Primary School by FWvp68C


									                                 Krypton Community
                                    High School

           Additional Support for Learning Policy

(This is an example of an ASL policy for a secondary school. It can be used as appropriate
e.g. to develop a school ASL policy or adapted to tie in with other support policies in the
school etc.)


Section 1 - Additional Support Needs and Policy Development

Section 2 - The CEC Framework of Support and Support Approaches

Section 3 - The Additional Support for Learning Team

Section 4 - Gathering Information to Identify Needs

Section 5 - Planning to meet Additional Support Needs

Section 6 - Communication

Section 7 - Induction and Transitions

Section 8 - Staff Development


Pathways to Support planning tools for policy development

Schools should insert a short paragraph linking this policy to other relevant school policies
and developments in your school and to authority policies/guidelines.

Examples of authority/national guidance which could be used is:

From: CEC Learning for All (2003)

The key principles of learning and teaching

Effective learning and effective teaching must:
 promote social inclusion and equality for all
 set high and realistic expectations for all
 actively engage learners and promote high self-esteem
 develop commitment, responsibility and independence in learners
 promote creativity, flexibility and innovation

The key features of effective learning and effective teaching are:
 effective planning
 effective interaction/teaching
 effective learning
 effectively meeting needs
 effective assessment and reporting

‘From: A Curriculum for Excellence: The Curriculum Review Group (2004)

 ‘Our aspiration is to enable all children to develop their capacities as successful learners,
confident individuals, responsible citizens and effective contributors to society.’

Policies/Guidance in schools

Examples could include:
 Support for learning/guidance/behavoural policies/guidance
 Learning and Teaching/AifL/Assessment
 Equalities policies including anti – bullying/racism
 Transition etc

Section 1 -         Additional Support Needs and Policy

Additional Support Needs

The Education Additional Support for Learning Act (Scotland) 2004 ‘introduces a new
framework for providing for children and young people who require some additional help
with their learning. The Act aims to ensure that all children and young people are provided
with the necessary support to help them work towards achieving their full potential. It also
promotes collaborative working among all those supporting children and young people.’
                                        (Supporting Children’s Learning, Code of Practice p7)

To help education authorities and agencies achieve the aims of the Act, the Scottish
Executive has produced this code of practice which provides guidance on the Act’s
provisions as well as on the supporting framework of secondary legislation.


“A child or young person has additional support needs for the purposes of this Act where,
for whatever reason, the child or young person is, or is likely to be, unable without the
provision of additional support to benefit from school education provided or to be provided
for the child or young person.”
                                      (Supporting Children’s Learning, Code of Practice p15)

“The Additional Support for Learning Act introduces a new framework for supporting
children and young people in their school education, and their families. This framework is
based on the idea of additional support needs. This new term will apply to children and
young people who, for whatever reason, require additional support, long or short term, in
order to help them make the most of their school education. Children and young people may
require additional support for a variety of reasons and may include those who:
     have motor or sensory impairments
     are being bullied
     are particularly able or talented
     have experienced a bereavement
     are looked after
     have a learning difficulty
     are living with parents who are abusing substances
     are living with parents who have mental health problems
     have English as an additional language
     are not attending school regularly
     have emotional or social difficulties
     are on the child protection register
     are young carers

The above list is not exhaustive nor should it be assumed that inclusion in the list
automatically implies that additional support will be necessary.”

                                      (Supporting Children’s Learning, Code of Practice p11)

These could include:
 To provide opportunities for all pupils and to have the highest expectations set for them
   all to achieve to the best of their ability.
 To offer an appropriate curriculum which will provide continuity and progression for all
 To provide an environment in which all pupils feel valued.
 To raise all pupil’s self esteem and sense of achievement.
 To review individual pupil’s needs and progress through regular consultation
 To work in partnership with parents and external providers, where appropriate, to ensure
   the best provision is made for each pupil

Policy Development
Give examples of why and how this policy was developed e.g.

The Additional Support for Learning Policy in Krypton CHS has been developed in response

   Recommendations from HMIe/Review process
   The introduction of the Education (Additional Support for Learning) (Scotland) Act 2004
   The City of Edinburgh Guidance for staff, ‘In on the Act’.

The Policy has been developed by the ASL Team in consultation with:

   List contributors

Monitoring & Evaluation
Describe how this will be done e.g.

