Embedded Files
All children need support to help them learn and fulfil their potential. Some children need more support than others. The level and form of help will be determined by an assessment of the child’s needs. Our school has facilities for disabled toileting, changing table/bed for children with physical needs and shower cubicle.
All children need support to help them learn and fulfil their potential. Some children need more support than others. The level and form of help will be determined by an assessment of the child’s needs. Our school has facilities for disabled toileting, changing table/bed for children with physical needs and shower cubicle.
We follow a Staged Approach for identifying and providing support for pupils who, for any reason, are having difficulty with their learning. Parents are involved in all stages of this approach.
We follow a Staged Approach for identifying and providing support for pupils who, for any reason, are having difficulty with their learning. Parents are involved in all stages of this approach.
At Stage 1 the child’s needs are addressed through normal classroom or nursery management, eg some extra time with the teacher to go over an aspect of learning the child is having difficulty with.
At Stage 1 the child’s needs are addressed through normal classroom or nursery management, eg some extra time with the teacher to go over an aspect of learning the child is having difficulty with.
Where normal classroom management does not, or is assessed as not being sufficient to, address a child’s needs, Stage 2, accesses additional support for learning within the school. At this stage the Additional Support Needs Teacher or a Pupil Support Assistant will work in close collaboration with the class teacher to give some extra support.
Where normal classroom management does not, or is assessed as not being sufficient to, address a child’s needs, Stage 2, accesses additional support for learning within the school. At this stage the Additional Support Needs Teacher or a Pupil Support Assistant will work in close collaboration with the class teacher to give some extra support.
Stage 3 involves a Universal Child's Plan that accesses specialist additional support for learning from education services from out with the school.
Stage 3 involves a Universal Child's Plan that accesses specialist additional support for learning from education services from out with the school.
Stage 4 involves access to multi-agency children’s services, as the child’s needs are more complex. This again requires to be recorded on a child’s plan with the wider multi-agency core group members (see below) being recorded as partners to the plan
Stage 4 involves access to multi-agency children’s services, as the child’s needs are more complex. This again requires to be recorded on a child’s plan with the wider multi-agency core group members (see below) being recorded as partners to the plan
Stage 4 also includes those children who fulfil the criteria for a Co-ordinated Support Plan.
Stage 4 also includes those children who fulfil the criteria for a Co-ordinated Support Plan.
Multi Agency Group
Multi Agency Group
Roughly once a month, the Multi-Agency Group working with the school meets to consider how best to support the needs of specific pupils through a Solution Focussed Meeting. This group may include school staff, Educational Psychologist, School Nurse, Primary Mental Health Worker and Practice Lead. Parents are fully involved in these meetings and can bring someone along with them for support. The Head Teacher will be happy to discuss the workings of the Multi Agency Group with parents ahead of any meeting.
Roughly once a month, the Multi-Agency Group working with the school meets to consider how best to support the needs of specific pupils through a Solution Focussed Meeting. This group may include school staff, Educational Psychologist, School Nurse, Primary Mental Health Worker and Practice Lead. Parents are fully involved in these meetings and can bring someone along with them for support. The Head Teacher will be happy to discuss the workings of the Multi Agency Group with parents ahead of any meeting.
We also have a Children’s Services Worker based in the school. Audrey Anderson is employed by Social Work and is based within the school. She will work with identified individual pupils and small groups offering a further level of support.
We also have a Children’s Services Worker based in the school. Audrey Anderson is employed by Social Work and is based within the school. She will work with identified individual pupils and small groups offering a further level of support.
Parents wishing to enquire about their child’s progress are invited to get in touch with his/her class teacher in the first instance.
Parents wishing to enquire about their child’s progress are invited to get in touch with his/her class teacher in the first instance.
Further information and advice for parents about Additional Support can also be found on:
Further information and advice for parents about Additional Support can also be found on:
Information about the 2009 Additional Support for Learning Act: http://www.legislation.gov.uk/asp/2009/7/contents
Information about the 2009 Additional Support for Learning Act: http://www.legislation.gov.uk/asp/2009/7/contents
Legal information
Legal information
The Education (Additional Support for Learning) (Scotland) Act 2004 came into force in November 2005. In June 2009, the Act was amended. These amendments form the Education (Additional Support for Learning) (Scotland) Act 2009.
