Support For Learning – Nurture at Anderson High School

Christmas Bakes

There are a variety of factors which cause a barrier to learning. These can include cognitive, linguistic, physical and mental health, disability or family and care circumstances as well as social and emotional issues.

In Anderson High School, learning support provision has, at its core, the six principles of nurture, namely:

That children’s learning is understood developmentally
That the classroom offers a safe base
That transitions are significant in the life of children
That nurture is important for the development of wellbeing
That all behaviour is communication and
That language is understood as a vital means of communication

Principal Teacher Roger McAdoo leads a team of six teaching staff and six Learning Support Workers to support young people with various identified learning needs with the ultimate aim of enabling these students to achieve National Qualifications in the Senior Phase.

Young people with identified learning support needs are, in the main, supported by their subject teacher who is responsible for planning and delivering the curriculum, adapted as necessary to the needs of individuals in their classes. To support these adaptations, Support for Learning staff produce a Confidential Pupil Information (CPI) record for young people with learning needs, which gives teachers and staff working with them a statement of their needs and recommended strategies to support them.

Support for Learning staff work alongside class teachers in class to provide shared support and, on occasion, support outside of the classroom in small groups to work on tasks planned and agreed with the class teacher.

Support for Learning staff also work with young people in the Support for Learning base. The work in the Base is tailored to the needs of the individual and can include support with literacy and numeracy, with classwork and homework and with assessments and exams. Learning for these young people is supported by means of Individualised Learning Plans and, for some, a GIRFEC Child’s Plan.

As part of their timetabled periods in the Support for Learning Base, young people will have some periods where they can have time to relax and chill out, to give them headspace for the rest of their day, or week, and which gives them time to talk with staff members or their peers in a relaxed setting. In addition, Support for Learning staff run activities at certain points of the year such as the Christmas Cake Bake, crafting and Outdoor Learning activities, the latter in association with SIC Sport and Leisure Services.

In terms of transition, both from primary schools and from Junior High Schools, information is shared at a very early stage between settings and a carefully planned series of transition activities takes place, including some in partnership with SIC Youth Services, in order that young people feel safe, supported and secure in their move to a new setting and which provides reassurance that their needs are known and will be met.

The Support for Learning Team liaise closely on a daily basis with Pupil Support Staff, Mrs Harpe’s Social and Emotional Support Team and the Senior Management Team in order to ensure that staff are working jointly and seamlessly to support the progress and wellbeing of young people in the school.