{"id":37,"date":"2025-03-12T11:25:59","date_gmt":"2025-03-12T11:25:59","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/?page_id=37"},"modified":"2025-03-12T14:25:36","modified_gmt":"2025-03-12T14:25:36","slug":"nurture","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/learning-and-teaching-approaches\/nurture\/","title":{"rendered":"Nurture"},"content":{"rendered":"<h3 style=\"text-align: center\"><span style=\"color: #000080\">Timetables and Transitions<\/span><\/h3>\n<p id=\"paragraph_VZ4jc4FOX32\" dir=\"ltr\"><span id=\"text_k2pOHO5zHFA\" class=\"\">The purpose of this presentation is to share a nurturing approach used in Rosslyn with our cluster colleagues.<\/span><\/p>\n<p id=\"paragraph_iS4jc4-OX32\" dir=\"ltr\"><span id=\"text_bKiNnkabTr1\" class=\"\">We have chosen the theme of &#8216;Timetables and Transitions&#8217;<\/span><\/p>\n<p id=\"paragraph_vL4jc4lNX32\" dir=\"ltr\"><span id=\"text_v2qxCB80Ib7\" class=\"\">All learners attending Rosslyn school have complex additional support needs. Within our cluster all of our partner schools have learners with ASN. We hope that our presentation will support colleagues understanding of the importance of transitions and timetables within a whole school approach to nurture.<\/span><\/p>\n<p id=\"paragraph_h_5jc4FPX32\" dir=\"ltr\"><span id=\"text_d6ecnNs09G4\" class=\"\">We will briefly share our learning in relation to:<\/span><\/p>\n<p dir=\"ltr\"><span id=\"text_LBJUFu7dA8-\" class=\"\">Our self evaluation using HNIOS<\/span><\/p>\n<p id=\"paragraph_5n4jc4lOX32\" dir=\"ltr\"><span id=\"text_3mLagjKsno1\" class=\"\">Findings and Action Plan<\/span><\/p>\n<p id=\"paragraph_Ig4jc4VOX32\" dir=\"ltr\"><span id=\"text_E8aeQKSX2Y8\" class=\"\">Our model for sustainability<\/span><\/p>\n<p dir=\"ltr\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-58\" src=\"https:\/\/blogs.glowscotland.org.uk\/fi\/public\/rosslynschoolrationale\/uploads\/sites\/14733\/2025\/03\/12120718\/Nurture-1-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\" srcset=\"https:\/\/blogs.glowscotland.org.uk\/fi\/public\/rosslynschoolrationale\/uploads\/sites\/14733\/2025\/03\/12120718\/Nurture-1-300x200.jpg 300w, https:\/\/blogs.glowscotland.org.uk\/fi\/public\/rosslynschoolrationale\/uploads\/sites\/14733\/2025\/03\/12120718\/Nurture-1.jpg 600w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<h5 dir=\"ltr\"><span style=\"color: #000080\">HNIOS<\/span><\/h5>\n<p id=\"paragraph_d83NEoqNgV0\" dir=\"ltr\"><span id=\"text_eZyqj2beUC_\" class=\"\">Timeline &#8211; November 2020<\/span><\/p>\n<p id=\"paragraph_q13NEoaNgV0\" dir=\"ltr\"><span id=\"text_UYI1utcC1p9\" class=\"\">Self evaluation readiness tool<\/span><\/p>\n<p id=\"paragraph_1x2NEoKNgV0\" dir=\"ltr\"><span id=\"text_gZIjem0MSy0\" class=\"\">From our self-evaluation we highlighted 3 key areas for development:<\/span><\/p>\n<p id=\"paragraph_Eq2NEo4NgV0\" dir=\"ltr\"><span id=\"text_I_yTZwRf9W8\" class=\"\">6.1 \u2013 Development of a school policy<\/span><\/p>\n<p id=\"paragraph_pZ3NEoqOgV0\" dir=\"ltr\"><span id=\"text_v_aukTJWvEB\" class=\"\">6.3 \u2013 Transitions<\/span><\/p>\n<p id=\"paragraph_0T3NEoaOgV0\" dir=\"ltr\"><span id=\"text_B1ptNZII6D1\" class=\"\">6.3 &#8211; Choice making<\/span><\/p>\n<p id=\"paragraph_DM3NEoKOgV0\" dir=\"ltr\"><span id=\"text_kEiLPxrgB1-\" class=\"\">Within our action plan we set out to gather evidence in relation to our current reality. We used the pupil observation grid from the appendix and made some amendments to suit our context. The evidence gathered gave us robust information about what was and wasn&#8217;t happening across the school.