SAINT MARNOCK’S PRIMARY
Additional Support for Learning
Policy
2016/17
Additional Support for Learning Policy
Rationale
All our children and young people will grow and learn in an environment where they are safe, healthy, active, nurtured, achieving, respected, responsible and included. They will be valued as individuals and their needs will be understood and met.
‘Every Child Is Included and Supported’
At St Marnock’s Primary we are committed to promoting achievement and raising standards, providing an environment that encourages all pupils to develop their talents and abilities to the full. To this end the Broad General Education presented to each child should aim to meet his/her individual needs, aptitudes and abilities.
It is essential that every child has access to all aspects of the curriculum and that as teachers we are sensitive to the needs and views of all children in our care. In St Marnock’s Primary we actively encourage pupil voice and support each child in identifying and setting targets, recognising and celebrating achievements and sharing their learning at home. We are committed to working in partnership with parents and carers and strive to ensure they are included and consulted in all aspects of their child’s school career.
The support provided in our school endorses the aims of the National Improvement Framework for Scottish Education and the National Delivery Plan:
“… to ensure that every child - no matter where they are from or how well off their family is - has the same opportunities and an equal chance to succeed."
‘Delivery Plan for Scottish Education’
In St Marnock’s Primary we follow national and local guidelines demonstrating our commitment to ensuring we Get It Right For Every Child. St Marnock’s Primary staff and other agencies work co-operatively and collaboratively to support all children and families. Parents and carers are informed and consulted regularly and the child’s views sought (Appendix 1a and 1b). Please refer to the government document for more information on updated legislation.
We recognise that while all children in our school need support to learn, some of our pupils face greater barriers to learning and require additional support in overcoming these.
We acknowledge that additional support needs can arise from any factor, which can cause a barrier to learning, whether that factor relates to social, emotional, cognitive, linguistic, disability or family and care circumstances.
We have identified four broad areas which additional support needs may arise from. These are as follows:
- Pupils experiencing difficulties in learning and teaching.
- Pupils experiencing social, emotional and behavioural difficulties.
- Physical and/or medical needs.
- The more able child in need of additional challenge.
Aims
To provide a clear and organised framework within St Marnock’s Primary to allow pupils to work towards achievable targets and to reach their full potentialthrough a broad, balanced and appropriately differentiated curriculum designed to raise achievement and meet their individual needs.
To use a variety of assessment strategies and procedures for referring pupils who may require additional support or challenge and to enable early identification of those children with potential difficulties, and provide appropriate support.
To ensure the promotion of partnership and support between staff, pupils, parents, support agencies and professionals, to enhance the learning experience of those with additional support needs.
To effectively monitor and evaluate the progress of all the pupils in our school and ensure effective reporting to parents and carers.
Framework for Learning
All pupils are entitled to receive appropriate support to enable them to learn effectively. The first and essential sources of this support within every school are the Classroom Teachers. It is Class Teachers, based on their knowledge of and relationship with pupils, who carry the primary responsibility for using curriculum guidelines and for deploying and managing resources to support and develop each individual’s learning. Occasions may arise where additional support for learning is required from colleagues within and out with the school.
Through thorough forward planning the Class Teacher is responsible for providing differentiated activities within the learning environment to ensure all pupils have access to all aspects of the curriculum.
A variety of teaching styles and the use of teaching for effective learning strategies should be employed to provide a balance of class, group, paired and individual learning opportunities. Pace and challenge should be suited to individual needs and greater access to the curriculum should be facilitated by the use of ICT resources and opportunities for outdoor learning.
The Hidden Curriculum
It is of the utmost importance that all staff remain alert to the signals being picked up by children. Pre-conceived ideas of what a child can achieve can be communicated to a child without the member of staff realising. In St Marnock’s Primary we encourage a Growth Mindset approach (Appendix 2) where success is achievable for all.
We must ensure that the school ethos is one of a secure and caring environment where each child is valued and made to feel of worth despite any difficulties he/she may be experiencing.Our approach to each child must be positive and encouraging, building on the successes the child has achieved. At every stage of his/her school career the child should experience success and achieve a positive self-image.
Vulnerable/Looked After Pupils
Often pupils who are in our care will be subject to difficult family circumstances or may be under a Supervision Order from Social Work Services. The school recognises the need to provide a higher level of care and supervision for these pupils; looked after pupilswill be closely monitored by all staff. In addition to termly whole school monitoring, any children under a Supervision Order will be reviewed for support and a record will be kept of attainment and attendance. If concerns arise, appropriate referrals will be made to relevant professionals. In line with the Child Protection Act, all concerns should be reported and recorded in Pastoral Notes. Vulnerable pupils will be monitored under the Staged Intervention Model (Appendix 3a and 3b), and Wellbeing Assessment and Plans (WAPs) (Appendix 4) will be put in place. The child’s views will be gathered using the My World Triangle Assessment.