Continuous monitoring and evaluation of the progress in meeting pupils’ needs in light of the
ASL Act and the development of this policy in Krypton CHS will be carried out through the
following processes e.g.

   whole school and departmental improvement plans
   tracking of individual pupil’s progress
   attainment data
   sharing classroom experience across the school
   annual evaluations of the impact of support approaches in the school
   questionnaires/discussions with staff, pupils and parents
   feedback from review meetings
   sharing of good practice etc

The information gathered in the monitoring and evaluating of the implementation of this
policy will inform next steps in the improvement priorities in meeting pupils’ needs in Krypton

Section 2 – The CEC Framework of Support and Support
The City of Edinburgh Framework for Support
Section 3 of Chapter 3 of the City of Edinburgh Guidelines, ‘In On the Act’ outlines the
Framework for Support in which Krypton Community High School will operate in meeting
additional support needs. The approach to support is illustrated through pathways as

      within class
      within school
      within school with support from partnership services and agencies
      through a special placement
      by a partnership service or agency

The approaches used in Krypton CHS through each of pathways relevant to our school are
as described in the following section.

(To support the development of this section in your school, you may want to make use of
the pathways, which can be found at the end of this document, to identify approaches to
improve progress in learning at class, departmental and school level. Examples of pathways
for in class and in school support in Krypton CHS have been started.)

Support Approaches in Krypton CHS
Approaches within class (See ‘In on the Act’, page 3.9)

The following are examples which could be customised and included in your policy. You will
have others from your own setting.

Subject teacher and appropriate staff
   Take account of existing information on pupils with additional support needs and
      previous strategies used to support the planning process in the class
   Use referral system to support in the early identification of additional support needs
   Collaborates with appropriate staff in drawing up an additional support plan for
      relevant pupils and ensure strategies and strengths are shared
   Review the learning environment
   Share appropriate support strategies through departmental discussions and sharing
      good practice

Principal Teacher
     Maintain an overview of referrals, support plans and departmental support
     Promote effective collaborative work with the ASL team

Approaches within school (See ‘In on the Act’, page 3.10)

   The school operates a referral system to support in the identification of and to allocate
    appropriate support to pupils with additional support needs
   Information applicable to learning is shared with relevant staff
   The ASL team liaises with relevant subject teachers, parents and pupil prior to drawing
    up any plan for pupils with additional support needs and ensure this planning is shared
    as necessary
   The ASL team regularly evaluates and reviews the impact of the provision made for
    pupils with additional support needs and the extent to which it is meeting their needs

Approaches within school with support from partnership services and agencies (See In on
the Act, page 3.11)

   The ASL team leader chairs the Pupil Support Group meetings. These meetings identify
    next steps for individual pupils for whom support from partnership services and agencies
    is required to enable appropriate progress in learning.

The core members of the Pupil Support Group at Krypton CHS are
   the ASL team leader (Chair)
   PT Support for Learning
   PT Support for Pupils (Guidance)
   Teacher Support for Pupils (Behaviour)
   Educational Psychologist
   Working Together representative
   School nurse
   Education Welfare Officer (EWO)
(List members of your school’s PSG as appropriate)

In Krypton CHS, PSGs are held every three weeks with appropriate subgroup meeting
being held in between.

Within school with support from partnership services and agencies
(See ‘In on the Act’, page 3.11)

Examples of how partnership services and agencies support the school

   Working Together staff work collaboratively with school staff on alternative curricula e.g.
    ASDAN and Duke of Edinburgh Awards

   Working Together staff support with transition groups, after school clubs and summer
   The school nurse and Support for Pupils (Guidance) staff work with groups on health
   The EWO makes home visits and runs groups to support pupils who have problems in
    attending school.
   Service level agreement is agreed with educational psychologist

Other PSG members could include:

       Youth Action team (police)
       Child and Adolescent Mental Health (CAHMS) worker
       Social Worker
       LAC worker
       EAL staff etc
(See CEC Guidelines for Pupil Support Groups 2004)

Approaches for children and young people who are out of school but remain the
responsibility of the school (See In on the Act, page 3.14)

This could be due to a range of factors:
       long term/ chronic ill-health
       attendance
       permanent exclusion
The ASL team leader ensures that referrals are made to relevant partnership services e.g.
HOTS, Educational Welfare Services
Pupils are discussed at ASL team meetings or at PSG meetings as appropriate. The ASL
team leader ensures that relevant staff from HOTS or the Educational Welfare Services are
invited to these meetings.
While pupils are still on the school roll, the ASL team is responsible for regular evaluation
and review of the provision made. Appropriate planning sets out arrangements for
recording, monitoring and reviewing progress. The ASL team ensures close liaison between
the school, partnership services and agencies involved and the pupil and parents.

