Support For Learning

Support for Learning Overview

 In Port Glasgow High School the Support for Learning Department is a whole school resource deploying support to pupils and staff.   It is an integral part of the support framework implemented to identify and meet the needs of pupils across the curriculum.

Pupils of all abilities may at some time in their school career require additional help with an aspect of schoolwork. This may occur for a variety of reasons and can be for a short period of time or long-term as considered necessary.  Support staff work closely alongside other departmental staff in the school to support pupils with Additional Support Needs access a wide curriculum.  We aim to help to reduce the barriers to learning by supporting pupils directly in class and/or working cooperatively in classes with the class teacher and/or working with pupils in tutorial groups.


  • To promote awareness and understanding of the range and diversity of additional support needs experienced by many pupils
  • To support pupils in a positive and sensitive manner
  • To provide appropriate and contextualised support for pupils experiencing both long and short term additional support needs
  • To advocate for pupils with ASN.
  • To support the provision of an appropriate curriculum for all pupils
  • To support parental involvement in a positive and sensitive manner to encourage effective home/school partnership

Goliath Support Base


 Many pupils will encounter challenges engaging in learning; accessing the curriculum; or generally cultivating good relationships with their teachers or their peers due to social, emotional or behavioural difficulties.  There may be a long history of such difficulties or they may be transient in nature.  In either case these can constitute a considerable barrier to learning for the individual concerned, as well as affecting the learning process of other young people with whom they come into contact. The Goliath Support Base will allow pupils to be withdrawn temporarily from challenging classroom situations to address behaviours.


  • To provide a calm and ordered working environment for pupils attending the base
  • To support pupils in a positive and sensitive manner
  • To allow pupils the time and opportunity to re-establish base level behaviours and then to reflect and consider their actions after instances of challenging behaviour
  • To engage with pupils to establish triggers and then to work with that young person in developing strategies to minimise a response to those triggers.
  • To allow for continuity of learning by covering classwork to aid progression and attainment

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