Children who have suffered bereavements, divorce or separation, or difficult changes in their lives should be monitored closely as they may require additional support on either a long or short term basis. Pupils from P4 – P7 may have the opportunity to participate in the Seasons for Growth Programme to help them cope with change and difficult circumstances.
Early assessment in the infant department determines the needs of those children who may require enhanced nurture support; all staff should strive to create a nurturing environment for all pupils based on the Nurturing Principles (Appendix 5). Boxhall assessments will be carried out on those children requiring nurture in their social and emotional development and, with parent/carer consent, targets will be set based on the child’s developmental stage. Additional support may be given by a member of the Senior Leadership Team (SLT) and Support for Learning Workers (SfLW) to achieve these targets. Monitoring of achievement and attainment is carried out throughout the school with the use of summative and formative assessments and observations, as well as advice given by associated professionals.
A chronology of significant changes or events in a child’s wellbeing must be recorded in Pastoral Notes.
Emergency Situations
In St Marnock’s Primary each classroom should have a red ‘Assistance Required’ card and a green ‘Medical Emergency’ card on display to be used in emergency situations. The Health and Safety guidelines should be followed in a medical emergency and a member of SLT should be alerted along with the current First Aider, Mrs Shearin.
If a child is presenting violent or aggressive behaviour, posing a health and safety risk to staff, pupils, him or herself the red ‘Assistance Required’ card should be used to alert a member of SLT immediately. The safety of all staff and pupils is a priority so care should be taken to evacuate the immediate area where the disruption is taking place whilst a member of SLT is alerted. A member of staff should remain in an area where there is visibility to the child causing disruption to ensure the child’s safety.
Nurture principles will be followed and a restorative approach used to resolve the situation and restore calm for the child concerned before issuing consequences for any actions. Please refer to St Marnock’s Primary Behaviour Policy.
Risk Assessments (Appendix 6) must be carried out for any child with enhanced physical or medical needs or whose behaviour poses a significant risk to themselves or others.
Partnership with Parents
Quality provision for meeting additional support needs is best achieved within the context of a positive ethos of partnership between school, parents and carers.
Parents and carers are informed and consulted at an early stage regarding their child’s needs, the school’s arrangements for meeting their child’s needs and also ways in which they can support their child at home. Details of parental involvement in WAPs are outlined in the WAPReview Schedule (Appendix 7). Parental involvement in Co-ordinated Support Plans (CSP’s)(Appendix 8) follow the guidelines from Glasgow City Council Every Child is Included and Supported, and the Education(Additional Support for Learning) (Scotland) Act 2004.
St Marnock’s Primary actively encourages parental participation in their child’s learning through formal meetings, telephone communication and reports written by the Class Teacher and ASN Co-ordinator.
Roles and Responsibilities
Head Teacher (Child Protection Co-ordinator)
The Head Teacher has the overall responsibility for the provision of effective additional support for learning, supported by the ASN Co-ordinator (DHT), and for the monitoring and evaluation of procedures as detailed in the policy statement. The Head Teacher is also the Child Protection Co-ordinator.
Depute Head Teacher (ASN Co-ordinator)
The Depute Head Teacher has overall responsibility for the co-ordination of learning support provision throughout the school. This will involve:
Supporting Class Teachers in fulfilling their role by ensuring appropriate support structures are in place.
Identifying pupilswho have additional support needs through liaison with the Head Teacher, Class Teachers and Parents/Carers, including more able children and children with English as an Additional Language (EAL)
Giving advice and guidance to Class Teachers with regard to support strategies and resources.
Devising and monitoring the effectiveness of support programmes.
Administration of screening and diagnostic procedures.
Co-operative and direct teaching of pupils with additional support needs.
Supporting staff in settingWAP targets and formulation of WAPs, and Individual/Group Support Plans(ISP,GSP) (Appendix 9a and 9b).
Monitoring and assessing WAP/ISP/GSPtargets in conjunction with Class Teachers and Principal Teachers.
Maintenance of records.
Initiating, reviewing and producing CSPs
Liaising with Educational Psychologists, other outside agencies, visiting specialists and local volunteer groups.
Annual whole school audit of ASN provision
Regular feedback to the Head Teacher on Support for Learning.
