Learning Support policy for epicquest

Support for Learning Policy and Procedures

Contents

Introduction

Record Keeping and Planning

Identification and Assessment

Transition Arrangements

Planning

Personal Learning Planning

Integrated Support Plan

Co-ordinated Support Plan

Appendices

Role of head teacher

Role of class teacher

Role of learning support teacher

PCP meetings

Policy for meeting Additional Support Needs

Introduction

This policy follows the guidance in epicquest’s ‘Standard Circular NSG 1 Individual Record Keeping and Planning for Pupils who need Additional Support’ (May 2008). This document provides a detailed rationale for the procedures to be adopted and a process for managing the curriculum of learners with additional support needs.

Planning also takes into account advice in epicquest’s ‘Strategy for Inclusion’, the ‘Specific Learning Difficulties Core Guidance’ and the accompanying guidance section dealing with Dyslexia. Further sections will be considered as they become available.

Record keeping and planning arrangements have been adjusted to meet the requirements of the The Education (Additional Support for Learning Act) 2004. The Act takes a broad approach, recognizing that many children face barriers to learning and schools need to consider how they can support all children including those who experience:

motor or sensory impairment

  • learning difficulties
  • English as an additional language
  • emotional and social difficulties
  • attendance problems
  • ability or talent
  • bereavement
  • parents who have mental health problems or who are abusing substances
  • a caring role

Record Keeping and Planning

The following two principles will underpin all stages of planning:

  • Parents/carers and pupils are active participants in a person centred approach.
  • The least intrusive form of assessment and intervention is used

Identification and Assessment

In order to ensure that teaching meets the needs of each learner we seek to identify the needs of each child at the earliest possible stage, thereby preventing or minimising any difficulties that they may experience.

This is done through systematic observation of the pupils during the first term in Primary 1. The PIPS Baseline Assessment provides a starting point for this observation. At the start of Primary 2 the class and learning support teacher together assess the children’s literacy skills and agree on strategies to support those who are not yet reading and writing independently.

Primary 1 pupils also undertake a computerised assessment using PIPS at the end of primary 1.

PIPS is a standardised assessment also used in Primary 3, 5 and 7.

Results of each of these assessments are shared by Class Teacher, Head Teacher and Learning Support Teacher and further action taken as appropriate.

At every stage teachers will employ a variety of teaching styles and will note if a particular approach is beneficial to individual pupils. For some learners this can be crucial to their success.

Where there are concerns about an individual pupil, teachers will seek to work with their strengths when possible.

For some pupils further assessment may be required. This should be the least intrusive, appropriate assessment available

The teaching of all pupils in the class is the responsibility of the class teacher. The learning support teacher and the head teacher have responsibility to support and assist the class teacher to achieve the right balance of teaching and learning experiences to meet the needs of all the children. In particular LS time will be deployed at the early stages thereby reducing the incidence of learning difficulties, essentially “prevention is better than cure” approach.”

Planning

epicquest Guidance provides a framework of planning for individual pupils who need additional support.

This comprises three modules within a single system:

Personal Learning Planning (PLP)

This is a universal, inclusive foundation of planning, involving teacher, pupil and parent, differentiated to suit individual needs.

Individual Educational Planning (IEP) targets can be set, by pupil and teacher, within the PLP.

Within each PLP there are strategies pages on which the teacher will record individual strategies required by learners. (Appendix 3)

Where a pupil requires to use individual strategies in day-to-day activities they are likely to require access to alternative assessment arrangements. Class teachers should ensure that these arrangements are in place.

(For further information please see Standard Circular No NYP 11, ‘Assessment arrangements for pupils with disabilities and/or additional support needs in primary schools’.)

Once a year the Head Teacher will collect and collate the strategies pages for those pupils who require alternative assessment arrangements.

These should be recorded and reviewed annually by the Head Teacher, Learning Support Teacher and Educational Psychologist meeting together.

Integrated Support Plan (ISP)

Where a pupil needs additional support, and requires an additional level of planning, beyond the targets that can be set within a PLP, an Integrated Support Plan (ISP) may be introduced.

