ROLES AND RESPONSIBILITIES RELATED TO ASL
All CEC schools have access to a range of advice, CPD and support provided by: specialist teaching services, specialist advice/consultancy services and a number of centrally based individuals with a specific responsibility in the area of ASL. The following provides an overview of the various roles/responsibilities of these teams and individuals. It is intended to help ensure clarity for educational establishments and other agencies, thus supporting effective partnership working

Specialist Teaching Services

EAL (English as an Additional Language) / VTSS (Visiting Teaching Support Service) / HOTS (Hospital and Outreach Teaching Service)
  • Provide support for bilingual and minority ethnic learners (3-18yrs). This includes:
  • Language support for bilingual learners who need support because they are learning through English as an additional language
  • Support for learners from minority ethnic backgrounds who may experience barriers to inclusion
  • Provide support and written information/guidance to families to help parents/carers:
understand education system
gain involvement in their child’s learning
communicate more effectively with schools & other services
  • Provide advice, support & resources to schools and other support services to help develop:
successful parent partnerships
an inclusive environment & curriculum
effective race equality policy & practice
links with local community services, inc. local colleges
joint work with other services and agencies
appropriate teaching, assessment & placement strategies
Support:
  • partnership teaching
  • bilingual support for learners from some community language backgrounds
  • monitoring of child’s progress
  • assessment (on-going, referral)
  • gathering information for planning
  • ASL Planning
  • group consultations with BME parents/pupils
  • whole school improvement planning
  • CPD
  • support for transition at all key stages of education, including destinations beyond school
/
  • Provide support for children and young people (0 – 18yrs) who have a disability and, in the case of preschool children, are awaiting a diagnosis. This includes:
  • Preschool children whose needs arise from:
Sensory impairments
Communication difficulties
Complex Additional Support Needs
Challenging behaviour
  • Learners of any age who may have:
Hearing and/or visual impairment
Speech and language impairment
Autism Spectrum Condition (ASC)
Down Syndrome
Challenging behaviour as a result of a disability inc. ADHD
  • Provide support for families of children with disabilities
  • Provide advice, support & resources to schools and other support services to help develop:
  • successful parent & professional partnerships
  • an inclusive environment & curriculum
  • effective equality policy & practice
  • appropriate teaching and assessment strategies
Support:
  • Modelling of teaching strategies and specialist approaches/programmes
  • Contribution to reviews, individualised planning (ASP, IEP or CSP), transition processes
  • Advice on referral to other agencies
  • Provision of suitable/specialist learning materials
  • CPD
  • Joint working with Psychological Services, EAL and HOTS, and with social work and health
/
  • Provide support for vulnerable children and young people experiencing interrupted education. This includes:
  • Learners in primary schools with SEBN.
  • Learners of any age who are:
In hospital
At home but unable to attend school due to ill health
Excluded
Looked After and Accommodated
Gypsy or Occupational Travellers or Roma
Pregnant school girls or young mums
  • Provide advice, support & resources to schools and other support services to help develop:
an inclusive environment & curriculum
capacity to meet the needs of primary pupils with SEBN
joint work with other agencies
appropriate teaching, assessment and support strategies
Support:
  • Individualised and group/whole class teaching
  • Modelling of teaching strategies
  • Contribution to reviews, individualised planning (ASP, IEP or CSP).
  • Provision of suitable learning materials
  • LA support
  • A focused and coherent team approach to school improvement
  • CPD
  • Joint working with Psychological Services, EAL, VTSS and EWS, and with social work, health and voluntary agencies
  • Advice on referral to other agencies
  • Support for transition at all key stages of education, including destinations beyond school

