Roles of key stakeholders in the application of reasonable adjustments

There are a number of organisations and people involved with the education and training of veterinary nurses. Each of these has a responsibility to ensure that reasonable adjustment requests are considered, in line with UK disability and discrimination legislation. This means that they must consider and make decisions on requests from students, staff and applicants for reasonable adjustments in order to remove the barriers individuals face because of their disability. These may include deciding if or how changes could be made to the way the programme is delivered and assessed.

On this page: 

• Higher educational institutions and awarding organisations 
• Delivery sites 
• Training practices 
• Students and individuals applying to become students
• Royal College of Veterinary Surgeons 

Higher educational institutions and awarding organisations 

Higher educational institutions (HEIs) and awarding organisations (AOs) are responsible for developing and awarding (issuing the certificate) qualifications. In the case of HEIs, they may also deliver the education and training, or they may approve another organisation to do this. AOs do not normally provide the education and training element, but they do approve others to do this.

HEIs and AOs are required to meet the RCVS accreditation standards through the Standards Framework for Veterinary Nurse Education and Training. 

They are required to have a reasonable adjustment policy in place to guide those working in learning environments on the process to follow when considering applications for reasonable adjustments. This may include defining who can act as a reader or scribe to ensure that bias is minimised in an assessment.

Where they also deliver the assessment, they have a responsibility for making reasonable adjustments for students with disabilities, in line with the UK disability discrimination legislation.

They are also responsible for monitoring that reasonable adjustments are being applied correctly across all learning environments.

Delivery sites

Delivery sites are universities, colleges or training providers approved by an HEI or AO to deliver the qualification. They must also meet the RCVS accreditation standards. They should encourage students or individuals applying to become students to disclose disabilities, and support them to identify appropriate reasonable adjustments, in line with the UK disability discrimination legislation. 

Delivery sites need to follow the processes that the HEIs and AOs have in place for applying for reasonable adjustments and, where required, put adjustments in place. 

With the permission from the student, staff at delivery sites should facilitate the discussion between the student and the training practice (TP) about any reasonable adjustments that have been agreed. 

The delivery site is also responsible for monitoring that the agreed reasonable adjustments are being applied, reviewed and adjusted as appropriate.

Training practices

Employers and placement providers have a responsibility to support students where a reasonable adjustment has been agreed. They must also meet the RCVS accreditation standards.

It is important to note that reasonable adjustments are often agreed prior to the student commencing their clinical placement, and it may be necessary to review the adjustments at regular intervals as the student develops their skills and adapts to the working environment.

Students and individuals applying to become students

Providers and TPs have a legal duty to make reasonable adjustments to ensure accessibility for all disabled students, even if they have not disclosed their condition or received a formal diagnosis.

For adjustments tailored to a student’s specific needs, students are encouraged to discuss their requirements so that the most appropriate support can be put in place. Engaging with the provider and actively participating in identifying practical solutions can help ensure they receive the necessary support to complete their assessments successfully.

While some students may feel hesitant to disclose their needs due to stigma or fear of discrimination, it is important to remember that disclosure allows providers to implement effective measures, creating a more inclusive learning environment.

Royal College of Veterinary Surgeons

As the professional regulator, we oversee and uphold the quality of veterinary nursing education and training through the Standards Framework for Veterinary Nurse Education and Training.

Our accreditation process involves a comprehensive review of evidence regarding the quality of the programme, collected through a variety of methods. We use a risk-based approach, and ensure that standards are being maintained through regular quality monitoring activity.

Our standards relevant to admissions and student welfare and support during their time on the course have a prominent role in ensuring providers are complying with equalities legislation.

These standards include (but are not limited to) the following areas:

• Accredited Education Institutions (AEIs) must develop a learning culture that is fair, impartial, transparent, fosters good relations between individuals and diverse groups, and is compliant with equalities and human rights legislation (1.10).
• Recruitment, selection, and retention of students must be open, fair, and transparent, and include measures to understand and address underrepresentation (2.6).
• Entry criteria for the programme must include evidence that students have a capability in numeracy, literacy, and science, written and spoken English and mathematics to meet the programme outcomes (2.7).
• Students are provided with accurate and accessible information, enabling them to understand and comply with relevant governance processes and policies (2.9).
• Students have access to the resources they need to achieve the RCVS Day One Competences, Skills and Professional Behaviours for Veterinary Nurses, and programme outcomes required for their professional role (3.2).
• Students are provided with information relevant to the programme in an accessible way for their diverse needs (3.3).
• Students are supervised and supported according to their individual learning needs, proficiency, and confidence (3.6).
• Students have their diverse needs respected and considered across all learning environments, with support and adjustments provided in accordance with equalities and human rights legislation and good practise (3.10).
• Adjustments are provided in accordance with relevant equalities and human rights legislation for assessments in theory and practice (5.12).

The RCVS undertakes regular quality monitoring activities, including checking the application of reasonable adjustments. Where a provider is faced with a complex request for a reasonable adjustment and is unsure if a proposed adjustment will allow the student to demonstrate competence, the RCVS can provide support during the decision making process. The final decision will be taken by the provider in conjunction with their own legal advice where necessary.

The RCVS will also consider reasonable adjustment requests for students sitting the RCVS VN Pre-registration examination.

Please note: this general guidance does not purport to be legal advice and is not to be relied upon as legal advice. Students and education providers should take their own advice in the particular circumstances and as required.

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