All support requests should be submitted electronically to a new shared mailbox: asnrequest@stirling.gov.uk
Support requests should be made using Child’s Plan Forms 1, and 2 or 3. We no longer require the relevant parts of form 7 as standard. If you have any other relevant paperwork from the GIRFEC Child’s Plan suite this can be included.
Please ensure Support Requests are sent to the mailbox in a zipped file. The file name must state the name of the child, and the team from whom support is being requested, e.g. asnsupportrequest.jbloggs.sebn
Please have submissions entered at least 1 week before the meeting date.
Provisional 2016/17 meeting dates are:
5th Sept 2016
3rd Oct
7th Nov
5th Dec
9th January 2017
6th February
6th March
18th April
15th May
12th June
For further guidance on Support Requests please see page in guidance and policies section of the site.
“that individuals on the autism spectrum are respected, accepted and valued by their communities and have confidence in services to treat them fairly so that they are able to have meaningful and satisfying lives”
The National Strategy provides a framework for implementation and makes 26 recommendations to improve the support available and quality of life of people with autism. It also cites 10 indicators for current best practice in the provision of autism services.
A local Autism Strategy developed in co-operation with people across the autism spectrum
Access to training and development to inform and improve understanding of Autism Spectrum Disorder (ASD) amongst professionals
A process for ensuring a means of easy access to useful and practical information about ASD
An ASD Training Plan to improve the knowledge and skills of those who work with people who have ASD
A process for data collection which improves the reporting of how many people with ASD are receiving services and informs the planning of these services.
A multi-agency care pathway for assessment, diagnosis and intervention and support
A process for seeking stakeholder feedback to inform service improvement and encourage engagement
Services that can demonstrate that service delivery is multi-agency and co-ordinated and targets the needs of people with autism
Clear multi-agency procedures and plans to support individuals through major transitions at each important life-stage
A self-evaluation framework to ensure best practice implementation and monitoring
In 2013 the Scottish Government commissioned a National Autism Mapping Project, a short-term fact finding and analysis exercise to build up a picture of autism service provision and provide information on autism co-ordination locally. The Autism Mapping Report for Stirling and Clackmannanshire presents a snapshot of our local situation and information was gathered through desktop research, focus groups and questionnaires. The report reflects the voice of stakeholders who attended the events and the information therein was used as a basis on which to carry out further research and stakeholder engagement.
Transitions are part of our everyday lives. From an early stage children will experience a number of transitions from the pre-school stage through to post-school destinations. For some a change of school or class is viewed as an exciting opportunity however for others transition can be a less than positive experience.
Transitions should be viewed as a key process to a child’s learning and development and a successful transition can help a child adapt to change more positively throughout life.
One of our key priorities within our Single Outcome Agreement (2013-2023) and in the Service’s Strategic Plan (2014-2017) is transitions i.e. developing a guideline for all educational staff on supporting transitions for children with additional support needs; developing our young workforce; improving the number of positive destinations for our most vulnerable.
We have developed jointly with Clackmannanshire Council, a guideline on transitions. The focus is on supporting children with additional support needs, in making positive transitions through a consistent and co-ordinated approach to planning. The guideline outlines the Councils’ vision, aims and key principles of transition, taking account of the Additional Support for Learning (Scotland) Act (amended 2009), which outlines the statutory timescales for transition planning.
Everyone knows the importance of getting formal qualifications at school – but our pupils are involved in a wide range of activities and have other important achievements, for example in:
youth work
volunteering
part-time employment
hobbies and interests
projects that they undertake across the curriculum
participation in activities and opportunities in school beyond the classroom
helping out at home.
As a result, young people are developing important skills for learning, skills for life and skills for work that can be of real value to them as they grow up and when it comes to getting a job or going to college or university.
We want to make sure that young people get full recognition for all their achievements – not just their exam results. The SQA have a selection of Awards that recognise the life and work skills that learners gain from activities they may already be taking part in at school, at college or elsewhere (such as sport, mentoring, voluntary work or fund-raising activities). These awards have been designed to recognise wider achievement. An increasing number of our schools are using these awards to help pupils recognise the skills they are developing and demonstrate to employers that our young people are working hard to develop the skills that are valued in the workplace.
Wider achievement is also recognised by a range of organisations such as Duke of Edinburgh Award Scheme, John Muir Trust, Scout Association and many others. In school, pupils are encouraged to reflect on the skills they are developing and build a profile of how they are progressing as they get older.
Flexible Pathways
A flexible learning pathway is a flexible programme of learning delivered through a variety of methods and experiences offered in different environments. Curriculum for Excellence encourages wider educational opportunities than those previously widely considered within school environments, prioritising skills for life and learning.
A flexible pathway would ensure that students would have the opportunity to select a range of pathways to the workplace. This could include working with school and college staff, experiencing the world of work, working on more vocationally based qualifications or even starting apprenticeships leading to industry recognised qualifications whilst in school. By making the routes through school more varied and applicable to the interests and aspirations, we would expect students to make better choices leading to better opportunities for employment or further study.
To support and build capacity within all learning environments to provide the highest quality education for children and young people (from 0-18) with additional support needs (ASN) enabling them to be all they can be.
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