<\/span><\/p>\n<h5 dir=\"ltr\"><span style=\"color: #000080\">Findings<\/span><\/h5>\n<p id=\"paragraph_-L7K2kRQn47\" dir=\"ltr\"><em><span id=\"text_FByzBGRD4E6\" class=\"\">6.3 Transitions<\/span><\/em><\/p>\n<p id=\"paragraph_CE7K2kBQn47\" dir=\"ltr\"><em><span id=\"text_QEcqAyFzEw1\" class=\"\">While some classes had pockets of &#8216;good,&#8217; or even &#8216;very good,&#8217; across the school we evaluated ourselves as &#8216;satisfactory&#8217;<\/span><\/em><\/p>\n<p dir=\"ltr\"><img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/ggrin_575OXasI?quality=689&amp;allowAnimation=true\" alt=\"Confused man and question marks. 3d rendered illustration ...\" width=\"250\" height=\"250\" \/><\/p>\n<ul dir=\"ltr\">\n<li id=\"paragraph_IuLod9yZjN9\" dir=\"ltr\"><span id=\"text_Xr1TN52GEo2\" class=\"\">There was a lack of consistency across the school. While some learners were supported with every transition, most learners were not.<\/span><\/li>\n<li id=\"paragraph_5-Mod9CajN9\" dir=\"ltr\"><span id=\"text_pglCRtENBOA\" class=\"\">Scripting and cues to use timetables were not consistent even within teams.<\/span><\/li>\n<li id=\"paragraph_u5Mod9SajN9\" dir=\"ltr\"><span id=\"text_RARpuP8V-f3\" class=\"\">Learners were not using location matchers and so there was little evidence that learners understood the symbols for areas other than high frequency or motivating symbols.<\/span><\/li>\n<li id=\"paragraph_hCMod9iajN9\" dir=\"ltr\"><span id=\"text_EauiAl-0Ok_\" class=\"\">The timetables had a mix of location symbols and activity symbols.<\/span><\/li>\n<li id=\"paragraph_6TLod9yYjN9\" dir=\"ltr\"><span id=\"text_iztv2-hVMJ8\" class=\"\">Learners did not move to areas independently, nor were they asked &#8220;Where is&#8230;&#8230;.&#8221;<\/span><\/li>\n<li id=\"paragraph_vZLod9CZjN9\" dir=\"ltr\"><span id=\"text_vhnN8QwqXj3\" class=\"\">Learners were not using the optimum level of support to use the Now and Finished box.<\/span><\/li>\n<li id=\"paragraph_igLod9SZjN9\" dir=\"ltr\"><span id=\"text_vZf_e2fkyS3\" class=\"\">Types of scheduling varied and staff could not speak confidently about progression from labelling, to Now and Next, to AM and PM timetables.<\/span><\/li>\n<li id=\"paragraph_VnLod9iZjN9\" dir=\"ltr\"><span id=\"text_pL1OmMrZIlC\" class=\"\">All symbols looked the same and there was no differentiation across the school in relation to the size of symbol and the information on it (balance of picture cue and text).<\/span><\/li>\n<li id=\"paragraph_w1Lod9yXjN9\" dir=\"ltr\"><span id=\"text_nUjf9BJ_nRA\" class=\"\">No learners had progressed to using travelling timetables.<\/span><\/li>\n<\/ul>\n<h5><span style=\"color: #000080\">Action Plan<\/span><\/h5>\n<p><img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/uC5xkM-SFTCK2u?quality=1361&amp;allowAnimation=true\" alt=\"A New Plan\" \/><\/p>\n<p id=\"paragraph_hImg95j1gp2\" dir=\"ltr\"><span id=\"text__aNmTvhNfqC\" class=\"\">Within our action plan we identified 3 key outcomes:<\/span><\/p>\n<p id=\"paragraph_uBmg95T1gp2\" dir=\"ltr\"><span id=\"text_SSRicx4wD1D\" class=\"\">Staff training &#8211; If staff understood the importance of supporting learners to use their timetables they would be more inclined to use them.<\/span><\/p>\n<p id=\"paragraph_55mg95D1gp2\" dir=\"ltr\"><span id=\"text_TPXuVC1wrs6\" class=\"\">Environment &#8211; The classroom and school environment would have to have clearly labelled locations in order for learners to develop their independence in using the timetable.<\/span><\/p>\n<p id=\"paragraph_I_mg95z0gp2\" dir=\"ltr\"><span id=\"text_6gnQcls4t17\" class=\"\">Resources &#8211; The resources required for each day must be easily accessible with a system for staff. This would be differentiated for each learner with a clear plan for progression.