Additional Support Needs

Contents

Additional Support Needs

Additional Support Needs Information for Parents and Carers Many children will have additional support needs during their school life including the more able. This support can take various forms. ASN Co-ordinator Our Acting Depute Head Teacher Mrs Carol Brown is our ASN Co-ordinator. Children needing support will have been identified through observations and assessments by their Class Teacher. The liaison between the school and the parents will be organised and managed by Mrs Brown. ASN Support The support may be provided in class by the Class Teacher with support from the Classroom Assistant and/or Classroom Assistant SEN (Special Educational Needs). It may also be from the ASN Teacher who visits the school twice weekly, a member of the school management team or a specialist peripatetic support teacher of therapist. Informing Parents Parents will be kept informed of any pupil concerns and invited to meet with the ASN Co-ordinator or the Head Teacher. Parents are encouraged to help support learning through assisting pupils with their homework and organising return of homework jotters and reading books etc to school. Regular attendance is also important for all pupils. Parents are welcome to contact the school at any time. Our number is 01505 702153. Educational Psychologist The school Educational Psychologist, Mrs Menary visits the school twice each month to give advice and support. She will also meet with parents and may observe pupils in class following parental agreement. She may prepare a report with recommendations following observations or assist the school in making a referral to another agency or school for further support. Collaborative Meetings and Extended Support Meetings These are two of the meetings that a school may hold regarding pupils who have difficulties. Parents are often invited to these meetings along with the Class Teacher, Classroom Assistants, the school Educational Psychologist and the ASN Co-ordinator. At these meetings pupils causing concern are discussed and plans are put in place for appropriate strategies and support. As a result of these consultations a Pupil Support Plan is created noting the discussion that took place and the next step that will be put in place to assist the pupil. Individual Education Plan (IEP)/Co-ordinated Support Plan These are two plans that may be created depending on the level of need a pupil has. An IEP is put in place when a pupil is working as an individual in a particular area. A CSP is created when there are a variety of agencies involved in supporting a pupil and there is a significant level of support. Please do not hesitate in contacting the school to discuss any issue regarding your child’s education and support in school. Both Mrs Brown and Mr McCormick are happy to talk with parents at any time.

Extended Support Team Meetings

What is an Extended Support Team Meeting? An Extended Support Team meeting for your child will take place soon and this leaflet provides information about what will happen at the meeting. The aim of an Extended Support Team meeting is to gather information about your child, decide what additional support he/she needs and plan how he/she will be supported in future. Everyone at the meeting wants the best for your child. Why should parents attend? The main people who support your child at the moment will be there but as a parent you know your own child best so it is important that you are at the meeting to help make decisions concerning your child. You can give your opinion about how your child is progressing and make suggestions about what he/she needs to help him/her do well. You can say if there is anything in particular you want to discuss. What if I feel anxious about attending? The person chairing the meeting will do his/her best to make you feel relaxed. You will already know staff from the school who will be there. If you wish, you can bring along a friend or relative to the meeting if this would help you to feel comfortable. Extended Support Team Meetings What are the arrangements for the meeting? You will receive a letter about the meeting from our Depute Head. Form for parents to suggest items for discussion If there is something in particular you want to discuss you can say so at the Extended Support Team meeting or if you prefer, fill in the attached section and give this to our Depute Head.

