At Woodlands Primary School, we consider the whole child when we organise and manage learning. Our staff engage in regular professional dialogue to discuss the progress of all learners and ensure that we are Getting it Right for Every Child (GIRFEC).
Where any potential barriers to learning are identified, teaching staff will liaise with the Pupil Support Co-ordinator, and agree a way forward to minimise the impact of these barriers. As such, differentiated and appropriately challenging learning experiences are designed to ensure learning is accessible for every learner. Our Depute Head Teacher, Mrs Gibney, has overall responsibility for Pupil Support throughout the school. In supporting staff, families and pupils, she is supported by our Principal Teachers:
Primary 1 – Mrs Mackenzie
Primary 2 – Primary 5 – Mrs Gibney
Primary 6 – Primary 7 – Miss Crawford
Barriers to learning can be caused by a variety of factors and we describe these as additional support needs. Children and young people can have an additional support need at any time. Being identified as having an additional support need does not necessarily mean they will need that support for the rest of their time at school. More information can be found on the Renfrewshire Council website: https://www.renfrewshire.gov.uk/article/3490/Additional-support-for-learning-ASN
When any barrier to learning is identified, staff will act quickly to identify the barrier and adapt planning approaches to ensure that the learning needs of every learner are effectively addressed. How the school supports your child will depend on the barriers they are facing to learning. Your child may need support for a short while or they may require ongoing, longer-term or more complicated support.
When a teacher is providing additional support to your child, we record this using a Monitoring and Evaluation form. This is used to outline the barrier identified and the supports and strategies that we are putting in place to help remove or minimise this barrier. This form is passed from class to class with your child and will ensure smooth transition of information, useful resources and strategies.
If a Monitoring and Evaluation plan is in place for your child, you will be notified of this. We will always discuss any concerns we have about your child with you and we strongly encourage you to contact us in the same. We value the positive impact of a good home-school relationship.
If this is a new concern, you may be invited to a meeting in the school or an arranged phone call to discuss the barrier to learning identified, gather your views and make a plan moving forward. Where a plan is already in place, the class teacher will update you at parents evening appointments with the progress of the plan. A copy of this plan will be provided for you to keep for your own records.
If your child needs a lot of help, then a fuller plan may be required to ensure we are supporting them fully. There are different types of plan. The decision on which plan is best for your child will depend on the length of the need, the affect it has on your child’s learning, and that the school needs to work with other agencies to support your child’s learning, such as the council, NHS and another other appropriate agencies.
Your child may also have an Individual Education Plan (IEP) that details the strategies and measures in place to support your child’s learning. This may sit within another plan if necessary.
If you would like to discuss this, or any other aspect of your child’s education, please don’t hesitate to contact us via the school office.
If you would like further information in this area, the following websites can provide these:
- Enquire
- Contact for families with disabled children
- National Autistic Society.
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