<\/span><\/p>\n<h5 dir=\"ltr\"><span style=\"color: #000080\">Staff Training<\/span><\/h5>\n<p>Nicola Donaldson presents on the importance of transitions and timetables and takes you on a journey to explore the feelings of uncertainty when information is unclear or changes. (approx. 14 mins)<\/p>\n<p><img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/5tdeneB-fc_E-j?quality=477&amp;allowAnimation=true\" alt=\"Nurture Timetables and Transitions.mp4\" \/><\/p>\n<p><img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/42O9e4bRkFI0jD?quality=300&amp;allowAnimation=true\" alt=\"Powerful - Free of Charge Creative Commons Chalkboard image\" \/><\/p>\n<h5><span style=\"color: #000080\">Environment<\/span><\/h5>\n<p id=\"paragraph_qKlDnqT32K2\" dir=\"ltr\"><span id=\"text_6QVrixUIiH7\" class=\"\">We made sure our environment had clear labelling at a height accessible for all learners.<\/span><\/p>\n<p dir=\"ltr\"><span id=\"text_QGrcckF2X-8\" class=\"\">Staff made multi-sensory numbers for the rooms.<\/span><\/p>\n<p id=\"paragraph_E7lDnqz22K2\" dir=\"ltr\"><span id=\"text_NneJdBQBMEB\" class=\"\">Each location matcher now has an object of reference for matching.<\/span><\/p>\n<p id=\"paragraph_1ElDnqD32K2\" dir=\"ltr\"><span id=\"text_e0M_iZSyyXC\" class=\"\">Rooms for people (HT office) have a talking peg so learners can hear and see who works in this room.<\/span><\/p>\n<p id=\"paragraph_0mlDnqT42K2\" dir=\"ltr\"><span id=\"text_u-WicWpWy15\" class=\"\">Numbers on doors are detachable so that learners can feel the shape and be more motivated to look and explore it.<\/span><\/p>\n<p dir=\"ltr\">Sensory room number one\u00a0 \u00a0 \u00a0 <img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/ciFQUYvLHfniov?quality=320&amp;allowAnimation=true\" alt=\"ROOM 1.jpg\" \/><\/p>\n<p dir=\"ltr\"><img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/Nmgg8uwVOIdT9f?quality=320&amp;allowAnimation=true\" alt=\"room 4.jpg\" \/><\/p>\n<p dir=\"ltr\"><img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/iY0DQky4LAzi26?quality=320&amp;allowAnimation=true\" alt=\"green room.jpg\" \/><\/p>\n<p dir=\"ltr\">Location matcher for our Green Room or Quiet Room<\/p>\n<p dir=\"ltr\"><img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/859ylj7ezA69RR?quality=480&amp;allowAnimation=true\" alt=\"my room .jpg\" \/><\/p>\n<p dir=\"ltr\">Talking pegs are used so that learners can hear who might be in the rooms<\/p>\n<p dir=\"ltr\"><img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/XQpDTaqRdFlp4d?quality=640&amp;allowAnimation=true\" alt=\"sensory room.jpg\" \/><\/p>\n<p dir=\"ltr\">Objects of reference are on retractable keyrings so they don&#8217;t go missing<\/p>\n<p dir=\"ltr\"><img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/oKOtcBL_aAqYci?quality=640&amp;allowAnimation=true\" alt=\"TOILET.jpg\" \/><\/p>\n<p dir=\"ltr\">Even rooms only for staff have objects so that learners know what is behind the door<\/p>\n<p dir=\"ltr\"><img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/r8vGJ3Az9fm1Wo?quality=640&amp;allowAnimation=true\" alt=\"Hairdresser.jpg\" \/><\/p>\n<p dir=\"ltr\">When learners move towards an area after looking at the symbol they no longer require a location matcher and can leave the symbol on the &#8216;now&#8217; box on their timetable.<\/p>\n<h6 dir=\"ltr\">Even our display boards are interactive!