Section 3 – The Additional Support for Learning Team
All staff have a responsibility to ensure individual pupils work towards meeting their full
potential. In Krypton CHS, the Additional Support for Learning team will have specific roles
and responsibilities in supporting learning. The ASL core team includes all staff from the
departments included in Diagram 1 (below).

Diagram 1: The ASL Core team members

            ASL            Support for pupils
                                                      Support for
            Tea            (Guidance)

                                      ASL Strategy
             Support for pupils
             (Behaviour support)                                    Pupil Support

                                     Other ASL groups
                                     within the school as

The ASL Strategy Group oversees and coordinates the support of the ASL Core team
within Krypton CHS. It meets regularly to discuss whole school support issues including:

   transition
   appropriate approaches
   referrals to PSG

The ASL Strategy Group comprises:

ASL team leader (DHT)
PT Support for Learning
PT(s) Support for Pupils (Guidance)
PT Support for Pupils (Behaviour)

Roles and Responsibilities of the ASL Team

ASL Team Leader/Strategy Group

   leads and manages the ASL team
   has an overview of the planning frameworks and structures in place
   monitors, reviews, evaluates and develops strategies to support young people with
    additional support needs
   identifies appropriate partnership services and agencies required to support young
    people with additional support needs
   liaises with the Authority regarding all aspects of additional support needs
   monitors and reviews coordinated support plans
   chairs the PSG

Support for Learning Team

Engages in

   Consultancy
   Co-operative teaching
   Direct teaching
   Specialist services
   Staff development

The balance of the 5 roles in Krypton Community High School will depend annually on the
particular needs of the school each year.

Support for Pupils Team

   provides personal support to meet the needs of children/young people
   delivers personal and social education courses and opportunities for pupils to develop
   coordinates support between agencies and children/young people
   monitors and tracks progress
   gives children/young people access to information
   provides curricular and vocational guidance on planning for the future
   Provides information and strategies to staff regarding pupils whilst ensuring
    confidentiality is respected

Learning Assistants

   support pupils as appropriate.

Roles and responsibilities of others in supporting learning

All staff

   work together to provide support for young people
   liaise with parents, the young person, colleagues and partnership services and agencies
    as appropriate

Subject teacher

   identifies individual additional support needs
   makes reasonable adjustments to the learning and teaching environments to meet the
    identified needs
   records concerns and liaises with the PT (subject) in the first instance and with the ASL
    team to ensure appropriate strategies can be identified to support learning


   work together with the school to support their child’s learning.


   work together with school and other staff and parents to derive maximum benefit from
    their education

Partnership services and agencies

   work as appropriate with pupils and staff

Section 4 - Gathering Information to Identify Needs
Describe how this will be done e.g.

Pupils with additional support needs are identified through:

   information from the parents or the child
   professional observations and assessments
   review of the learning environment
   records and referrals


In line with each department’s procedures, pupils are assessed on an ongoing basis

   professional observation
   meeting with school staff, parents and other relevant agencies
   assessment information (including teacher projections and progress codes)
   other tests and alternative strategies

Section 5 - Planning to meet Individual Needs
In Krypton CHS the plans outlined in the following sections are in place.

Personal Learning Planning
Describe here how personal learning planning works e.g.

In Krypton CHS all pupils are encouraged to practise self and peer assessment and to
reflect on the evidence of their learning to help them to become better learners. Pupils
discuss their learning with each other, with parents and staff, and help to set their own
learning goals.

Supporting Learning Profile
Describe here how the profile will be introduced and used e.g.

The Supporting Learning Profile is drawn up by a Health Professional to support the
functioning and achievement of a child with whom they are working. The profile usually
includes only one target to be met, with a maximum of two. Information is given on key
areas for development, what the child or young person can do within this area and
suggested strategies to develop this further. The ASL team ensures that the profile is fully
discussed with all staff working with the child and is passed on to future staff where

Additional Support Plan
Describe here who will have an additional support plan and how it will be used e.g.

An additional support plan is drawn up by an appropriate member of the core ASL team and
outlines the nature of a pupil’s additional support needs, the factors affecting learning, the
approaches to be used and the learning outcomes to be achieved. The plan is used by a
number of staff to ensure a consistency of approach to remove or minimise barriers to

Individualised Educational Programme (IEP)
Describe here who will have an IEP e.g.

