ST AIDAN’S PRIMARY ADDITIONAL SUPPORT NEEDS POLICY
RATIONALE
In St Aidan’s Primary we aim to meet the needs of all pupils so that they have access to the widest possible educational and social opportunities. All pupils, including those with additional support needs, should be encouraged to recognise their unlimited potential. In line the principles and purposes of A Curriculum for Excellence, our goal is to ensure access to a broad and balanced curriculum through differentiation, which will require a variety of teaching strategies and support.
AIM
We aim to provide an appropriately differentiated curriculum for all pupils through early and staged intervention strategies which will be delivered through appropriate teaching and use of appropriate resources to help pupils achieve their potential and attain the four capacities of A Curriculum for Excellence. Staged Intervention Staged intervention is a process which is used to identify, assess and support the learning needs of the pupils in our school.
It provides: • A record of intervention and achievement for individual children as they progress through school
• An inclusive approach which involves parents, pupils, relevant staff and support services.
• Agreed learning and support plans which record and address the needs of individual pupils
• A solution focussed approach to resolving issues early and at the least level of intrusive intervention
• A structured monitoring and review cycle Assessment
We assess each pupil’s learning and support needs through a consideration of:
• Norm referenced tests
• Criterion referenced assessments
• Checklists of behaviours and skills
Pupil profiles and previous records and through information provided:
• By parents
• Through consultation with other professionals
• In examples of past and current work.
• In minutes of review meetings and case conferences
• Through psychological assessments
• By pupils interviews
The assessment will enable staff to build a profile of:
• The pupil’s needs as a learner
• Curriculum issues
• Social skills and relationships
• Emotional behaviour
Stage 1 A pupil is identified as having additional support needs. These needs can be met within the resources of the classroom. For example, differentiation, a particular teaching style, visual timetables. The class teacher, on discussion, plans for, evidences and monitors this intervention i.e. forward planner.
Stage 2 A pupil is identified as having additional support needs. These needs can be met within the resources of the school, not normally found in the classroom, for example, support for learning teacher. The class teacher, on discussion, plans for, evidences and monitors this intervention. Where this support, however, is intensive (one-to-one/therapist) and enduring (likely to last more than 12 weeks) and essential to allow access to, an elaborated, reinforced, or extended curriculum, an additional support plan (ASP) will be required. The plan is drawn up by the class teacher who will also write and/or co-ordinate the long-term and short-term targets. At this level of individualisation, the head teacher has the overview of all pupils with additional support plans.
Stage 3 At this stage other services within education but outwith the school are involved in the pupil’s plan, for example, Sensory Support, Psychological Services and Support & Microtechnology. The plan is drawn up by the class teacher who will also write and/or co-ordinate the long-term and short-term targets. At this level of individualisation, the head teacher has the overview of all pupils with additional support plans.
Stage 4 At this stage it is recognised that a child/young person may require additional support from services outwith education, for example, Speech & Language Therapy, Social Work, Occupational Therapy. A small number of our pupils may have additional support needs arising from complex or multiple factors which require a high degree of co-ordination of support from the education authority and other agencies and for these pupils a co-ordinated support plan (CSP) will be required. (Appendix 2) All services and agencies involved with the child/young person will play a part in the drawing up of the CSP. The CSP co-ordinator will arrange the meetings and write the CSP. A CSP is a statutory document that is subject to regular monitoring and reviews for those pupils who meet the criteria for requiring one.
Transitions
All children and young people go through transitions in their education. Early or timely planning is required to ensure continuity and progression between stages, breaks in education or a change in circumstances. In our school we plan for effective transitions for our pupils by:
• Adhering to legislative timescales
• Effective communications between establishments and agencies
• Shared joint assessment of support requirements
• Ensuring continuity of support
• Informing and involving children/young people and their parents/carers
• A focus on solutions, not problems
• Specifying the least intrusive methods of support required to meet
• anticipated needs
• Discussing and passing on information held in files, pupil profiles etc.
• Follow-through.
Where factors arise that may give rise to the child’s learning being interrupted e.g.