Principal Teachers
Principal Teachers have responsibility within their delegated areas to support Class Teachers in ASN provision. This may involve working with target groups or team teaching to support the needs of a child in the learning environmentand may include:
Administration of screening and diagnostic assessments within areas of responsibility.
Planning and implementing ISPs/GSPs in liaison with Class Teacher and ASN Co-ordinator.
Record keeping and evaluation of ISPs/GSPs and pupil progress.
Adapting and differentiating school based resources within delegated areas.
Class Teachers
Class Teachers are responsible for the progress of all children in his/her class and the provision of learning. They are the key personnel in meeting children’s needs through a variety of differentiated teaching approaches and strategies, giving all pupils the experience of a broad and balanced curriculum.
Effective approaches to be employed include:
Thorough forward planning to identify aims and evaluate learning and teaching.
Planning challenging and motivating learning experiences for all pupils.
Differentiation of the content and pace of learning.
Varied teaching styles that provide a balance of class, group, paired and individual learning opportunities.
Alternative methods of presenting the curriculum that cater for a range of learning abilities.
Flexibility in teaching style and approaches, which respond to the needs of the learner.
Providing adequate opportunities to reinforce prior learning.
The effective use of appropriate resources.
Continuous formative assessment, relevant summative assessment and appropriate record keeping.
Liaison with Principal Teacher, ASN Co-ordinator and SfLW’s to ensure adequate support for pupils.
Through normal classroom procedures, assessing an individual’s learning needs and where necessary making a referral to the ASN Co-ordinator using Referral Forms – Internal Request for Support(Appendix 10a) and External Request for Support (Appendix 10b)
Support for Learning Workers
SfLW’s should be managed effectively to provide support for children with additional support needs at the direction of the Class Teacher or ASN Co-ordinator and in accordance with their job description. This may include:
Providing individuals or small groups with support to consolidate previously taught skills, following a Teacherplanned programme of work.
Supporting pupils with emotional, social or behavioural difficulties.
Taking forward a support for learning initiative within the classroom or school situation.
Educational Psychologist/Other Agencies
At times a pupil with additional support needs may be presented at a Staged Intervention and Inclusion Meeting (SIIM) where the school’s Educational Psychologist and other education professionals will provide advice and support (Appendix 11a and 11b). If, following this advice and support, there remains a cause for concern, a pupil may be presented at a Joint Support Team Meeting (JST). At the JST meeting professionals from education and other agencies may offer support and advice and a decision may be made for more specific input from the Educational Psychologist or other agencies. The Educational Psychologist will accept invitations to attend review/transition meetings for any child on their caseload along with parents and any other agencies involved.
Often other agencies may be involved in supporting a pupil’s educational needs. This may take the form of a consultation meeting between the agency, the parents and the school or involve direct input with the child in school. Such agencies, Occupational Therapy, Speech and Language Therapy and Social Work Services, will work together with the school to provide a cohesive plan of support for the child and their parents.
Steps for Effective Identification and Assessment
Early identification of pupils with additional support needs is essential. Successful intervention at the early stages benefits all concerned. This does not necessarily mean that pupils identified during the early years will require learning support throughout their school career; equally additional support may be required for a child at a later stage in their school career. St Marnock’s Primary fully endorses and implements the Glasgow City Council Staged Intervention Frameworkto ensure that all children have their needs met in an open, fair and consistent way.
Staged intervention recognises that children facing barriers to their learning and development require differing levels of support and intervention
The Class Teacher should use early intervention strategies in the first instance to ensure that pupils who may be experiencing difficulties are given the appropriate support.
The following process outlinesrecommended steps in identifying and assessing pupils with additional support needs. The steps detailed below summarise how these are implemented in St Marnock’s Primary. Appendix 12 provides an overview of the referral and assessment process.
Identification of Difficulties
The Class Teacher will assess the pupil’s learning through classroom procedures. The teacher will, over a period of time, employ various teaching and learning strategies to overcome any difficulties highlighted by the assessment procedure. The Class Teacher will then reassess the pupil, making a record of difficulties faced by the pupil and their learning strengths.
At this stage (Stage 1) advice/support can be sought for assessment purposes from the ASN Co-ordinator.
Internal Request for Support to ASN Co-ordinator
and Support Planning
The Class Teacher will consult with the ASN Co-ordinator if the child’s difficulties persist despite action taken. In the first instance the Class Teacher will then complete an Internal Request for Support Form if support is required from school staff.
The ASN Co-ordinator may then arrange for further assessment of the child focusing on the area(s) highlighted in the request form.