By Mark Abrahams, Chartered Psychologist, Head of Research and Analytics at Aptem

In the drive to create inclusive, high-quality pathways for adult learners, the sector has embraced digital tools that promise early identification of additional learning needs. Cognitive assessment platforms such as Aptem Assess are now an essential part of the post-16 landscape – but they are only the beginning of the journey.

A persistent misconception remains: that screening learners automatically unlocks additional learning support (ALS) funding. In reality, funding is not awarded for the identification of need alone, but for the full cycle of assessment, planning, delivery, review, and evidence of impact. Cognitive screening plays a vital role in uncovering potential barriers to engagement, yet it is the structured, well-evidenced support that follows which drives both learner success and funding compliance.

Our recent Cognitive Assessment Tools and Funding eGuide was created in collaboration with David Lockhart-Hawkins, an expert in post-16 education compliance and quality, to help providers navigate this complexity. It clarifies that assessment tools must be embedded within a wider framework of personalised planning, targeted intervention, and rigorous documentation. The institutions that achieve the best learner and funding outcomes are those that combine early identification with systematic support tracking and meaningful outcome measurement.

The real opportunity for the sector lies in moving beyond compliance to commitment; using insights from screening not as an end in themselves, but as the foundation for sustained learner progression.

Cognitive assessment, when used intelligently, enables us to understand each learner’s starting point. What we do next – how we plan, support, and evidence their journey – determines whether we simply tick boxes in screening learners, or provide the opportunity for every learner to realise their full potential.