An IEP is drawn up by an appropriate member of the core ASL team. In Krypton CHS only
those pupils who require specific individualised learning targets have an IEP. Use is made
of the advice given in ‘In on the Act’ CEC Guidance for Staff Page 3.17 and ‘Success for All’
(Target setting within individualised educational programmes) to support the decision
making process.

Health Care Plan
Describe here who will have a health care plan e.g.

A health care plan is drawn up by an appropriate member of the core ASL team. in
consultation with the parents/carers and the community paediatrician or school nurse. It is
shared with all appropriate staff. It is drawn up for any child or young person who:

      requires individualised care
      has a medical condition or
      is on medication which impacts on their day-to-day life and which requires support.

Care Plan
(See ‘In on the Act’ Chapter 4, Section 4)

A care plan is drawn up by a social worker for a child or young person who is ‘looked after’
or ‘looked after and accommodated’. This is done in consultation with the child or young
person, parents, carers, school staff and other significant agencies and individuals. This
plan is shared with the ASL team leader and other appropriate members of staff.

Coordinated Support Plan
(See ‘In on the Act’ pages 3.21 – 3.26 and Appendix 6)

The Coordinated Support Plan (CSP) is a statutory document that supports planning,
monitoring and review of provision where a pupil’s school education requires significant
additional support from education and one or more agencies.

Describe how a decision will be made to initiate the process for a CSP e.g.

All pupils in Krypton CHS who have an IEP, who previously had a Record of Needs or who
have been referred to the Pupil Support Group (PSG) are considered for a CSP when their
provision is being reviewed. The pupil and their parents are always invited to these
meetings. The procedures described in ‘In on the Act’ for initiating a CSP are always
followed in Krypton CHS.

A parent may also request a CSP.

Other plans

Describe any other planning systems you have in your school.

Section 6 - Communication
In addition to the usual communication systems and procedures for all pupils in Krypton
CHS, communication systems for pupils with additional support needs are as follows:

Within class
Describe strategies that may be used e.g.

Where one or more learning assistants are working in class under the support and
management of the subject teacher good communication is essential. This is supported

   informal communication in class
   specific time being made available for formal discussion and planning
   sharing of all additional planning e.g. additional support plans, IEPs etc.
   daily diary

Within school
Describe how this will be done e.g.

The ASL team leader is responsible for ensuring good communication takes place within the
school through:

   organising regular ASL strategy group meetings
   overseeing the system of referrals to the ASL team
   timetabling specific times for liaison and consultation between school staff and school
    staff and professionals from partnership services and agencies
   ensuring information on individual children with additional support needs is shared with
    appropriate staff
   ensuring that information on individual children with additional support needs is passed
    on at times of transition

Within school and partnership services and agencies
Describe how this will be done e.g.

In Krypton CHS the Pupil Support Group is the main way that the school communicates with
partnership services and agencies. The ASL team leader organises regular PSG meetings
to meet the needs of specific individuals.
Meetings with individual professionals also take place formally and informally, where
required to meet the needs of individual children with additional support needs.

With parents and carers
Describe how this will be done e.g.

Communication with parents and carers takes place both formally and informally e.g.

   by telephone, email or letter
   at PSG meetings
   at parent consultation meetings

Parents and carers are always invited to formal meetings where their child’s additional
support needs are being discussed and reviewed. Every effort is made to ensure their
attendance at these meetings.

With pupils
Describe how this will be done e.g.

   Pupils are involved in review meetings.
   If a pupil has an IEP the short term targets are discussed on at least a termly basis. This
    increases in frequency depending on the targets set.

Section 7 – Inductions and Transitions
Within school
Schools should include their relevant procedures for induction and transition
Post 16

Across schools

When a pupil with additional support needs leaves school, the ASL team leader ensures all
relevant information on the pupil’s needs is collated and passed on to the new school as
quickly as possible.

When a child with additional support needs enrols in the school, the ASL team leader
ensures that the previous school is contacted as soon as possible and that information is
passed on and shared with all relevant staff.

Section 8 - Staff Development
Staff development is essential to ensure that the needs of all children requiring additional
support are met. In Krypton CHS this is done through the school improvement plan,
Personal Development and Review and Staff Development and Review. CPD opportunities
are also provided by appropriate members of staff.

Schools should develop appendices as appropriate e.g.