The Education (Additional Support for Learning) (Scotland) Act 2004 came into force in November 2005. In June 2009, the Act was amended. These amendments form the Education (Additional Support for Learning) (Scotland) Act 2009.
What does this mean for pupils and parents?
What does this mean for pupils and parents?
The Act doesn’t change the basic purpose of the 2004 Act – it aims to strengthen some duties under the Act and clarify parts that have been confusing.
The Act doesn’t change the basic purpose of the 2004 Act – it aims to strengthen some duties under the Act and clarify parts that have been confusing.
Here are some of the main changes:
Here are some of the main changes:
• Under the 2004 Act ‘additional support’ means support that is provided in a classroom or a school. The 2009 Act changes this to include support that is given out of school but that helps a child get the most out of their school education. This could include a social worker helping a child who refuses to go to school or a mental health nurse supporting a child to cope with issues affecting their school life.
• Under the 2004 Act ‘additional support’ means support that is provided in a classroom or a school. The 2009 Act changes this to include support that is given out of school but that helps a child get the most out of their school education. This could include a social worker helping a child who refuses to go to school or a mental health nurse supporting a child to cope with issues affecting their school life.
• Children who are looked after by a local authority will automatically be assumed to have additional support needs. For looked after children who don’t need extra help this will have little impact. For those who do need help it will make sure their needs are considered as they move through school or if they change school. Local authorities will also be expected to check whether these children require a Co-ordinated Support Plan (CSP) or not.
• Children who are looked after by a local authority will automatically be assumed to have additional support needs. For looked after children who don’t need extra help this will have little impact. For those who do need help it will make sure their needs are considered as they move through school or if they change school. Local authorities will also be expected to check whether these children require a Co-ordinated Support Plan (CSP) or not.
• The 2009 Act allows parents to ask their local authority for a specific type of assessment at any time. Under the 2004 Act parents had this right only when asking the education authority to identify whether their child had additional support needs or when asking the education authority whether their child required a CSP.
• The 2009 Act allows parents to ask their local authority for a specific type of assessment at any time. Under the 2004 Act parents had this right only when asking the education authority to identify whether their child had additional support needs or when asking the education authority whether their child required a CSP.
• The duties that local authorities have towards young disabled children have been strengthened. Under the new Act local authorities have a duty to assess disabled children aged between 0 and 3 and provide them with additional support, if required, in agreement with their parents.
• The duties that local authorities have towards young disabled children have been strengthened. Under the new Act local authorities have a duty to assess disabled children aged between 0 and 3 and provide them with additional support, if required, in agreement with their parents.
• Local authorities will have to publish information on where parents and carers can find help, information and advice, including contact details for Enquire. Local authorities will have to make sure that a summary of this information (including details of dispute resolution and mediation services) is available from all schools (and other sites that provide education). They also need to make sure this information is included in school handbooks and on their website.
• Local authorities will have to publish information on where parents and carers can find help, information and advice, including contact details for Enquire. Local authorities will have to make sure that a summary of this information (including details of dispute resolution and mediation services) is available from all schools (and other sites that provide education). They also need to make sure this information is included in school handbooks and on their website.
• There is a section about placing requests that states that parents of children with additional support needs, (including those that have CSPs) can make placing requests to any school in Scotland including schools outside of the local authority area they live in.
• There is a section about placing requests that states that parents of children with additional support needs, (including those that have CSPs) can make placing requests to any school in Scotland including schools outside of the local authority area they live in.
• All appeals about placing requests to special schools (whether the child has a CSP or not) will be referred to the Additional Support Needs Tribunal. Some of the changes made in the 2009 Act deal specifically with children who have, or may require a CSP, and in particular to disagreements between local authorities and parents about the CSP.
• All appeals about placing requests to special schools (whether the child has a CSP or not) will be referred to the Additional Support Needs Tribunal. Some of the changes made in the 2009 Act deal specifically with children who have, or may require a CSP, and in particular to disagreements between local authorities and parents about the CSP.
• The Act extends the reasons that a parent or young person can make a referral (called a reference) to the Additional Support Needs Tribunal. Parents can make a referral when a local authority decides that a child does not need a CSP but also when local authorities have: failed to provide the additional support set out in the CSP; not responded to a parent’s request to find out whether their child needs a CSP within a given time; or, after having said they will consider whether a CSP is required have not made a decision (within a given time) on whether the child needs a CSP or not.
