PUPIL SUPPORT
RosshallAcademy is proud of the support it gives to any pupil who during the courseof their school career might require some level of support. The pupil is then recognised
as having an ASN (Additional Support Need) whether it be Behavioural, Pastoral orAcademic. In accordance with City Council Policy, Pupil Support is very much a team
exercise with Behaviour and Learning coming together in August 2007 as a Faculty ledby Mrs Carey, who in turn works very closely with the Pastoral Care team. Ms Brown,
PT of the Visual Impairment Unit (VI) also collaborates in wider team decisions. Thisgrouping is now known as the Pupil Support Team (PST), the overall responsibility
for which lies with Mr Keith (DHT).
Pupil Support Team Remit
• Effective transition arrangements from Primary to Secondary and fromSecondary to Employment and /or Further and Higher Education.
• To be responsive to parental enquiries and requests regarding their child’sprogress.
• To consult with staff in identifying pupils who might be experiencing barriers tolearning.
• To consult with staff in identifying pupils whose behaviour could impede theirown and others education.
• To collaborate with Psychological Services and Social Work and other relevantoutside agencies in the wider workings of the Integrated Support Team (IST).
As indicated earlier the implementation of the ASL Act (2004) means that those pupilswho experience a barrier to their learning for any period during their school career
is entitled to support. This is planned, co-ordinated and reviewed systematically. InRosshallAcademy these supports are organised by ASL teachers and support staff
through a variety of measures such as
• Working with individuals
• Working with small groups
• Working in partnership within classes
• Working collaboratively with colleagues across the curriculum
• Involving partnership agencies
• Co-ordinating and providing alternative arrangements for SQA presentation.
ADDITIONAL SUPPORT NEEDS/ACCESSIBILITY STRATEGY
The school has a duty to ensure that all our pupils have equal access to the curriculum,supported as appropriate to their individual needs. This covers not only the content oflessons and teaching strategies but also minoradaptations to the physical environmentof our buildings to address the needs of pupils with physical or sensory impairments,including the relocation of classes to the ground floor where feasible. We also need toensure that parents and carers who have a disability have equal access to informationabout their children. This willinvolve, for example, relocating the venue for parents/
guardians meetings to facilitate physical access; provision of an interpreter for deafpeople; agreeing a phone contact system to provide direct feedback to parents and
carers.
PhysicalAccessRosshallAcademy is a new purpose-built school. As suchit has in-built features to support access including liftsramps.
Each floor has accessible toilet facilities.
Communication Regular planned parents’ meetings take place during theschool year. These normally take place in the Social Spacewhich provides full access to any parent or carer who hasa disability.
Curriculum The school provides a full range of courses S1 through toS6. Depending on the nature of a pupil’s needs appropriatedifferentiation is provided in a number of ways including:
learning support, visual impairment specialist provision,
certificated courses at Access through to Advanced Higher
and university entrance. All within the resources provided
by the local authority.
Staff Development Staff are fully briefed on the needs of individual pupils.
General awareness of various conditions and their support
needs are addressed by visiting speakers and specialists tostaff training days.
PASTORAL CARE
As in other schools in Glasgow Division, there is in RosshallAcademy a well-organisedPastoral Care System. Pupils are assigned to a Principal Teacher of Pastoral Care, whowill support the group as it goes through school. Pupils and parents are encouragedto turn first to their child’s Pastoral Care teacher when any problem or difficulty arises.The Pastoral Care teacher will also teach their caseload where possible.
Teacher S1 S2 S3 S4 S5 S6
Ms Mulligan 1.1
1.4
1.12
2.2
2.8
3.1
3.2
3.12
4.2
4.7
ReturningS4 Cohort
ReturningS5 Cohort
Mr McGraw
1.3
1.7
2.3
2.9
3.3
3.7
3.9
4.8
4.12
ReturningS4 Cohort
ReturningS5 Cohort
Ms Sharp
1.2
1.11
2.1
2.4
2.11
3.4
3.11
4.1
4.5
4.6
ReturningS4 Cohort
ReturningS5 Cohort
Mr Berry
1.9
1.5
2.6
2.10
2.12
3.10
3.8
4.3
4.4
4.10
ReturningS4 Cohort
ReturningS5 Cohort
Mrs Robertson
1.6
1.8
1.10
2.5
2.7
3.5
3.6
4.9
4.11
ReturningS4 Cohort
ReturningS5 Cohort
Pastoral Care S1-S2:
✦to help the pupil make a smooth transfer from primary to secondary school;
✦to help him/her adjust to new surroundings - and to be available with advice andassistance when required;
✦to be available for consultation by parents who wish to become moreconversant with the progress of their children, and by asking for additionalinformation from colleagues on the school staff, to be able to give such
parents fairly comprehensive reports on the children’s progress and behaviour;
✦to identify under-achievers, and to attempt to determine the reasons for theslowness of their progress - and liaise with the Faculty Head ASL;
✦to be on the lookout for potentially troublesome pupils, and to prevent thembecoming hindrances to themselves and to other pupils and liaise withthe Faculty Head ASL;
✦to co-operate with parents, social workers and other external agenciesand thereby try to help the pupils to surmount any relevant internal difficultywhich may be affecting their educational life;
✦to monitor attendance and to co-operate with Education Liaison Officer.
✦to help transfer to S3 and prepare pupils for subject choice for the future.
Pastoral Care S3-S6:
As pupils move up the school, into S3 and beyond, the Pastoral Care Staff continueto closely monitor each group, with emphasis now shifting to provision of advice oncollege and university courses, and careers in general. In this process the CareersService is directly involved and speakers from Industry and Higher Education visitthe school to talk to seniors, give advice, and answer queries.
In a large school such as RosshallAcademy, Pastoral Care is particularly importantand the Pastoral Care staff are responsible for administering a system set up to monitor
the progress of each individual pupil; a system which is co-ordinated by the DeputeHead Teacher. Pastoral Care staff are responsible for the curricular, personal and
careers guidance of the pupil.
Parents should note that members of the Pupil Support Team are available for
consultation by arrangement.
Pupil Support Team
Mr Berry (PT Pastoral Care), Ms Currie (EEO),
Mr Keith (Depute Head Teacher), Ms Brown (PT VI Unit)
Mr McGraw (Acting PT Pastoral Care), Mrs Carey (FH ASL),
Mrs Robertson (PT Pastoral Care), Ms Mulligan (PT Pastoral Care), Ms Sharp (PT Pastoral Care)