Page 5Description of Additional Support Needs

And

Procedures

Revised April 09

Review August 2010

Revised June 2011

CONTENTS

Page 3Rationale

Purpose of Guidelines

Page 4Aims

Page 5Description of Additional Support Needs

Page 6Parents as Partners

Page 7Description of Support for Learning, Behaviour and Family Support

Page 8Roles and Responsibilities

Page 11A Guide to Support for Learning

Page 19A Guide to Behaviour Support

Page 23A Guide toFamily Support

Related PoliciesAnti Bullying

Child Protection

Looked After Children

Positive Discipline

Transition

PSD
Health

Substance Abuse

Page 25WholeSchool Management Overview

Page26List of Appendices

Page26References

‘Education authorities have a duty to establish procedures for identifying and meeting the additional support needs of every child for whose education they are responsible.’(Education (Additional Support for Learning) (Scotland) Act 2004)

RATIONALE

The Curriculum for Excellenceemphasises the importance of providing for children and young people who require some additional help with their learning. The Additional Support for Learning Act (Scotland) Act 2004 amended in 2009 reinforces a framework for supporting children and young people in their school education and ensures under the imperative Getting It Right for Every Child a common coordinated approach across all agencies to enable the delivery of appropriate , proportionate and timely help to any child or young person , as and when they need it. The Act aims to ensure that all children and young people are provided with the necessary support to help them work towards achieving their full potential stating any child can experience some difficulty with their learning at any stage in their school career. It also promotes collaborative working among all those supporting children and young people.

At BowhousePrimary Schoolevery child is encouraged to be a confident individual, effective contributor, responsible citizen and a successful learner. This is by the promotion ofeffective learning and teaching within a secure and stimulating environment where each child’s achievement is celebrated and they feel valued. All barriers to learning are identified and addressed and the needs of vulnerable children supported.

Pupils will be considered to have additional support needs when they require additional support to benefit from the education provided. Additional support can include, for example, physical resources, additional planning or raised staff awareness. Additional support-IEP should be recorded in a Class Teacher’s Forward Plan,

PURPOSE OF GUIDELINES

To develop the concept of Inclusive Education by providing all children with the means to succeed within our school.
To provide guidance and training for all staff on the provision of Support for Pupils (Behaviour, Learning and Social) as described in the Additional Support for Learning Act.
To assist in the review and evaluation process of our school’s current practices in respect of Support for Pupils.
Working in partnership with wider agencies and parents/carersto promote a whole-school approach to support pupil learning.

AIMS

Through implementation of our School Vision, Values and Aims we will :-

Implement early identification procedures of the specific needs of individuals including aptitudes and talents and take appropriate action.
Assist in developing a positive ethos of partnership between parents, pupils and the school.
Identify the individual roles and responsibilities of staff to deliver effective support for learning across the school.
Ensure teachers and support staff use the appropriate grouping, pacing, differentiation and use of resources thereby removing barriers to learning
Ensure appropriate supportand challengeis given to all children, including the more able child and/or the child with behavioural difficulties.
Implement the staged intervention process to support pupils in theirlearning and in their behaviour.
Identify and implement through Coordinated Children`s Services,( GIRFEC ),early intervention to meet the needs of a child which require external support.
Consider the views and feelings of the child in decisions made
Establish procedures for referral as part of the staged process of intervention.
Ensure staff are confident through training and are aware of the different levels of support available both internally and externally.
Make Pupil Support resources accessible for all staff and parents/carers.
Cater for the different learning styles of individuals and promote active learning.
Monitor the effectiveness and impact of Additional Support for Learning for all children and in particular,children who are Looked After.

DESCRIPTION OF ADDITIONAL SUPPORT NEEDS

All pupils experience learning differences and personal challenges at some point in their education. They may require support for a short time or for others, it may be throughout their school life.

Children and young people may require additional support for a variety of reasons and thismay include those who:

are Looked After
are on the Child Protection register
are Young Carers.
have motor or sensory impairments
are being bullied
are particularly able or talented
have experienced a bereavement
have a general learning difference or a specific learning difference
are living with parents who are abusing substances
are living with parents who have mental health problems
have English as an additional language (EAL)
are not attending school regularly
have emotional social or behavioural difficulties

The above list is not exhaustive nor should it be assumed that inclusion in the list automatically implies that additional support will be necessary.

The curriculum can be a major source of difficulty for some pupils. Only by dealing with the development of an appropriate curriculum,will an effective response be made to meeting additional support needs. Any effective response will have to be co-operative, collaborative, multi-disciplinary, cross-curricular, whole school, beyond school and inter-school.

PARENTS AS PARTNERS (The term parents applies to carers and/or guardians)

“Children learn what they live…..If a child lives with encouragement he learns confidence”

Source Unknown

A child achieves greater success where there is strong parental support and involvement and our school welcomes parents to discuss concerns they may have regarding their child. If a difficulty is recognised the Pupil Support Co-ordinator will work with parents to discuss areas of concern and to enlist their help and support.

