March
2007
Additional Support for Learning Policy0
Kilmartin P.S.
Support for Learning Policy
Our aim in Kilmartin Primary and Pre 5 Unit is to provide quality-learning experiences within a safe, caring environment where everyone has the opportunity to achieve their potential and develop as happy, informed and confident individuals.
In order to achieve our aim for all pupils it is essential that we have clear procedures to support inclusive education and to support learning which in turn will provide an appropriate curriculum for all, which takes into account, from the earliest stages, the different needs of our pupils.
Procedures:
• Early identification of stage of development of pupil
• Early identification of special educational needs
• Curriculum will be adapted as appropriate
• Monitor, assess and record as required
• Involvement of parents of the ‘exceptional ‘ child at the earliest stage
• Parental involvement at all stages
• Involvement of specialist support services
• Regular review meetings involving parents/carers and professionals
Our procedures therefore will:
• Ensure a structure which enables early identification of stage of development and needs
• Involve parents/carers
• Ensure the delivery of a differentiated curriculum
• Allow for ongoing training for staff
• Ensure an organisation which allows liaison with all support services
• Be enhanced through appropriate record keeping
Early Identification:
Through our work in the Pre 5 Unit, the upkeep of our transition records and our induction programme we can assess and have evidence of the stage of development of each pupil coming into school.
If a child is identified as having special requirements then one, some or all of the following may take place:
• An assessment/ observation of that child will take place
• Parents will be involved
• A referral to relevant support service will be made
• A referral to prescat or to school psychologist
• A differentiated curriculum
• A referral to school medical service
• Support Plan
• Co-ordinated Support Plan
• Split placement
Parental Involvement:
Parents/Carers are actively encouraged to be involved in their children’s learning. Clear information, advice and support is available for all parents.
As a result of parental participation in Pre 5 education and our induction programme, parents will have the opportunity to:
• Hear about how we work in school and nursery
• Have a one to one consultation with the child’s teacher
• Discuss their child’s development to date
• Be given support materials and advice if necessary
• Have targets set for their child if necessary
• Attend parent workshops on
o Classroom Routines
o Activity based learning
o Reading pre- entry
o Writing pre- entry
o Maths pre- entry
o General School Information
o
• Attend regular meetings, if necessary
• Have access to school support services, if necessary
• Have ongoing support for their child as long as is necessary
The support of parents is actively encouraged. Parents are invited to parents’ evenings twice each session, November and June and are invited to contact the school regularly for an update on the progress their child is making ensuring that:
• Parents are made aware of their child’s progress
• There is an opportunity to exchange information
• Next steps are discussed
If a parent is unable to attend parents’ evenings then alternative arrangements can be made.
Differentiated Curriculum:
Regular monitoring of forward plans and ongoing assessment of the child plus regular monitoring of pupils’ written work should ensure:
• Continuity and progress
• Relevant support and teaching strategies
• The use of suitable resources
• An appropriate balance of the curriculum
• An appropriate pace of curriculum
Staff are encouraged to refer pupils to the head teacher as early as possible if they have concerns.
Staff Development and Training:
Staff will require regular and ongoing support at both whole school level and at an individual level. Staff development can be delivered as part of an ongoing Continued Professional Development (CPD) programme and Inset should be regularly provided on:
• Differentiation
• Developmental Disorders
• Specific Difficulties
• Sensory Difficulties
• Use of specialised resources
• Interaction of support services
Support Services:
Support Services should be involved as early as it is necessary. Regular meetings will involve anyone directly working with the child or who has an input to the future progress of the child.
Record Keeping:
Good record keeping will depend on implicit procedures and a clear understanding of the different needs of pupils and how these should be recorded.
Recording of progress is crucial in order to provide continuity of education for pupils. Records must be up-to-date, clear and concise.
The following types of records may be in use in school:
Type of Record For Whom Responsibility for Up Keep
Next Steps sheets All Pupils Teacher
Learning Support Records Children with Additional Support Needs Class Teacher & HT
IEPs / Support Plans Children with additional support needs Teacher / HT
Education Support Plans Looked After Pupils HT
Area Learning Support Records Children with Special Educational Needs ALST
Co-ordinated support plans CSP pupils HT/ANST Co-ordinator
Pupils’ Folio All pupils Teacher and Pupils
Pupils’ Report All Pupils Teacher
Transition Records All Pre 5 pupils Pre 5 Staff & P.1 Teacher
In Kilmartin P.S. the HT has the overall responsibility for learning support.
Throughout the procedures detailed above each child’s self esteem and confidence should be developed to enable them to participate effectively and safely in whatever they choose to do.
