What Is Dyslexia_
Getting it Right for Every Child (GIRFEC)
Getting it right for every child (GIRFEC) is the national approach in Scotland to improving outcomes and supporting the wellbeing of our children and young people by offering the right help at the right time from the right people. It supports them and their parent(s)/carers to work in partnership with the services that can help them.
All education staff have a statutory responsibility to promote and support the wellbeing of children and young people in their care. There are 8 wellbeing indicators and you can find out more about these here: https://www.gov.scot/policies/girfec/wellbeing-indicators-shanarri/
Additional Support for Learning
[schools to add to council statement]
Inclusion
Renfrewshire’s inclusive approach affords all children and young people the opportunity to be part of their learning community, boosting their emotional wellbeing and aiding the development of social skills. This approach is based on the core inclusive value of providing education for children within their own community as much as possible. Wellbeing assessment and individual planning is in place for all young people who require additional support.
The needs of the child or young person should always be central to the identification, planning and provision of support. Support should be appropriate, proportionate and timely.
Universal support
Universal support starts with the ethos, climate and relationships within every learning environment. It is the responsibility of all practitioners and partners.
An environment which is caring, inclusive, fair and focused on delivering learning to meet individual needs will encourage all children and young people to strive to meet their learning potential.
Personal learning planning is at the heart of supporting learning. The conversations about learning, reviewing progress and planning next steps are central to this process. Planned opportunities for achievement which focus on the learning and progress made through activities across the full range of contexts and settings in which the curriculum is experienced also contribute to the universal aspect of support. In addition, all children and young people should have frequent and regular opportunities to discuss their learning and development with an adult who knows them well and with whom they have a mutually trusting relationship. This key member of staff has the holistic overview of the child or young person’s learning and personal development.
Targeted support
Children and young people can benefit from additional or targeted support, tailored to their individual circumstances. This could be at any points of their learning journey or throughout the journey.
Barriers to learning may arise from specific learning difficulties, disability, social, emotional or behavioural needs, bereavement or family issues.
Targeted support also encompasses children and young people requiring more choices and more chances to achieve positive, sustained post-school destinations.
This ‘targeted’ support is usually, but not exclusively, delivered by staff with additional training and expertise.
Independent sources of information and advice nationally include –
Enquire – the Scottish advice service for additional support for learning
Telephone – 0345 123 2303
Email – info@enquire.org.uk
Resolve (Children in Scotland) – Resolve: ASL is an independent mediation service for parents and carers of children and young people with additional support needs.
Telephone – 07955 788967
Email – resolve@childreninscotland.org.uk
Educational Psychology Service
Educational Psychologists (EPs) support equity, inclusion and attainment and deliver evidence-based intervention to support pupils’ wellbeing in Renfrewshire’s schools, nurseries and other learning centres.
EPs work with teachers, parents and support staff to help children and young people make the most of their lives and support schools, nurseries and other learning centres to improve and develop supportive healthy learning environments through approaches such as the Renfrewshire Nurturing Relationships Approach, Language and Communication-Friendly Environments, Video Interaction Guidance and Non-Violent Resistance.
Our schools have a system in place for monitoring and reviewing the progress of all our young people and we have a link educational psychologist who visits on a regular basis and is part of the extended support team. When concerns are raised about a child or young person, the schools take action to address these concerns and may involve a link EP. Parental permission will always be obtained before we request to involve the link EP.
