2
March
2007
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.
Posted: Policies
26
February
2007
The role of Information & Communications Technology (ICT) has an ever-increasing contribution to make to learning, employment and everyday life. Pupils will need Information and Communications Technology skills, knowledge and awareness if they are to be successful in their futures. They will also need to be able to use ICT to support their learning in many curriculum areas and to develop informed attitudes to learning with ICT throughout their lives. The pace of change in the future is very hard to predict both in terms of software and hardware and as a result teaching and learning should be constantly reviewed as new and emerging technologies appear. The school recognises the importance of Information and Communications Technology, now and its future potential. This policy endorses the National Guidelines in Information and Communication Technology 5-14 (Learning and Teaching Scotland, 2000). The school’s Policy and Programme are in accordance with National and Authority Guidelines. AIMS To develop in our pupils; knowledge, skills and informed attitudes in relation to information and communications technology through:
- ensuring that staff and pupils are comfortable and confident users of ICT
- developing pupils’ skills on how to use computers and other devices relevant to ICT
- developing and reinforcing cross-curricular approaches to ICT
- supporting the development of learning and teaching in all areas of the curriculum
- establishing a school programme to ensure coherent progression from P1 – P7
- creating opportunities for all staff to acquire and develop the necessary expertise in ICT, thus enhancing teaching and learning
- to provide appropriate and equal access to ICT for all pupils as far as is possible within our limited resources
TEACHING & LEARNING Pupils will have varying levels of access to, and experience of, ICT and this needs to be acknowledged and addressed. Account should be taken of the prior learning that pupils bring to the area of ICT. Setting appropriate next steps for pupils and sharing information with pupils and teachers is important to ensure continuity and progression. Attainment levels in ICT may vary considerably within classes, particularly given the essentially composite nature of the smaller school. ICT permeates the entire 5-14 curriculum and the focus for the school should be two fold. Pupils should use ICT to improve their knowledge, understanding and skills in a range of curricular areas and also develop their general skills in ICT. Regular use of ICT is important to build both skills and the confidence of pupils. As with all curricular areas effective learning and teaching in ICT requires a planned approach. Pupils should be given opportunities to use, learn about and learn through, a variety of ICT devices. APPROACHES AND METHODOLOGIES The following principles will be taken into account:
- making learning outcomes clear
- using a variety of approaches as appropriate to styles of teaching and learning
- giving and receiving clear, regular feedback
- monitoring progress in attainment and learning
- differentiation to ensure that the needs and abilities of pupils are met
PLANNING AND ASSESSMENT PLANNING
In planning for ICT teachers should provide balance, breadth, coherence, continuity and progression and pupils’ experiences should reflect these. Teachers will use the school programme to plan blocks of work in ICT. Teachers should also plan for the transference of these ICT skills to enhance all areas of the curriculum. Successful planning for progression in ICT will ensure that opportunities are given to:
- teach new concepts and skills
- practise and reinforce concepts and skills
- meet individuals’ development needs
- assess progress and attainment in ICT
- use ICT skills in other areas of the curriculum
ASSESSMENT The same principles apply to assessment of ICT as to any other 5-14 curricular area. Assessment is an integral and planned part of teaching and learning in ICT and will highlight achievements and indicate next steps. Whenever possible assessments will be shared between pupil and teacher and with parents where it is appropriate to do so. There are many and varied approaches to assessment including observation, discussion with pupils, checklists, examination of written work, a book/folder containing printouts and pupil, peer and self-evaluation.
ICT will be formally reported to parents annually. Teachers will pass on information at the point of transfer to another school or class through an appropriate system of record keeping. Monitoring and review of teaching and learning in ICT will be carried out according to school procedures and the programme will be subject to regular review within the five year cycle. TIME ALLOCATION Although ICT need not have any specific time allocated to it; due to the fact that it should encompass all areas of the curriculum, the shifting focus within the curriculum highlights the importance of ICT alongside Maths and Language.
RESPONSIBILITY The Headteacher has overall responsibility for the management and delivery of ICT. It is the responsibility of class teachers to implement the school’s Information Communication Policy through delivery of the School Programme and to inform management of any hardware or software deficiencies. HARDWARE & SOFTWARE AVAILABLE The school’s main resource is the stock of networked computers (14). We have one “stand alone” p.c. We have a multi-media projector and inter-active whiteboard, two digital cameras, a digital camcorder, 10 Alphasmarts and a range of other items such as videos, cassette players, TV, DVD player and video etc. We have a programmable Roamer.
SAFE USE OF E-MAIL AND INTERNET The Internet provides both pupils and staff access to a wealth of materials and information. The school has access to the Internet and e-mail through an Authority server but as with any internet filter it cannot be guaranteed to be 100% effective. Teachers should periodically take time with their class to revise and reinforce rules for safe use of the internet. Pupils will have access to the Internet in a planned and organised way and will be expected to take a very responsible attitude to this facility. STAFF DEVELOPMENT AND TRAINING
The school recognises that ICT is a developing and expanding area.of the curriculum.Opportunities for staff development, as identified during consultation, should be taken wherever possible, within both budgetary and time restrictions. INCLUSION and ADDITIONAL NEEDS ICT has a special role to play in Support for Learning across the curriculum. It provides a wide range of software, tools and aids which can be used to support the learning and teaching of all pupils with different needs and abilities. Support and advice for pupils regarding specialised equipment or software can be accessed through normal authority referral procedures. In order to include pupils with additional needs, we will endeavour to provide them with appropriate equipment and resources to access the curriculum where appropriate.
AUTHORITY SUPPORT Argyll & Bute provides technicians who are responsible for maintaining the network. A Quality Improvement Officer (QIO) provides advice and support.
Posted: Policies