Permission of parents must be sought when it is necessary to involve other agencies (including the Specific Learning Differences Teacher, Children`s Coordinated Services Team and Educational Psychologist) in assessing or supporting their child beyond normal assessment and observation procedures. Permission is assumed to have been granted, if no reply from the parent is returned to school.

Follow-up information regarding results of assessments, progress of child or reviews will be exchanged with parents regularly.

Cases where parents fail to work in partnership with the school for the benefit of their children will be reviewed on an individual basis.

DESCRIPTION OF SUPPORT FOR LEARNING (See blue pages)

The Staged Intervention Model (Appendix 2) will be followed for children perceived as having difficulties with their learning. Class teachers will complete a referral form (Appendix 3) for the Support for Learning Teacher indicating areas of difficulty for the child and the steps taken to meet the needs of the child.If necessary the support for learning teacher will observe and assess the child. After which an appointment will be made between the Support for Learning Teacher/Pupil Support Co-ordinator, SMT Additional Support for Learning Coordinator and parent to discuss the outcomes of this assessment and the support needed from home and school in order for the child to progress. This may involve the writing of an Individual Education Plan (IEP).

The support for learning teacher usually conducts review meetings of IEPs in January and in June (with the Additional Support for Learning Coordinator in attendance where possible). Parents’ input is vital and valuable. Parents need to be clear of the long and short-term targets, which have been set for their child, and of their role in supporting achievement of these targets and acknowledge this by signing the IEP. A copy of the report is then issued to parent/ carer, teacher and support for learning assistant to ensure effective communication of pupil needs.

The support for learning teacher is available for consultation with parents at parent evenings and open evenings as well as at other times when necessary.

DESCRIPTION OF BEHAVIOUR SUPPORT (See yellow pages)

Children may occasionally have difficulties with behaviour for a variety of reasons. After following our school `s positive behaviour policy it may become necessary for additional individual support to be implemented. Working in partnership with parents is the most effective way of supporting children in this area, therefore a meeting between the Additional Support for learning Coordinator,Behaviour Consultant (BECO) and parents will be arranged to discuss the best way forward. This may involve the writing of an Individual Education Plan (IEP) for behaviour.

IEP’s are reviewed regularlywith a member of the Management Team and Support for learning teacher with parents and carers, with long targets set for children who are low on the staged intervention process. Parents need to be clear of the targets, which have been set for their child, and of their role in supporting achievement of these targets.

Teachers are required to plan according to the targets detailed to support learning.

Coordinated Children`s Services

At Bowhouse, Family Support is offered through CCS team, based at Grangemouth High School. An Initial Referralwhich indicates the needs in line with GIRFEC, can be made to the team by all agencies and responded to by the Locality Manager. A bi -weekly meeting is held to consider all referrals.

ROLES AND RESPONSIBILITIES

In establishing roles and responsibilities in relation to support for pupils it is vital that all staff, including non-teaching staff, are aware of their personal role in supporting the learning and pastoral needs of all children and their responsibility in ensuring that our school develops and sustains an ethos of achievement. Support for Learning Assistants will meet regularly with the SFL teacher to ensure communication of pupil needs is effective.

SENIOR MANAGEMENT TEAM (SEE APPENDIX 4)

The Headteacher has the day-to-day management responsibility of all staff working in Bowhouse. The Headteacher/DHT will usually be the person to liaise with outside agencies. The Headteacher/DHT can access any of the external agencies if and when concerns arise. The Headteacher may seek advice, support or direct input from their teaching staff. Staff Development is also available from these agencies.

The Additional Support for Learning Coordinator for designated stages has responsibility for the co-ordination of Support for Learning. The DHT has responsibility for Child Protection, Looked After and N-P1. The Headteacher has responsibility for P2-7 children across the school.

Other Duties of SMT- ASL Coordinator

Quality Assurance of IEPS
Communication with all parties involved with individual pupils
Monitoring and co-ordination of identified pupils needs
Compilation of referrals to External Agencies
Accessing appropriate support from External Agencies
Attendance at Review meetings and Panel Hearings
Report to Education Authority, HMIe and Care Commission.

CLASS TEACHER

As part of their normal work class teachers should be able:

to recognise and be sensitive to the range and diversity of difficulties which children meet
within the curricular framework of the school, to design or select appropriate teaching programmes to match the range of pupil abilities
within these programmes, to select and use a suitable range of methods to reduce the possibility of learning/behaviour difficulties arising
to recognise possible causes of those difficulties which still continue to arise within these programmes
to seek advice and support from the support staff as necessary
to identify and share with SMT training needs to support children with needs.
to implement, review and evaluate targets in IEP’s as part of on-going planning and evaluation.
to ensure children are working towards achieving their individual targets

All pupils are the responsibility of the class teacher. Therefore the class teacher should provide a curriculum which:

promotes success
differentiates learning to reduce barriers to learning.
caters for different learning styles through differing teaching methodologies and resources
promote use of ICT and active learning
addresses difficulties as they occur and challenges the more able child
is appropriate for all children and differentiated
uses children’s strengths
builds confidence to succeed and celebrates success

The class teacher should consider the following:

sequence of skills, concepts and knowledge
learning objectives, teaching strategies and methods
teaching materials
assessment outcomes
language content
individual learning needs
motivators
provide feedback such as self-assessment
share learning intentions
direct support of the SFL assistants in class when timetabled to be present.

