| Support For Learning Policy
Curriculum Area: Support For Learning
Policy Leader :
Mrs C A Mackenzie
We are committed to the principle of inclusion. We believe that all children have the right to learn together and we must recognise and respond to the diverse needs of our pupils. All staff work together to enable all our pupils to achieve their potential.
A child has Special Educational Needs if he or she has a significantly greater difficulty in learning than the majority of children of the same age. A child may also have Special Educational Needs ifhe/she is more able/gifted and requires an enhanced programme of study to increase the breadth and depth of their knowledge, understanding and skills.
We acknowledge and endorse the guidance provided in:
- Inclusive Schooling
- Moving Forward. Additional Support for Learning
- Consultation on the Education (Additional Support for Learning0 ( Scotland) Act 2004
- Support for Learning 5-14
- Success for All
- Raising Standards – Setting Targets – Support Pack: Special Educational Needs (1999)
- A Manual of Good Practice in Special Educational Needs (1999)
- Raising Standards – Setting Targets – Target Setting within Individualised Educational Programmes
- P6-S2: More Able Pupils
- HMI Reports
IDENTIFICATION AND ASSESSMENT
The initial identification and assessment of emerging needs is the responsibility of the class teacher.
Progress through the class programme will be assessed as the child interacts with the learning Programmes. Individual strengths and needs will be identified.
Our aims are to:
- Identify children who are failing to make progress and require assistance and support to overcome barriers to learning.
- To determine appropriate forms of support.
We assess each pupil’s learning and support needs through consideration of:
- norm referenced tests
- criterion referenced assessments
- checklists of behaviours and skills
- pupil profiles and previous records
and through information provided:
- by parents
- through consultation with other professionals
- in examples of past and current work
- in minutes of review meetings and case conferences
- in Records of Need
- through psychological assessments
- by pupil interviews
The assessment will enable staff to build a profile of:
- the pupil’s needs as a learner
- curriculum issues
- social skills and relationships
- emotional behaviour
The information gathered will enable the school to plan a support programme in consultation with the appropriate internal and external staff, with parents and as appropriate with the pupil. Learning Programmes will be individualised through differentiation, modification, elaboration and/or adaptation. Where required, pupils will have an IEP. All pupils with a Record of Need will require an IEP.
ARRANGEMENTS FOR OPENING A RECORD OF NEED
Detailed guidance is provided in circular 4/96 and in Interchange 40 (SOEID 1996)
PROVIDING AN APPROPRIATE CURRICULUM
We acknowledge and follow advice contained in A Manual of Good Practice in Special Educational Needs ( Page 50 )
ROLES AND RESPONSIBILITIES
The Headteacher:
The Headteacher has overall responsibility for Support for Learning within the school. He is
supported in this role by the Support for Learning teacher in:
- ensuring that provision in place meets identified needs
- informing, meeting and consulting with parents on matters relating to provision
- organising and deploying resources
- requesting essential support from outwith the school
- evaluating the effectiveness of the provision
Class and subject teachers:
The initial identification of a pupil’s needs is by the class or subject teacher, who in turn refers this to the DHT/HT. Consultation then takes place with the Support for Learning Teacher, DHT/HT and Class/subject teacher and parents as to the most effective procedure to meet the pupil’s needs, e.g. withdrawal, in class support-collaboration/team teaching. Class/subject teacher consults with Support for Learning teacher on IEP for pupil.
Support for Learning Teacher:
The Support for Learning teacher has 4 main roles:
- teaching and tuition
- co-operative teaching
- consultancy
- staff development (Support for Learning 5-14 page 19)
Auxiliary Staff:
Some pupils with identified needs will be supported by auxiliary staff. Their duties include:
- pupil’s personal needs
- assisting pupils to carry out tasks specified by the teacher
- supervise pupils in and out of class activities
- accompany pupils on educational visits
- observe performance on task as directed and keep logs of work undertaken
EVALUATION AND REVIEW
This document is the result of collaboration and discussion amongst staff in our school. It will be reviewed and updated regularly. The proposed date for review is September 2005.
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