• Family circumstances -e.g. leading to a young person being taken into care
• Health -e.g. hospitalisation/a long period of absence from establishment
• Social and emotional -e.g. bereavement, asylum seekers, exclusion from school
Planning early / timely will be put in place to minimise the effects of these. Since factors will impact differently on our pupils we aim to tailor support to the needs of the individual pupil and that such support is appropriate and proportionate to their needs. The duration of such support will vary according to the needs of the individual pupil and their situation. Managing transitions often involves a higher number of professionals hence the process of planning for additional support outlines the liaison between sectors in education. Where other agencies are involved, the co-ordination of support outlines the ways in which professionals across other agencies will work together to meet pupil support needs both in our school and the establishment to which he/she will transfer. Under current legislation in our school, at least twelve months before the change is about to happen (six months for the under fives) we will:
• Seek advice/information from all appropriate agencies
• Seek and take account of the views of the child and their parents/carers
• Inform the child and their parents/carers of decisions made
• Take account of this information and make the necessary arrangements before the change takes place
At least six months before the change is about to happen (three months for the under fives) we will: • Decide what agencies need to be informed of the child’s needs
• Inform those agencies of the date of change, the child’s support needs and the provision to be arranged before the change to enable the smooth transition (with the necessary consents).
• Provide the parent/carer and the child with copies of any information passed on to the appropriate agencies, for example, any other local authority, health board, colleges of further and higher education
Where the child has interrupted learning and requires additional support we will act as soon as information becomes available.
ROLES AND RESPONSIBILITIES HEAD TEACHER and SENIOR MANAGEMENT TEAM
The Head Teacher has overall responsibility for all learning which takes place in the school and will be responsible for liaison with Educational Psychologist, Network Support Team, Additional Support Needs Coordinator, parents and external agencies. The team will ensure an overview of the effective management of curriculum and resource provision for all pupils’ needs.
CLASS TEACHER
The Class Teacher is primarily responsible for supporting the learning of all pupils through the following approaches-:
• continuous assessment and evaluation to identify individual needs and next steps
• appropriate forward planning and record keeping to ensure effective teaching and learning • differentiation of the content and pace of learning i.e. planning and implementing additional support plans where required • varied teaching styles which provide a balance of class, group and individual
• activities based on agreed curriculum guidelines • involving children in setting learning objectives and evaluating progress towards their achievement
• providing opportunities for the reinforcement of prior learning
• providing challenging experiences for all pupils
• consulting with parents, other staff and visiting specialists to ensure appropriate interventions
• regularly review and consult on the progress of children Classroom Assistants Classroom Assistants in our school help to raise attainment and work directly under the supervision and direction of the class teacher.
Although classroom assistants do not have a teaching role, they can perform a number of duties in the classroom, some of which may include supporting learning. Additional Support Needs Assistants (ASNAs) The ASNA in our school supports the raising of attainment of all pupils, always working under the supervision and direction of the class teacher. The allocation to our school is in line with North Lanarkshire’s resource allocation procedures. Support is specified with a particular pupil and in response to meeting particular needs. Flexibility will be clarified where an assistant meets the needs of more than one pupil in the class and or where an assistant is withdrawing support and encouraging pupil independence. Duties may include: • Assisting with mobility of pupils, their personal care and handling of special equipment
• Keeping pupils on task • Conducting learning tasks as directed by the class teacher
• Providing pastoral support for pupils • Liaising with all staff to support pupils
• Participating in relevant staff development
• Consulting with class teachers over progress of pupils PARENTS Parental support is essential in raising achievement and their involvement and comments are noted as soon as a particular concern arises and their help enlisted. They are kept informed at all stages.
NETWORK SUPPORT TEAM
The Network Support Teacher is
• involved in the assessment of pupils, particularly those who have additional support needs ,
• is a model of good practice
• gives advice to the Additional Support Needs Coordinator and class teacher during the consultation slot, in her timetable
• is involved in direct/cooperative teaching as appropriate • gives curriculum support and staff development as required and agreed
• enhances Additional Support Needs provision already existing in school
• participates as part of the Extended Additional Support Needs Team at meetings and reviews
The Network Support Teacher is also involved in a bidding system whereby the Additional Support Needs Coordinator, after consultation with the Head Teacher, bids for an allocation of time and skills to develop certain areas of the curriculum or to support individual pupils.
PSYCHOLOGICAL SERVICE
The psychologist will jointly agree priorities of work with the school on a half-yearly basis.
• All work undertaken is specific and time limited.
• Any referral received from other agencies is discussed with the school.
