Student assessment support classes were used as the main strategy to increase the overall pass rates for students in the Bachelor of Education Early Childhood (Birth to Five) degree. These classes were offered for 1^st year students and  timetabled in between lectures and tutorials  staffed by academic and literacy support staff. They were used as a strategy to monitor student attendance, submission, and literacy levels. Targeted support was provided based on initial literacy screening. The academic checked-in with each student about the progress of assessments and provided acceptable support. Additionally, it gave an opportunity for the academic to monitor ongoing work student’s ongoing work on an assessment and have the assurance of the final submission as student’s own work. The results achieved included a 19% increase in the pass rate and a 20% reduction in attrition. The occurrence of academic integrity breaches reduced by 50%. The sessions were also used to discuss appropriate uses of AI to support learning and to regularly remind students of the inappropriate uses of AI.