Pupil Support

Curriculum for ExcellenceMEETING LEARNERS NEEDS and SUPPORTING PUPILS Milngavie Primary School welcomes the opportunity under the education act Education (Additional support for Learning)(Scotland) Act 2004 (amended 2009) to:Identify  the needs of  individual  children and young people who require additional support with their learning

Assess individual needs 
Provide appropriate support and  provisions are  made with the purpose of ensuring that each learner can benefit from the school education received to his or her fullest potential
Such needs are kept under review.The purpose of this policy is to outline the mechanisms whereby children are identified, assessed, make provision for, monitored and reviewed. Milngavie primary School ensures the following approaches are taken when considering a child requiring additional support;

·         Early identification with a focus on wellbeing to improve outcomes for our children

·         A holistic, non-judgmental view of their circumstances

·         Views of the involved parties are taken into consideration

·         Adopting the least intrusive and most effective course of action

·         Take account of issues such as diversity and equality to ensure outcomes do not discriminate

·         Working in partnership to secure education for their child whilst promoting all aspects of their health and well being

girfecThere are four stages for consideration for a child requiring support within Milngavie Primary School:

Barriers to learning could arise from the following circumstances:

·         Learning environment factors

·         Changing family circumstances

·         Attachment issues

·         Emotional needs

·         Health needs and disability

girfecSUPPORTING PUPILS through Staged intervention

Additional support needs can arise from any factor which causes a barrier to learning, and for a variety of reasons at different points in a child’s educational journey they may experience barrier to their learning and require support.  Some difficulties may be short term, whilst others may be long term.  It is important for the child that additional support needs are identified as early as possible to plan and implement appropriate support and monitor its effectiveness, to stop further difficulties developing and maximise learning opportunities.

There are three stages to the staged intervention process, the support is tailored to be the most appropriate and least intrusive and involves the following:

·         Robust consultation - SMT, staff , parents, children  through support for learning consultations, teaching & learning meetings, transitions discussions

·         Rigorous and timetabled consultations with Educational Psychologist, support agencies through PSG

·         learning and support plans which record the needs of individual pupils;

·         Structured monitoring and review cycle

·         Flexible approach- short/long term; movement between stages

Identification

Initially pupils who are exhibiting barriers to learning and are not on a staged intervention programme will have a ‘Notes of Concern’ paper work completed and forwarded to the Support for Learning co-ordinator for discussion and interventions put in place as required.  Based on this first intervention, pupils may follow a number of paths outlined below:

 

STAGE 1 in more detail

Stage 1: class or group based strategies delivered by staff, taking account of the following:

          Early identification of barriers to learning

          Assessment of needs and screening using techniques appropriate for age and stage of needs

          Inclusive approach/consultation -parents, staff, children, support services

          Support strategies agreed, implemented and recorded-adaptation, differentiation

          Structured monitoring and review cycle – next steps

          Overview of support – DHT; Team Leader; Key worker, with appropriate recordin

 

STAGE 2 in more detail

Stage 2: Input from appropriate educational services out with the school but within the authority, taking account of the following:

          Wellbeing Assessment to assess strengths and needs

          Parent and child’s views integral – holistic picture

          Stage 1 records discussed and take account of prior learning/experiences

          Further consultation/input from partners

          Support Plan drawn up – focus on main barrier to learning and strategies formed (SHANARI)

          Plan cycle implemented, shared with parents, staff, partners, child

          Structured monitoring and review cycle

          Overview of support – DHT(Learning Support), Team Leader, Key worker for nursery children, DHT(Learning Support), class teacher , key workers and professionals

STAGE 3 in more detail

Stage 3: Input from other agencies in addition to education support services, taking account of the following:

          Update Wellbeing assessment

          Stage 3 plan drawn up – significant individualisation of learning and/or substantial adaptation of curriculum

          Staff work collaboratively with parents and appropriate services out with setting – Health, Social Work, CAMHS,

          Physical adaptations to building may be necessary

          Support Plan drawn up – focus on main barrier to learning and strategies formed (SHANARI)

          Plan cycle implemented, shared with parents, staff, partners, child

          Structured monitoring and review cycle

          Overview of support – DHT(Learning Support), Team Leader, Key worker for nursery children, DHT(Learning Support), class teacher , key workers and professionals

 

Pupils generally will enter the stage process at stage 1 but may move backwards and forwards, flexibility allowing and ensuring appropriate interventions are in place.

For children on stage 2 or 3 support plans and a Health and Wellbeing assessment requires to be written by class teacher.

Support for learning co-ordinator in the school ensures the effectiveness of the support system in the school, as laid out in the East Dunbartonshire guidelines.

 

SUPPORTING PUPILS through PSG(Pupil Support Groups)

Milngavie Primary School through the support for learning team ensures that pupils are supported as required through their nursery and primary education. Pupils whom are exhibiting barriers to learning and are not on a staged intervention programme but have had concerns raised about them maybe brought to the next PSG for discussion if there has been no improvement seen after the implementation of appropriate interventions,  prior to being put on the STINT programme.  This will allow the concerns of the teacher to be discussed with a broader range of professionals.

Key questions for consideration when considering how to improve outcomes are:

·         What is getting in the way of this child’s well-being?

·         Do I have all the information I need to help this child?

·         What can I do now to help this child?(Stage 1)

·         What can my agency do to help this child?(Stage 2)

·         What additional help, if any, maybe needed from others?(Stage 3)

PSG are held every term with appropriate professionals to ensure appropriate actions are taken.

SUPPORTING PUPILS on Staged Intervention Plans  through PSG(Pupil Support Groups)

Pupils on STINT plans can also be brought to PSG discussions, this maybe as part of a cohort of similar needs to allow in depth professional discussions and provision of universal support  or as individuals, with individuals parents/carers and pupils views will be sought in advance and said individuals made aware of outcomes.

Reviewing PSG Outcomes

Through the activities of the Support for Leaning Co-ordinator the school will regularly monitor and review the effectiveness of the Pupil Support Groups.

Record keeping

Milngavie primary School ensures at that all the appropriate East Dunbartonshire Support for learning paper work is in place, with all originals held within the pupil’s PPR and reviewed regularly.  In addition all pupils with Stage intervention 2 or 3 documentation have their information logged on the authorities SEEMIS system.  Staged 2 and 3 health and Wellbeing plans are reviewed yearly.

Minutes of review meetings with appropriate professionals are sent to meeting attendees and copies are held in the pupil’s PPR along with other relevant documentation.

Transition

Periods of transition in a child school life include nursery to primary school, year to year and primary to secondary.  Children with additional support needs may require additional support at these times and these are put in place through discussion with the appropriate professional and dialogue with parent/carers and pupils.  Continuity, progression and maintenance of appropriate provision is ensured

References

Pupil support groups within a GIRFEC context East Dunbartonshire Council Appendix 1

Supporting Learners through staged intervention: Guidance notes September 2012 East Dunbartonshire Council