• The Act extends the reasons that a parent or young person can make a referral (called a reference) to the Additional Support Needs Tribunal. Parents can make a referral when a local authority decides that a child does not need a CSP but also when local authorities have: failed to provide the additional support set out in the CSP; not responded to a parent’s request to find out whether their child needs a CSP within a given time; or, after having said they will consider whether a CSP is required have not made a decision (within a given time) on whether the child needs a CSP or not.
• The Act also gives the Additional Support Needs Tribunal extra powers to force local authorities to provide, or make arrangements providing additional support that is set out in a CSP if they have not done so.
• The Act also gives the Additional Support Needs Tribunal extra powers to force local authorities to provide, or make arrangements providing additional support that is set out in a CSP if they have not done so.
• The new Act includes a duty for the Scottish Government to fund a national independent advocacy service (on request and free of charge) to support parents and young people in Additional Support Needs Tribunal proceedings.
• The new Act includes a duty for the Scottish Government to fund a national independent advocacy service (on request and free of charge) to support parents and young people in Additional Support Needs Tribunal proceedings.
The above points do not include all the changes resulting from the 2009 Act but simply cover the main points. Throughout the summer Enquire will be changing all their guides and fact sheets to take account of the 2009 Act.
The above points do not include all the changes resulting from the 2009 Act but simply cover the main points. Throughout the summer Enquire will be changing all their guides and fact sheets to take account of the 2009 Act.
If you have any questions about the 2009 Act
If you have any questions about the 2009 Act
Please contact the Enquire Helpline on 0845 123 2303 or by email on
Please contact the Enquire Helpline on 0845 123 2303 or by email on
info@enquire.org.uk
info@enquire.org.uk
Other organisations which provide advice, further information and support to parents of children and young people with ASN:-
Other organisations which provide advice, further information and support to parents of children and young people with ASN:-
(a) Children in Scotland: Working for Children and Their Families, trading as “Enquire – the Scottish advice and information service for additional support for learning”, a charitable body registered in Scotland under registration number SC003527; http://enquire.org.uk/
(a) Children in Scotland: Working for Children and Their Families, trading as “Enquire – the Scottish advice and information service for additional support for learning”, a charitable body registered in Scotland under registration number SC003527; http://enquire.org.uk/
(b) Scottish Independent Advocacy Alliance, a charitable body registered in Scotland under registration number SC033576; and
(b) Scottish Independent Advocacy Alliance, a charitable body registered in Scotland under registration number SC033576; and
(c) Scottish Child Law Centre, a charitable body registered in Scotland under registration number SCO12741.”
(c) Scottish Child Law Centre, a charitable body registered in Scotland under registration number SCO12741.”
In addition to in-class support at Duncan Forbes, this year we established an enhanced provision within the school called The NEST. Pupils are allocated a space in The NEST by going through a Joint Admissions Group (JAG) assessment which involves providing reports from those involved with the pupil along with an Educational Psychologist observation. At the meeting the reports are shared and appropriate placements for pupils are decided.
In addition to in-class support at Duncan Forbes, this year we established an enhanced provision within the school called The NEST. Pupils are allocated a space in The NEST by going through a Joint Admissions Group (JAG) assessment which involves providing reports from those involved with the pupil along with an Educational Psychologist observation. At the meeting the reports are shared and appropriate placements for pupils are decided.
The NEST is a sensory based nurture support within the school. Pupils within The NEST are mostly following an elaborated curriculum such as Foundation Milestones (further information below) along with a Child's Plan. They may also an Individualised Education Plan (IEP) and medical protocols in place if required.
The NEST is a sensory based nurture support within the school. Pupils within The NEST are mostly following an elaborated curriculum such as Foundation Milestones (further information below) along with a Child's Plan. They may also an Individualised Education Plan (IEP) and medical protocols in place if required.
The staffing within The NEST is of a higher ratio of staff to pupil than within the rest of the school due to the significant needs of the children who attend. All children who are placed in The NEST will still have opportunities to socialise and learn alongside their peers and will be included in all school events as appropriate to their needs.
The staffing within The NEST is of a higher ratio of staff to pupil than within the rest of the school due to the significant needs of the children who attend. All children who are placed in The NEST will still have opportunities to socialise and learn alongside their peers and will be included in all school events as appropriate to their needs.
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