<\/h6>\n<p><img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/33Km3bWYzqCJy8?quality=640&amp;allowAnimation=true\" alt=\"Sensory display.jpg\" \/><\/p>\n<h5><span style=\"color: #000080\">Resources<\/span><\/h5>\n<p id=\"paragraph_-jYflYf841C\" dir=\"ltr\"><span id=\"text_k-_fmHjc_a3\" class=\"\">A variety of timetables that match the needs of the learners are now used consistently:<\/span><\/p>\n<ul dir=\"ltr\">\n<li id=\"paragraph_0OPhDl1nSN6\" dir=\"ltr\"><span id=\"text_Mc90dRPg4s2\" class=\"\">Learners use a combination of symbols and objects to provide more multi- sensory information<\/span><\/li>\n<li id=\"paragraph_pUPhDlHnSN6\" dir=\"ltr\"><span id=\"text_DzSGZvWC-z6\" class=\"\">Learners use large black and white A4 images and the timetable is in text to support staff<\/span><\/li>\n<li id=\"paragraph_QAPhDlXmSN6\" dir=\"ltr\"><span id=\"text_Hv3rwpxZI-5\" class=\"\">Learners use text only<\/span><\/li>\n<li id=\"paragraph_DHPhDlnmSN6\" dir=\"ltr\"><span id=\"text_HykgfrDO8zC\" class=\"\">Learners use combination symbols with location and activity, or 2 symbols side by side<\/span><\/li>\n<li id=\"paragraph_qyOhDl1mSN6\" dir=\"ltr\"><span id=\"text_7omJ26qIVn5\" class=\"\">Travelling timetables are used consistently when out of school<\/span><\/li>\n<\/ul>\n<h5 id=\"paragraph_B8ZflYf941C\" dir=\"ltr\"><strong><span id=\"text_RHKbQRbZsm9\" class=\"TextBodySpecialEmph\" style=\"color: #000080\">SYSTEMS<\/span><\/strong><\/h5>\n<p id=\"paragraph_O1ZflYP941C\" dir=\"ltr\"><span id=\"text_3dcXiYIJwHD\" class=\"\">Each child has a symbol folder with the symbols they need for each day am, pm. Some learners are responsible for setting it up in the morning, and again in the afternoon using their folder. This resource ensures that the timetables are in place. Searching around for symbols and not having resources to hand can impact on the ability to <\/span><span id=\"text_GWcXiY2JwHD\" class=\"TextBodySpecialEmph\">make this happen <\/span><span id=\"text_TPcXiYoIwHD\" class=\"\">for learners.<\/span><\/p>\n<p id=\"paragraph_bwYflY9941C\" dir=\"ltr\"><span id=\"text_IwChhiorQp8\" class=\"\">There are 3 PSA staff that use Boardmaker online and are confident in producing resources. This training will be extended as systems are in place on our site.<\/span><\/p>\n<p id=\"paragraph_opYflYv841C\" dir=\"ltr\"><span id=\"text_otg3pdT58v8\" class=\"\">We consult with our partners particularly the Visual Impairment team in ensuring the resources used meets the needs of the learner.<\/span><\/p>\n<p dir=\"ltr\"><img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/XbF7n0Xap4Ws4_?quality=160&amp;allowAnimation=true\" alt=\"Arnas.jpg\" width=\"102\" height=\"227\" \/><\/p>\n<p dir=\"ltr\">In this example the learner knows to go to the &#8216;Group Work&#8217; area for &#8216;Hello&#8217;<\/p>\n<p dir=\"ltr\"><img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/VpFEKn3doFQo8d?quality=320&amp;allowAnimation=true\" alt=\"ML.jpg\" \/><\/p>\n<p dir=\"ltr\">This learner uses large A4 black and white symbols for only the high frequency words, the text is to support staff.<\/p>\n<p dir=\"ltr\"><img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/uzOgUiUGQ33hrk?quality=320&amp;allowAnimation=true\" alt=\"OOR timetable.jpg\" \/><\/p>\n<p dir=\"ltr\">This learner is using an object of reference alongside a black and white symbol and a song cue for more information.<\/p>\n<h5 dir=\"ltr\"><span style=\"color: #000080\">Sustainability<\/span><\/h5>\n<p><img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/Zm3gKNAVjCSDYB?quality=350&amp;allowAnimation=true\" alt=\"(Less important)\" \/><\/p>\n<p>n Rosslyn school we have developed our self-esteem guidelines using Maslow&#8217;s hierarchy of needs. These guidelines have been written by staff. Each term they carry out a self-evaluation exercise and then develop a mini action plan for their class. Staff focus on the benefits of following the guidelines in relation to what their learners will experience.