Specialist Advice and Consultancy Services
Support for Learning Service / Psychological Services /
ICT ASL
  • Provide advice, training and guidance for teachers and other professionals whose work involves meeting the needs of children and young people (3-18yrs) with a range of additional support needs. This includes children and young people:
  • whose needs are exceptional
  • who have dyslexia
  • who are Looked After in other Authorities
  • who are highly able
  • Provide quality assurance for SfL staff in primary schools
  • Provide advice and support to schools, early years establishments and other support services to help ensure:
HTs, ASL Team Leaders and Support for Learning staff are able to meet the needs of children and young people with Additional Support for Learning needs.
An inclusive curriculum and learning environment
the effective use of Learning Assistants
Support:
  • to ensure high quality individual planning processes and formats(eg ASP/IEP/CSP)
  • to complete the annual Integration Support Audit
  • re transition of learners with exceptional needs
and also through:
  • Joint working with other partner services (including VTSS, EAL, HOTS, PS) & agencies.
  • CPD for all school staff, especially SfL teachers and LAs
  • Regular meetings for primary SfL staff at cluster level and city wide
/
  • Provide advice, support and guidance for parents /carers, educational establishments and other services and agencies to meet a range of ASL needs. This includes work with children and young people from pre school to post school. Psychological Services provide training, research and consultation services to schools and the authority, andsupports learners with:
  • learning difficulties/disabilities
  • social, emotional or behavioural needs
  • sensory impairments
  • physical or health needs
and those who are:
  • highly able
  • Looked After, inc out of Authority
Support:
  • Direct work with individuals, groups and occasionally with whole classes of pupils.
  • Contributions to Child Planning and Review Meetings
  • Assessment of learners’ needs
  • Advice about suitable learning materials
  • Integrated multi-agency approaches (eg GIRFEC) & joint working with other ASL Services, social work and health
and also through advice to ensure:
  • High quality individualised planning processes and formats (eg ASP/IEP/CSP)
  • Effective support arrangements in class/school inc. appropriate curricular/environmental adaptations
  • Appropriate teaching and/or management strategies
  • Effective transition planning and processes
  • Appropriate decisions about future placements
  • Timely referral to other agencies
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  • Provide advice and resources to enable children and young people (3-18) with a range of ASL needs, at Pathways to Support 3, to access the curriculum.
  • Provide appropriate equipment to support those with specific learning needs

Moving and Handling Service
  • Provide advice and resources to enable children and young people (3-18) with a range of ASL needs to access the curriculum. This includes advice, training and guidance for the support of learners with:
  • physical difficulties who may require moving and handling
Support:
  • Provision of aids and adaptations to enable access to the curriculum
  • Contribution to effective planning processes
  • Advice and support to ensure learners are involved in decisions about how they need to be moved and handled safely, and to promote independence and dignity

ASLSchool Nurse
  • Provide advice and training on implementing health care guidance.

Iona McLeod (ASL Coordinator)
  • Provides CPD, advice and ongoing support for ASL team leaders and all staff to ensure city wide compliance with ASL legislation.
  • Monitors the quality of individualised planning processes and formats.
  • Manages services: ICT ASL, Moving & Handling and School Nurse, as well as relevant budgets.

Morag Robertson (ASL Development) / Colin Robb & Amanda Knani (Quality DOs) /
Rosie Wilson(Manager: Special schools & specialist provision)
  • Supports and provides advice to schools to assess and meet the literacy needs of all pupils.
  • Supports SfL leaders via meetings, induction,policy
  • Provides CPD training (various ASL areas)
/
  • Meet with Designated Senior Managers & SfL/SfP Leaders, Social Workers and other agencies to raise attainment and improve outcomes for LAC.
  • Produce guidance and monitor the effectiveness of multi agency planning to meet the needs of LAC.
/
  • Provides strategic leadership, management and quality assurance of CEC special schools and specialist provision including:
  • Language classes
  • Secondary resource provision
  • Leads, manages and develops Head Teachers, teaching and management teams in special schools covering the full spectrum of additional support needs
  • Contributes to and influences national strategy and policy for special school provision.
  • Provides expert advice and reporting in these areas

Martin Vallely (Professional Services Manager) / Maria Lloyd (QIO, Pupil Support)
Provides strategic leadership and management of:
  • All ASL Teaching and Advisory support staff/services (as detailed above) Literacy Support and DOs
  • ASL in mainstream establishments
  • ASL policies & proceduresacross all sectors (inc. CSPs, pupil placement mediation, dispute resolution and Tribunals)
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  • Provides quality assurance of Pupil Support in secondary schools (inc DHTs & SfL/SfP Leaders)
  • Leads meetings for SfL Leaders and SfP Leaders in secondary schools
  • Links with other leaders to meet CPD needs of Secondary

Luan Porter (ASL Self Evaluation and Improvement)
/ Maria Plant (Inclusion Coordinator) / Moyra Wilson (Senior Education Manager)
Supports self evaluation & improvement planning:
  • Within and across ASL Services
  • Within and across Special Schools
  • To identify and monitor ASL priorities for all schools
/
  • Supports the monitoring and improving of exclusions,attendance and inclusion (inc. arrangements for home education and children missing from education) across all sectors
/ Provides strategic leadership and management of:
  • Inclusion, Pupil/Parent Support
  • Parental Engagement
  • Improving relationships to promote positive behaviour