Proforma for referral to ASL

Pathways to Support Tables for use in the
development of the school ASL Policy

Pathway to Support 1: Additional support needs met within the class

          Triggers                 Gathering Information                           Action to Improve                          Recording and
                                   to Identify Needs                              Progress in Learning                      Reviewing Progress

   Evidence to suggest the        Gathering information to              May be achieved through:                     Recording and reviewing progress
    pupil needs support to         identify needs through:                                                            through:
    make progress                                                           changing the learning environment
    appropriate to age and             observations and                    strategies agreed and recorded e.g.         documenting the need, impact
    ability.                            assessments from                     o individual/small group teaching            on learning, approaches used
                                        school staff                         o peer support/buddying/paired               and evaluation of progress,
This could be due to a                 information from                          reading                                 using Edwrite 5 or equivalent
range of factors including:             parents/pupil                        o directed support from - learning          communicating with parents,
 learning                             review of the learning                    assistant/nursery nurse/bilingual       pupil, colleagues, informally
 social/emotional                      environment                               support assistant.                      e.g. in the playground, by
 behaviour                            records                             monitoring attendance                        phone, e-mail or letter formally
 medical/health                       referrals                           EAL support                                  e.g. by specific appointment or
 learning environment                                                      setting appropriate targets                  at Parents consultations.
 gifted and talented                                                       staff development
 attendance

Class / Subject Teacher is responsible for carrying out agreed action

Action to Improve Progress in Learning in Krypton CHS

   Differentiation
   Recording of need for additional time
   Photocopied notes
   Coloured paper
   Writing frameworks
   Learning assistant scribing/writing in homework diary/keeping pupil on task
Pathway to Support 2: Additional support needs met within the school
          Triggers                 Gathering Information                       Action to Improve                              Recording and
                                   to Identify Needs                          Progress in Learning                          Reviewing Progress

   Evidence of ongoing            Gathering information to          May be achieved through:                       Recording and reviewing progress
    concern about the              identify needs through:                                                          through:
    learning expected for                                                Changing the learning environment
    pupil’s age and ability           professional                      Strategies agreed and recorded e.g.            the framework of individualised
   Evidence at or prior to            observations and                   o Additional support plan/                      planning
    enrolment in Nursery or            assessments                             IEP/Behaviour/Health Care Plan            formal communication with
    school that in class              information from                   o on report to SMT                              pupil, parents, school staff and
    support will be                    parents/pupil                      o withdrawal for support within                 other professionals with
    insufficient to meet              records                                 school                                     appropriate documentation
    pupil’s additional support        referrals                          o peer support/buddying/paired
    needs                                                                      reading
   An event in a pupil’s life                                            o planned parental contact
    which impacts on their                                                o specific programmes of
    learning and requires                                                      intervention
    support at school level                                               o EAL Support
                                                                         seeking informal advice from external
                                                                          support services
                                                                         staff development

Appropriate person from the school’s ASL Team e.g. SMT, SFL Teacher, Support for Pupils Teacher, Behaviour Co-ordinator

Action to Improve Progress in Learning in Krypton CHS
   Behaviour target sheets
   Pupil support base
   Assessment arrangements
   Liaison with partnership services and agencies
   Group work
   Restricted timetable
   Alternative curriculum

Pathway to Support 3: Additional support needs met within the school with support from partnership
services and agencies

          Triggers                 Gathering Information                          Action to Improve                           Recording and
                                   to Identify Needs                             Progress in Learning                       Reviewing Progress

   Evidence that support          Gathering information to            May be achieved through:                       Recording and reviewing
    from external services is      identify needs through:                                                            progress through:
    required to enable                                                     the school arranging a PSG meeting
    appropriate progress in           documented evidence                  with relevant external support services      appropriate plans which set out
    learning                           which demonstrates that,             to identify next steps                        arrangements for recording,
                                       despite appropriate                 the record of the meeting detailing the       monitoring, and reviewing
                                       targets and support                  responsibilities of the appropriate           progress
                                       within school or previous            services to provide a co-ordinated
                                       placement, little or no              approach to support the pupil’s           All plans detail timescales for
                                       progress has been                    learning.                                 reviewing progress.
                                       made.                               individualised planning e.g. Additional
                                      information from                     Support Plan/IEP/Behaviour/Health
                                       parents/pupil                        Care Plan and, where appropriate, a
                                      relevant information from            CSP, all of which coordinate the
                                       external support services            support
                                       including formal plans              staff development
                                       e.g. Care Plans, Care
                                       Co-ordination Plans
                                      records
                                      referrals

Member of school SMT who has lead responsibility for individualised planning

Action to Improve Progress in Learning in Krypton CHS
   Working together group work
   Breakfast club
   Study support club/homework club


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