re-engagement service which complements, but does not duplicate, the statutory NEET Prevention and Reduction Service (NPRS). The service will add capacity where young people require bespoke support, structured activity, employability development, mentoring, information, advice and guidance, or a staged pathway before they are able to enter or sustain an education, employment or training destination.

The service is an integrated NEET Prevention and Reduction Service to support the Local Authority in meeting its statutory duties for participation, tracking and support for young people aged 16 and 17. The service will deliver a preventative, intelligence-led model that reduces the number of young people who are Not in Education, Employment or Training (NEET) and reduces Unknown destinations. The service is to support young people aged 13-16 who are at risk of becoming NEET; young people aged 16 and 17 who are NEET or at risk of disengagement; young people up to age 25 with an Education, Health and Care Plan; Manchester Care Leavers; and other identified vulnerable cohorts to re-engage in education, employment and training through the provision of holistic support, and appropriate referral and signposting to specialist services.

This is an Invitation to tender for Neurodiversity screening assessments for apprentices to identify indicators of neurodivergence, including specific learning difficulties and differences in attention, processing and communication, across academic and workplace settings. Assessments should identify strengths, barriers and support needs to inform reasonable adjustments, support planning and, where appropriate, liaison with relevant University and employer contacts.

This is an Invitation to tender for the provision of Educational Psychology assessments to identify and diagnose Specific Learning Difficulties (including dyslexia) for students in a higher education setting, using an evidence-based approach (which may include observation, standardised testing and interviews) to identify strengths and support needs. Full tender information information available on our Intend Portal https://in-tendhost.co.uk/salford/aspx/Home

Blackpool Borough Council is seeking a provider to deliver the statutory Special Educational Needs and Disabilities (SEND) Mediation and Disagreement Resolution Service. The service must offer impartial, independent mediation and disagreement resolution to support the effective resolution of disputes between families, the local authority, and education providers, in line with the requirements set out in Chapter 11 of the SEND Code of Practice.

Greater Manchester Police (GMP) is undertaling a multi-stage Competitive Flexible Procedure, on behalf of Greater Manchester Combined Authority (GMCA), in order to identify a Higher Education Institution to deliver the Police Constable Degree Apprenticeship (PCDA) programme for the Force. The programme will be a joint delivery between GMP and the chosen Higher Education Institute (HEI).

This is an Invitation to tender for the provision of several support services for The University of Salford Students as outlined in the following lots: • Lot 1: Educational Psychology assessments to identify specific learning difficulties. Provision of Educational Psychology assessments to identify and diagnose Specific Learning Difficulties (including dyslexia) for students in a higher education setting, using an evidence based approach (which may include observation, standardised testing and interviews) to identify strengths and support needs. • Lot 2: Band 1 and 2 non-medical helper support. Band 1 and 2 support workers assist students with additional needs and disabilities to access and engage with their studies. Support is typically delivered in taught sessions and may include notetaking, practical assistance and support with anxiety management, as appropriate. • Lot 3: Band 4 non-medical helper support, Specialist Study Skills, and Specialist Mentor support. One-to-one support delivered outside taught sessions to help students with additional needs to navigate their academic journey. Specialist mentors support students to develop strategies that promote independence and wellbeing, while specialist study skills tutors help students meet course requirements and build academic confidence. • Lot 4: Bands 3- 4 non-medical helper support, Specialist D/deaf support. In-class and out-of-class specialist support to enable d/Deaf and hard-of-hearing students to access and engage with their studies. This may include specialist notetaking, British Sign Language (BSL) interpretation and other specialist support professionals to facilitate communication. • Lot 5: Bands 1- 4 non-medical helper support, Specialist VI Support for visually impaired students. In-class and out-of-class specialist support to enable visually impaired students to access and engage with their studies. This may include sighted guide support, mobility training and other Specialist Support Professionals to support orientation and navigation. • Lot 6: Band 4 non-medical helper support, Specialist Study Skills and Specialist mentor support for apprentices One-to-one support delivered outside taught sessions to help apprentices with additional needs to navigate their academic journey, workplace learning and wider apprenticeship requirements. Specialist mentors support apprentices to develop strategies that promote independence and wellbeing, while specialist study skills tutors help apprentices meet course requirements and build academic confidence across academic and workplace settings. • Lot 7: Neurodiversity screening assessments for apprentices Neurodiversity screening assessments for apprentices to identify indicators of neurodivergence, including specific learning difficulties and differences in attention, processing and communication, across academic and workplace settings. Assessments should identify strengths, barriers and support needs to inform reasonable adjustments, support planning and, where appropriate, liaison with relevant University and employer contacts. • Lot 8: Needs assessments for apprenticeship students Needs assessments for apprenticeship students to identify disability-related support requirements, barriers to participation and adjustments required to support engagement with learning, workplace activity and assessment. Assessments should provide clear recommendations to inform support planning, reasonable adjustments and specialist support across academic and workplace elements of the apprenticeship, including off-the-job training, on-programme learning and end-point assessment, as appropriate. Please access the full tender information via the following link https://in-tendhost.co.uk/salford/aspx/Home.