<\/p>\n<p><img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/J3iKPAIt6KJIKg?quality=320&amp;allowAnimation=true\" alt=\"badge.jpg\" \/><\/p>\n<p><img decoding=\"async\" src=\"https:\/\/eus-www.sway-cdn.com\/s\/p1mtuWYrP647brfp\/images\/M8PQE2nwEsM8mq?quality=363&amp;allowAnimation=true\" \/><\/p>\n<p id=\"paragraph_QUEQtVb8Ev4\" dir=\"ltr\"><span id=\"text_Gi6xoBy9IZA\" class=\"\">Many of these guidelines are relevant to transitions and timetables.<\/span><\/p>\n<ul dir=\"ltr\">\n<li id=\"paragraph_c2gSGDr-Vq4\" dir=\"ltr\"><span id=\"text_FYmwkjT4ZuB\" class=\"\">Tell me what is happening now and next<\/span><\/li>\n<li id=\"paragraph_P9gSGD50Vq4\" dir=\"ltr\"><span id=\"text_PI6FVa5tk93\" class=\"\">Support me with changes<\/span><\/li>\n<li id=\"paragraph_CGgSGDL0Vq4\" dir=\"ltr\"><span id=\"text_5xWFFrrO_R5\" class=\"\">Be consistent in agreed strategies and approaches<\/span><\/li>\n<li id=\"paragraph_-NgSGDb0Vq4\" dir=\"ltr\"><span id=\"text_2MA2-MyJjo4\" class=\"\">Give me plenty time to respond<\/span><\/li>\n<li id=\"paragraph_oTgSGDr0Vq4\" dir=\"ltr\"><span id=\"text_MCQ34OFwX73\" class=\"\">Personalise the resources I use<\/span><\/li>\n<\/ul>\n<p id=\"paragraph_0iEQtV59Ev4\" dir=\"ltr\"><span id=\"text_PNsKQFfvjGA\" class=\"\">This regular review ensures learners have and use the supports and strategies they need.<\/span><\/p>\n<p id=\"paragraph_o6TOdFjmim1\" dir=\"ltr\"><span id=\"text_JOSY1yktQ13\" class=\"\">We have a pathway identified for progression in relation to the skills required in using a timetable and these are included within PLP targets for learners where appropriate (link to the Pre Early Milestones for Literacy and Numeracy).<\/span><\/p>\n<p id=\"paragraph_bDTOdFzmim1\" dir=\"ltr\"><a id=\"text_Ck_9M6CspQ6\" class=\"\" href=\"https:\/\/education.gov.scot\/improvement\/learning-resources\/milestones-to-support-learners-with-complex-additional-support-needs-literacy-and-english\/\" target=\"_blank\" rel=\"nofollow noopener noreferrer\">https:\/\/education.gov.scot\/improvement\/learning-resources\/milestones-to- support-learners-with-complex-additional-support-needs-literacy-and-english\/<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Timetables and Transitions The purpose of this presentation is to share a nurturing approach used in Rosslyn with our cluster colleagues. We have chosen the theme of &#8216;Timetables and Transitions&#8217; All learners attending Rosslyn school have complex additional support needs. Within our cluster all of our partner schools have learners with ASN. We hope that &hellip; <a href=\"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/learning-and-teaching-approaches\/nurture\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Nurture<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":23720,"featured_media":0,"parent":35,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-37","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/wp-json\/wp\/v2\/pages\/37","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/wp-json\/wp\/v2\/users\/23720"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/wp-json\/wp\/v2\/comments?post=37"}],"version-history":[{"count":4,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/wp-json\/wp\/v2\/pages\/37\/revisions"}],"predecessor-version":[{"id":80,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/wp-json\/wp\/v2\/pages\/37\/revisions\/80"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/wp-json\/wp\/v2\/pages\/35"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/wp-json\/wp\/v2\/media?parent=37"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}