All children and young people need support to help them learn. The main source of support in the school are the staff who, through their normal practice, are able to meet a diverse range of needs. With good quality teaching and learning and an appropriate curriculum most children and young people are able to benefit from education without the need for additional support.
The definition of additional support is a wide one and it is not possible to provide an exhaustive list of all possible forms of additional support.
Every teacher has a responsibility to support the learning of all pupils in their class. The type of support offered will vary according to the needs of pupils. This includes consideration given to children who have a disability, children with social, emotional and behavioural difficulties, children with learning difficulties of a specific or general nature, children who are exceptionally able, those who demonstrate underachievement relating to gender issues, children whose learning has been interrupted through absence or illness, bilingual children who have English as an additional language, traveling children and those children whose family circumstances impact on attendance and learning.
All pupils with an Additional Support Need are supported in completing an Individual Education Programme. Pupils with Additional Support Needs also have regular progress meetings also involving their parents/carers.
There will be many other examples besides these. Some additional support needs will be long term while others will be short term. The effect they have will vary from person to person. In all cases though, it is how these factors impact on the individual persons’ learning that is important and this will determine the level of support required.
Additional supports can take the form of close monitoring by guidance staff, provision of an Individual Education Plan (IEP), cooperative teaching or individual tutorial support provided by Support for Learning staff. In addition, some pupils who require “Time out” from the curriculum can be accommodated for a short time in the ASN (Additional Support Needs) Base.
Other, more specialised services are accessed in consultation with the educational psychologist.
If a parent considers that his or her child has additional support needs and wishes to make enquiries on this they should contact Mrs P Cormack, Principal Teacher of ASN.
Arrangements for free transport are made for pupils with recorded Additional Support Needs. Further information in relation to pupils support can be found at –
Additional Support Needs (cont)
In addition to the information above, Inverclyde Council will provide:
- the authority’s policy in relation to provision for additional support needs
A child or young person’s needs are identified at the earliest possible stage and can be met in a number of ways, for example by adaptations to the curriculum or learning environment, as well as input from the Support for Learning Teacher and on occasion support from visiting specialists. The appropriateness of the support is determined through a process of assessment, planning and monitoring, working jointly with parents and carers, and is regularly reviewed.
- the arrangements made by the authority in making appropriate arrangement for keeping under consideration the additional support needs of each such child and young person and the particular additional support needs of the children and young persons so identified.
Learning outcomes for children and young people with additional support needs are set out in a plan and all educational establishments hold regular review meetings with parents and carers to determine needs and the most appropriate supports. Everyone’s views are equally important in order to consider what is currently working and how to determine next steps.
- the other opportunities available under this Act for the identification of children and young persons who –
- have additional support needs
Children and young person’s needs are identified in a number of ways, and the process of assessment is an on-going, shared process with partnerships with parents and carers at the forefront. On some occasions health service staff or other partner agencies make children known to Education Services. Other additional support needs may be notified to Education Services by parents themselves or identified by one of a range of staff working closely with the child.
- require, or would require, a co-ordinated support plan
Some children and young people will have additional support needs arising from complex or multiple factors which require a high degree of co-ordination of support from both education and other agencies in order that their needs can be met. In these cases, the school will hold a meeting to decide whether the child or young person meets the criteria for a co-ordinated support plan.
The coordinated support plan is a statutory document which ensures regular monitoring and review for those children and young people who have one.
- the role of parents, children and young persons in the arrangements referred to in paragraph (ii)
You have the right to ask the education authority to establish whether your child needs a coordinated support plan. Your child can make this request themselves, if they are aged 16 or over. You and your child, if they want to, will attend a meeting with staff at their school. Other professionals from different agencies who may be involved in providing support for your child will also attend. If your child does not want to attend meetings or feels unable to, their views must still be sought and considered.
- the mediation services provided
Inverclyde’s mediation service can be accessed by contacting Grant McGovern, Head of Inclusive Education, Culture and Corporate Policy at the address below
- the officer or officers of the authority from whom parents of children having additional support needs, and young persons having such needs, can obtain advice and further information about provision for such needs.
For further advice please telephone 01475 712850
Or write to; Education Services
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