This is an Invitation to tender for the provision of several support services for The University of Salford Students as outlined in the following lots: • Lot 1: Educational Psychology assessments to identify specific learning difficulties. Provision of Educational Psychology assessments to identify and diagnose Specific Learning Difficulties (including dyslexia) for students in a higher education setting, using an evidence based approach (which may include observation, standardised testing and interviews) to identify strengths and support needs. • Lot 2: Band 1 and 2 non-medical helper support. Band 1 and 2 support workers assist students with additional needs and disabilities to access and engage with their studies. Support is typically delivered in taught sessions and may include notetaking, practical assistance and support with anxiety management, as appropriate. • Lot 3: Band 4 non-medical helper support, Specialist Study Skills, and Specialist Mentor support. One-to-one support delivered outside taught sessions to help students with additional needs to navigate their academic journey. Specialist mentors support students to develop strategies that promote independence and wellbeing, while specialist study skills tutors help students meet course requirements and build academic confidence. • Lot 4: Bands 3- 4 non-medical helper support, Specialist D/deaf support. In-class and out-of-class specialist support to enable d/Deaf and hard-of-hearing students to access and engage with their studies. This may include specialist notetaking, British Sign Language (BSL) interpretation and other specialist support professionals to facilitate communication. • Lot 5: Bands 1- 4 non-medical helper support, Specialist VI Support for visually impaired students. In-class and out-of-class specialist support to enable visually impaired students to access and engage with their studies. This may include sighted guide support, mobility training and other Specialist Support Professionals to support orientation and navigation. • Lot 6: Band 4 non-medical helper support, Specialist Study Skills and Specialist mentor support for apprentices One-to-one support delivered outside taught sessions to help apprentices with additional needs to navigate their academic journey, workplace learning and wider apprenticeship requirements. Specialist mentors support apprentices to develop strategies that promote independence and wellbeing, while specialist study skills tutors help apprentices meet course requirements and build academic confidence across academic and workplace settings. • Lot 7: Neurodiversity screening assessments for apprentices Neurodiversity screening assessments for apprentices to identify indicators of neurodivergence, including specific learning difficulties and differences in attention, processing and communication, across academic and workplace settings. Assessments should identify strengths, barriers and support needs to inform reasonable adjustments, support planning and, where appropriate, liaison with relevant University and employer contacts. • Lot 8: Needs assessments for apprenticeship students Needs assessments for apprenticeship students to identify disability-related support requirements, barriers to participation and adjustments required to support engagement with learning, workplace activity and assessment. Assessments should provide clear recommendations to inform support planning, reasonable adjustments and specialist support across academic and workplace elements of the apprenticeship, including off-the-job training, on-programme learning and end-point assessment, as appropriate. Please access the full tender information via the following link https://in-tendhost.co.uk/salford/aspx/Home.

Sefton Adult and Community Learning Service is looking to procure accredited qualifications that align with the Adult Skills Fund (ASF) to support adults aged 19+ to progress to meaningful, sustainable employment or further learning. The Service is seeking subcontractors with a strong track record in delivering regulated qualifications within our priority sectors: Health and Social Care, Maritime and Logistics, Sustainability and Green Skills, Self-Employment and Enterprise and Finance and Business