The use of the ISP will coordinate planning with other agencies and across different support provisions within education. It will form the educational component of any interagency planning and assessment.

All children and young people who are looked after will require an ISP.

It may contain confidential information that would not be appropriate in the PLP.

Responsibility for identifying a concern about a particular pupil and for deciding to introduce an ISP lies with the class teacher(s)/learning support teacher and school management in consultation with pupils and parent(s)/carer(s).

The decision may be reached without formality.

Some pupils will require this level of integrated planning for a short time but a small number will require additional support and planning throughout their schooling. Planning meetings will be held at least once a year and will be agreed by all participants and co-ordinated by a key person in the school.

Coordinated Support Plan

A small number of pupils whose needs arise from complex or multiple factors, will require a more formal inter-agency plan.

Level 1 Personal Learning Plan (PLP)

1 Class Teacher is concerned -

Investigates
May discuss with Head Teacher/ colleagues/Learning Support Teacher

Adopts strategies

2 If Class Teacher (CT) is still concerned

Completes Registering Concern Form, noting concerns and strategies, and passes this to Head Teacher (HT).
A Registering Concern Form can also be completed by the LST or HT.
It may be completed by CT/HT or LST in response to parent’s/carer’s concerns
Head Teacher decides course of action. This may or may not involve the LST.
This may include involving other agencies and opening an Integrated Support Plan
(ISP)

3a When LST is not involved

HT notifies parents and offers opportunity to discuss
HT, CT parents/carers and pupil (when appropriate) will share information, discuss factors giving rise to support needs and agree on actions.
This may take place at a PCP meeting attended by all involved or may be accomplished through a series of discussions.
Records will be kept by the HT. These may be in the form of minutes or of photographic records of PCP records. The consent of parents/carers will be obtained before sharing records of their meeting with others. The class teacher will ensure that any decisions made are taken into account in the pupils PLP.

3b If Learning Support Teacher (LST) involved

HT notifies parents and offers opportunity to discuss
LST carries out assessment of pupil and context. This may include formal assessment. It will include gathering information from pupil, Class Teacher and parents/carers.
LST, CT parents/carers and pupil (when appropriate) will share assessment information, discuss factors giving rise to support needs and agree on actions.
This may take place at a PCP meeting attended by all involved or may be accomplished through a series of discussions.
Records will be kept by the LST. These may be in the form of minutes or of photographic records of PCP records. They will be shared with all concerned. The consent of parents/carers will be obtained before sharing records of the meeting with others.
In all cases detailed planning will be recorded in the pupil’s Personal Learning Plan (PLP) by Class Teacher and pupil. This will be shared with parents/carers on a regular basis.
Where strategies are used to support the pupil these will be recorded on the strategies pages of the PLP and copies of these pages will be retained by the school at the end of each school year.
If a pupil is using strategies in class then these should also be used in national assessment.
Progress will be reviewed with parents at parent interviews and/or at review meetings at least once a year for as long as parents/carers and teachers agree that this is necessary.

Level 2 Integrated Support Plan (ISP)

Where a pupil needs additional support, and requires an additional level of planning, beyond the targets that can be set within a PLP, an Integrated Support Plan (ISP) may be introduced.
The use of the ISP will coordinate planning with other agencies and across different support provisions within education. It will form the educational component of any interagency planning and assessment.
All children and young people who are looked after will require an ISP.
Details of this level of planning are available in NSG1.
There is also a template that allows the ISP to be recorded electronically.

Level 3 Coordinated Support Plan (CSP)

A small number of pupils whose needs arise from complex or multiple factors, will require a more formal inter-agency plan.
Details of this level of planning are available in NSG1.

Appendices

1. Roles - Head Teacher, Class Teacher, Learning Support Teacher

2. Person Centred Planning

3. Additional Support Strategies PLP pages

4. Registering Concern Form

5. Consultation agenda

6. Continuing concern form

1. Roles

The Role of the Head Teacher

The Head Teacher is responsible for co-ordinating an appropriate response to learning needs within the school.

The Head Teacher is also responsible for liaising with other agencies both within and outwith the education service.