If after a period agreed following consultation with SLT the child is still not responding to the teacher’s programme or is showing persistent difficulty, class teachers should then follow the guidelines outlined in the flowcharts related to the specific nature of the difficulty.

See p8 for staff with roles and responsibilities specific to their own area of support.

PUPILS

It is the responsibility of all pupils to

know and follow the Golden Rules
behave in an appropriate manner whilst in school
use assessment for learning strategies to self assess difficulties, level of challenge and individual progress to progress in their learning and if necessary in their behaviour
try their best at all times and work towards becoming an independent learner
be aware of their individual IEP targets and work towards achieving them – evaluation progress with the class teacher regularly.

PARENTS/CARERS

It is the responsibility of all parents/carers to

support their child through engagement in discussion about their learning
support their child by ensuring good time-keeping and good attendance
send their child to school with equipment needed and homework completed to the child’s best ability
raise concerns about learning with class teacher
work with the school to support their child’s learning by attending meetings and parents nights
attend review meetings and contribute to the targets agreed.

Bowhouse Primary

OVERVIEW-Guide to Support for Learning

CHILDREN CAN MOVE BACK AND FORTH BETWEEN STAGES DEPENDING ON ACHIEVEMENT BEING MADE AND IN AGREEMENT WITH PARENTS/CARERS.

GUIDE TO SUPPORT FOR LEARNING

ROLES AND RESPONSIBILITIES

SUPPORT FOR LEARNING TEACHER

Epsen identifies 5 roles for a support for learning teacher. They are:

Consultancy: should be seen as the gathering of information, the giving or receiving of information or giving assistance to another colleague. Those who may be involved in this area are Support teachers, class teachers (including High School staff), senior management team, parents, child and other professionals. This includes analysing and using school assessment such as Baseline and GL Assessments.
Liaison with partner agencies: area which covers the assessment of the child/children and the drawing up of the IEP. It may also cover those situations where the S. for L. teacher is involved with a child who requires a specialist service and to be supported in his acquisition of skills related to this e.g. a child receiving a laptop computer for the first time.
Co-operative teaching: situations where the S. for L. teacher and class teacher work together to meet the needs of the class as a whole e.g. introducing the next sound in the phonics scheme or give individual/group support where required. Normally both teachers would be working in the classroom but there may be situations where the size or layout of the classroom does not make this practical.
Direct teaching: situations where the support for learning teacher teaches a child/children in a quiet, disruption-free area out of their classroom. Direct teaching may also be where the S. for L. teacher takes over the class or group to allow the class teacher to work with the child/children with learning differences.
Contributing to staff development: S. for L. staff sharing their knowledge of specific areas to assist the professional development of colleagues.

At present Bowhouse Primary has a support for learning teacher threedays a week who is involved in most stages throughout the school. In this school the support for learning teacher works with small groups of children mostly within the classroom but occasionally out of the classroom. When withdrawing children from the classroom for targeted / specific support the group of children will work in an appropriate area of the school.

The work taught by the support for learning teacher should reinforce and compliment the work being taught by the class teacher and all assessments including diagnostic and national assessments are tracked across the school. The class teachers and the support for learning teacher plan together what work will be taught with the children who require support in their learning at the beginning of each term and regular review meetings are held throughout the year.

Allocation of time from the SLT will be dependent on the needs of the individual children within each class/stage. It is therefore imperative that as needs change the Class teachers inform the Pupil Support Co-ordinator at the termly meeting or before.

SUPPORT FOR LEARNING ASSISTANT (SFLA-STAFF OFFICERS)

The Support for Learning Assistant (SfLA)will liaise with class teachers and the Support For Learning Teacher to work with and support those children identified through the pupil support policy as having additional support needs. The SfLA will work on targets and activities set by the class teacher, which will enhance pupil progress. The SfLA’s responsibilities will not include direct teaching or target setting but rather will be to reinforce the class teacher’s teaching and to support pupil learning. The support for learning teacher is available to give training to SfLAs in the use of Alphasmarts, Toe by Toes, Ace dictionaries, etc. This training would usually occur as required.The support for learning teacher consults on IEP targets and requests feedback.The Pupil Support Co-ordinator will consult on timetables, individual IEP targets and monitor reviews on a rotational timetable .

EXTERNAL AGENCIES – LEARNING SUPPORT