ASN Policy

Fordbank Primary School Additional Support Needs Policy (Revised) April 2009 Our Rationale: In Fordbank Primary, we are fully committed to ensuring that all pupils achieve their potential within an inclusive environment. The Education (Additional Support for Learning) (Scotland) Act 2004 and Supporting Childrens’ Learning - Code of Practice (2005) have provided guidance to parents and staff which will help Fordbank Primary School support pupils with additional support needs. Children and young people may require additional support for a variety of reasons and may include those who: • have motor or sensory impairments • are particularly able or talented • have experienced a bereavement • are looked after • have a learning difficulty • are living with parents who are abusing substances • have emotional or social difficulties Inclusion in the list does not always mean that additional support is necessary. Also, pupils who receive additional support may not require this for the duration of their educational career. Rather, additional support will be planned and provided to meet the individual and diverse needs of pupils when required. Our Aims: • to implement effective and efficient procedures for the identification, referral and assessment of the additional support needs of pupils • to provide a clear structure of support for pupils and staff for pupils identified as having an additional support needs • to ensure all pupils are able to access the full curriculum at their own level and pace where possible and that barriers to learning are identified and addressed • to work in partnership with parents and carers in planning and providing additional support to meet their child’s needs through regular communication • to work cooperatively with other agencies, professionals and schools as appropriate to provide holistic support to meet individual pupils’ needs The identification process: Pupils who may require additional support needs in Fordbank Primary School will be identified through: • information from home, nurseries, educational psychologists or other agencies on entry to school • classroom observation and assessments • baseline assessments in Primary 1, e.g. PIPS • information gathered at P3 screening meetings in November • Norman France Reading Tests at Pr 4 • Target Setting Review Meetings twice per year and National Assessment results • information from other schools if a child is transferred Early identification of pupils requiring additional support needs is essential. This does not necessarily mean that pupils identified in the early years will require learning support throughout their primary or secondary years. Fordbank Primary School will follow Renfrewshire authority guidelines in identifying and assessing pupils with additional support needs. We will follow the stepped process as shown in Appendix A. School Support: 1. the class teacher assesses the pupils’ learning through normal classroom procedures and records progress in Assessment and Recording folder 2. Where difficulties persist, a referral form is completed (Appendix A) and difficulties are discussed with the ASN Coordinator 3. Where additional support is required, parents are contacted and a Pupil Support Plan is created in partnership with class teacher, parents, pupil and ASN coordinator 4. The coordinator may arrange for further assessments to be carried out involving other agencies in agreement with parents 5. Progress is monitored through the PSP and is evaluated at the end of each term. A progress report is sent to parents in December, April and June with an invitation to contact the school to discuss the support in greater detail as appropriate 6. Parents will receive a written school report once per year and will have the opportunity to meet with the class teacher, ASN support teacher, as appropriate, and ASN coordinator at two Parents’ Evenings throughout the year 7. Parents are encouraged to contact the school to discuss any issues or concerns or for general updates at any time throughout the year as necessary and to update the school on any changes in circumstances concerning their child Range of school support: A range of support may be provided for pupils: • differentiated curriculum • differentiated resources - a range of additional resources can be accessed and are used to support or enhance learning across the Core subjects • additional resources within class such as visual prompts, timers, pencil grips, work programmes, visual timetables • PAT Spelling - daily additional support led by Classroom Assistants • ASN teacher support • Fizzy referral/support • Home Link Support • Nurture Time for emotional, social and behaviour needs • Behaviour support strategies, including Anger Management and Relaxation sessions • Additional homework packages • Individual Education Plans (IEP) which provide specific long and short term learning targets within identified curricular areas. IEPs are monitored and evaluated regularly as with PSPs Extended Support within Education: 1. Where it is decided that further assistance is required a referral will be made, with the parents’ permission, to the Educational Psychologist who may carry out an observation and/or assessment 2. A Collaborative Meeting will then be held with the parents, Psychologist, class teacher and ASN coordinator during which time the concerns and range of support which may be provided will be discussed 3. The child will then be referred to the school’s Extended Support Team, made up of the range of professionals and agencies working to support the child. The team will meet annually or as appropriate to discuss progress. The range of agencies may include professionals from education, health and social services 4. At this stage the PSP may be extended to include an Individual Educational Programme (I.E.P) Multi-Agency Partnership Support: The intervention of many agencies may result in the preparation of a Coordinated Support Plan (CSP) for a pupil. School procedures will be: • if the outcome of a multi-agency meeting recommends a CSP, the school will inform the authority • a validation group will discuss recommendation • school and parents will be notified of decision It is of course understood that if any child has a CSP the recommendations outlined in the plan will be followed. If a child enters Fordbank Primary School with a CSP, a Post Transition Review will take place involving parents and appropriate agencies. Parental Concerns 1. Parents should contact the school to arrange a meeting to discuss concerns at school level 2. A mediator from an independent mediation service may be used to help resolve disagreements 3. Additional Support Needs tribunal may take place Roles and Responsibilities of Staff: Head Teacher The Head Teacher has overall responsibility for the effective learning and teaching of all pupils within the school and for ensuring the additional support needs of all pupils are met through the monitoring and evaluation of procedures as detailed in policy. Class Teachers Class Teachers are responsible for the effective learning and teaching of all pupils within their class. Planning should take account of: • the range of learning needs and working levels within the class • the pace of learning for individual pupils • the range of learning styles of pupils • differentiation of the curriculum as necessary • the use of appropriate resources • additional support identified within the PSP • targets identifies within IEPs Additional Support Needs Coordinator: The ASN Coordinator in Fordbank Primary is the Depute Head Teacher who has responsibility for the coordination of the additional learning support provision throughout Fordbank Primary School. The involves: • supporting classroom teachers in fulfilling their role • monitoring children’s progress, maintaining contact with parents and consulting with staff • ensuring provision of appropriate learning support resources • liaising with other agencies • coordinating the input from Additional Support Needs teachers and other support staff ASN Teacher: The role of the ASN Teacher is to work with school management, ASN Coordinator and class teachers to plan and implement support through: • locating, identifying and advising on resources • adapting and differentiating school based resources • providing guidance on ways of improving learning and teaching approaches • providing staff development at the request of the Head Teacher • assessing pupils • teaching individuals or groups of pupils as directed by the ASN coordinator • working in partnership to identify support through IEPs, PSPs and CSPs as appropriate Classroom Assistant Special Educational Needs (CASEN): SEN staff are responsible for providing direct support to children at the direction of the class teacher and the ASN Coordinator and in accordance with their job description. Classroom Assistants: The management of the school will identify pupils to be supported by classroom assistants using information provided by staff and the ASN Coordinator. Classroom Assistants are responsible for providing support to pupils in consultation with the class teacher and ASN coordinator. External Agencies: Educational Psychologists: Educational Psychologists will provide advice and support to parents and the school staff by undertaking specialist assessments of individual pupils. When required, the psychologist will assist in the planning of the programme of work for children whose progress is giving particular cause for concern. Home Link Workers: Home Link workers provide an invaluable link between home and school and support children and their families in partnership with the school. They can provide support through home visits and can also work with individual or groups of pupils within school to support the development of a range of emotional, social and behavioural skills. Social Work: Social work can provide a range of support to young people and their families including support with housing and finance; respite support; support for vulnerable families; support for children with disabilities; young carers’ support and community support. They work in close partnership with schools and, where appropriate, the Children’s Reporter. CAMHS: The Children and Adolescents Mental Health Service provides support for children and their families in relation to a range of mental health issues. Children can be referred through the Extended Support Team or via their own GP. Health Service: Fordbank works in partnership with a range of professionals from the Health service to support the needs of our pupils including: Speech and Language Therapists; school Nurse; school GP; Physiotherapists and Occupational Therapists. The Additional Support Needs policy will be made available in other languages to meet the needs of all staff, pupils and parents as required.

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