Support for Children 

The Staged Intervention process allows us to identify children’s additional support needs at an early stage. This early intervention can help lessen difficulties and reduce some of the barriers that children may have to learning. There is a high level of expertise amongst staff with regards to meeting pupil’s needs and particularly supporting vulnerable pupils. We have fully adopted the national GIRFEC model and have merged this with our existing Staged Intervention process across all stages. This enables us to look at improving outcomes for children in a multi-agency approach to pupil support and has proven to be a more focused way to address the needs of children. Parents are fully involved in this process. We actively encourage parents to communicate any concern that may affect their children’s education and general wellbeing. Children’s views are all important in this process. 

Support for Learning 

Our support for learning teacher and support staff work together with class teachers to ensure that the needs of all pupils are met. Our support for learning teacher is highly effective in supporting pupils’ development in core language, literacy and maths/numeracy skills. We have a dedicated team of support for learning assistants (SLAs) who are effectively deployed to help every child benefit from their education. As well as supporting children in the classroom, they also deliver other support groups out with class and provide supervision at break and lunchtimes. Children who have ‘English as an Additional Language’ are well supported by class teachers and support staff.