The Role of the Class Teacher (from previous policy)

It is the remit of the class teacher to meet the needs of all of the pupils in their classes. As such it is their responsibility to seek support when necessary to fulfil that remit. As part of their normal work, class teachers should be able to:

  • recognise and be sensitive to the range and diversity of learning difficulties faced by pupils.
  • Within the curricular framework of the school, design or select appropriate teaching programmes to match the range of pupils’ abilities.
  • Within these programs, select and deploy a suitable range of methods and resources to reduce the possibility that learning difficulties will arise within these programs.
  • The class teacher may choose to consult informally with teaching colleagues, including the Head Teacher and/ or Learning Support Teacher.
  • If a child is experiencing a difficulty the class teacher should note the strategies that have been employed to overcome this (see strategies in appendix), and consider other strategies/approaches within the class which will overcome the difficulty.
  • The class teacher should record the use of individual strategies in the pupil’s PLP. They should also share this information with others who work with the pupil where this is appropriate.

The Role of the Learning Support Teacher

Consultation

The learning support teacher will collaborate with members of the management team, class teachers, other services, parents and pupils concerning the additional support needs of individuals and the implications of these for the curriculum.

Consultation arrangements

These may vary but will include consultation between learning support teacher and class teachers at least once a term.

Direct Tuition

The criterion for selection for this type of support must be that the difficulties experienced by the pupil are of such a severe nature that it is unreasonable to expect the class teacher to deal with them in conjunction with all of their other responsibilities.

The support may be in the form of a planned individualised program and/or it may be based on the school curriculum. It may be offered within the class or in some form of withdrawal.

The work that the pupil does during tuition must be seen as part of their normal curriculum.

Co-operative Teaching

The chief aim of this role is to increase the range of teaching and learning strategies available within any one classroom and to tackle more effectively the wide range of learning difficulties.

Co-operative Teaching goes hand in hand with curriculum development.

The learning support teacher should focus attention on the pupils who are seen to be underachieving.

Arrangements in school must allow teachers time to discuss, plan and evaluate their co-operative approaches.

Short-term Support

This is a relatively minor role. It involves supporting pupils who have had an interruption to their schooling.

Staff Development

This can include presentations, joint working, guidance and advice inuse of materials and equipment, comments on guidelines and dissemination of information.

2. Person Centred Planning

The planning involves listening carefully to what is important to the pupil and their family. Everyone involved has an opportunity to offer ideas and suggestions. The action plan is recorded in an open way and the plan will be accessible to all participants.

At a person centred planning meeting

  • The focus is the pupil
  • Everyone works together
  • The plan is a shared document accessible to all
  • The pupil should be consulted before writing each item on the plan

The planning process can vary in content but will incorporate core features.

  • Supporting pupils and their families starts with listening carefully to what is important to them.
  • Who is invited to the meeting is agreed and if necessary negotiated with the pupil and their parents. The meeting may involve members of the wider family support network. The number of professionals may be restricted.
  • Everyone at the meeting will have an opportunity to offer ideas and suggestions.
  • Relevant staff and, where appropriate, support services are expected to take an active part.
  • The process integrates assessment information from pupils, parents, school staff and support services.
  • The action plan is recorded in an open way and the plan will be accessible to all participants. Where appropriate it may include graphics as well as words.
  • The role of the professionals is to help support the action plan
  • A key person is identified who is empowered to co-ordinate the school support.
  • Successful plans need a committed support team to follow up on agreed actions
  • Pupils and parents are central in deciding with whom the plan is shared

There are a number of practical requirements for a PCP meeting.

  • Ideally two people to take the meeting. One will seek participant’s views while the other records them.
  • A generous allowance of time. When pupils and parents are given the opportunity to ‘tell their own story’ they may have a lot to say. This is especially true on the first occasion.
  • Professionals need to prepare for the meeting. This will include ensuring that the pupil is enabled to express their views. The parents and other participants should be made aware of the general format of the meeting.
  • There are practical requirements for a ‘private’ space, a display area with paper and pens and comfortable chairs. A camera to record the plan is also useful.