• Feedback on assessments is provided by the psychologist to the school and parent.
• Following feedback, the psychologist discharges the case, unless further specific objectives are agreed. • School and parents receive a concise summary of intervention prior to discharging of the referral. ADDITIONAL SUPPORT NEEDS COORDINATOR The Additional Support Needs Coordinator is responsible for coordinating the programme throughout the school by: • consulting with staff, Network Support Teacher and Head Teacher on a termly basis to identify the needs of the school • being involved in or giving guidance on the assessment of pupils as well as being involved in cooperative/direct teaching as her timetable allows • liaising with external agencies and parents as appropriate • agreeing with the Head Teacher the roles and responsibilities of auxiliary staff e.g. special needs auxiliaries and classroom assistants to support the learning needs of individual children • organising and maintaining a master folder which contains documentation relating to all children on the programme. Individual Additional Support Needs files
• All members of staff are issued with a red ring binder which contains the policy statement and also information on various conditions such as dyslexia, dyspraxia etc as well as all documentation from previous years regarding children in their own classes. The folder also contains blank ASP forms and Additional Support Needs request and referral forms.
• The folders should be maintained by the class teacher through the course of the year adding information and relevant documents as they arise.
IDENTIFICATION OF ADDITIONAL SUPPORT NEEDS
See Appendix One for ‘Identification of ASN Form’ to be completed by the class teacher at the initial stages of identification.
• Children with additional support needs will be identified by the class teacher, or in some cases, concerns may be expressed by parents. Needs/concerns will firstly be addressed by the class teacher’s appropriate adjustment of the programme of work. A review of progress will take place within 4-6 weeks.
• Where little or no progress is being made the class teacher will complete a referral form outlining the child’s needs and the strategies which have been put in place in class to address them. This form will be given to the Additional Support Needs Coordinator who will discuss with the Head Teacher and Class Teacher an appropriate course of action.
• Parents will be informed at this stage of the proceedings.
• After an agreed period of time progress will be reviewed and, if appropriate, the case may be referred to the Network Support Team. At this stage, a more formal assessment may be carried out, resources requested or a programme of work will be planned by all staff involved including the psychologist, if appropriate. (See ‘PSYCHOLOGICAL SERVICE’ section above) • Regular monitoring and reviewing of progress will take place until such time as the case can be discharged or new targets for the child require to be set.
• In addition the class teacher may request a block of support for groups or individuals by completing the Additional Support Needs request form. (Appendix 5) Staff Development In our school we provide opportunities for staff to increase and extend their skills and knowledge and to reflect upon the professional development they require in order to meet the needs of all pupils. Staff have access to development opportunities within and outwith the school. ( See Appendix Three for guidance on ‘Approaches for working with….’) Full Involvement In our school we recognise the full involvement of parents/carers and pupils as very important. We acknowledge that they play a key role in enabling us to make effective provision, and that pupils and their parents/carers hold information that supports positive outcomes for our pupils.
We involve parents/carers and pupils:
• When a pupil has been identified as having additional support needs
• When there is a change in a pupil’s circumstances that requires a review of provision
• On a regular basis to review short term and long term targets Parents/carers and pupils are also encouraged to discuss any concerns and to initiate a review if necessary.
Dispute Resolution
In our school all staff will strive to resolve any concerns with understanding and open and honest communication. We will address any concerns with a solution focussed approach. If however, a parent/carer remains unhappy, they should (in the first instance) speak with the head teacher. Another support for parents/carers in our school is the additional support co-ordinator. Mediation is a voluntary process by which a neutral party (a mediator) helps those involved in a disagreement or dispute to work towards finding a solution. This service is free. Formal procedures for resolving disputes include independent adjudication and additional support needs tribunal. Support to access these procedures is available (in the first instance) by contacting the head teacher. Monitoring Self-evaluation of the quality of learning and teaching and support for pupils is the responsibility of all teaching staff and the senior management team. Quality indicators described in “How Good is Our School? 3” will be used to evaluate the ongoing effectiveness of this policy within the school.
In practice this will include:
• Observation of pupils in classes
• Consulting class teachers and support for learning teachers, and where appropriate, any other staff working closely with our pupils
• Monitoring pupil attainments
• Speaking to parents/carers
• Speaking to pupils
• Consulting pupil profiles
