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Gryffe High School GIRFEC - Meeting Learning Needs

Gryffe High School GIRFEC - Meeting Learning Needs. Ann Marie Skillen, DHT Pupil Support Co-ordinator Fiona Brown, PT Support for Learning. Gryffe High School GIRFEC - Meeting Learning Needs. Legislation/Policy Standards in Scottish Schools etc (Scotland) Act 2000

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Gryffe High School GIRFEC - Meeting Learning Needs

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  1. Gryffe High SchoolGIRFEC - Meeting Learning Needs Ann Marie Skillen, DHT Pupil Support Co-ordinator Fiona Brown, PT Support for Learning

  2. Gryffe High SchoolGIRFEC - Meeting Learning Needs Legislation/Policy Standards in Scottish Schools etc (Scotland) Act 2000 Presumption of mainstreaming for ALL pupils, segregation should be exception Education (Additional Support for Learning ) (Scotland) Act 2004 Change from Special Educational Needs to Additional Support Needs. ALL pupils will have ADDITIONAL needs at some point in school life Updated in 2009 to include LAAC/LAC – status in itself assumes ASN. Renfrewshire’s Implementation Policy 2007 (The Green Book) Currently being up-dated to take more account of SEBD and Act 2009 Children and Young People (Scotland) Bill (2013) To improve the way services work to support children, young people and families

  3. Gryffe High SchoolGIRFEC - Meeting Learning Needs SUPPORT – FOUR STAGES

  4. Gryffe High SchoolGIRFEC - Meeting Learning Needs • STAGE 0 – UNIVERSAL SUPPORT • All children should be supported to achieve their potential. We do this in a variety of ways: • Teachers - wide range of teaching approaches/resources/effective Feedback • Guidance Teacher (pastoral support) • Setting classes (broadband setting) • Assessment and Reporting • Tracking and Monitoring (after reports are issued) • Year Group Assemblies • Parents’ Evenings • Communication with Parents/Carers • Support Study • The Hub • Appointment of PT Raising Attainment and Achievement • Tracking Groups

  5. Gryffe High SchoolGIRFEC - Meeting Learning Needs • STAGE 1 – TARGETED SUPPORT • All children should be supported to achieve their potential. We do this in a variety of ways: • All support offered Stage 0 • Additional Support offered at whole school level which may include: • Intense pastoral support • Individual Educational Plan (IEP) • Regular communication with Parents/Carers • Referral to The Hub • Referral to the Extended Support Team (EST) • In-class Support • Exam Concessions • Monitored by Support for Learning Department

  6. Gryffe High SchoolGIRFEC - Meeting Learning Needs • STAGE 2 – EXTENDED SUPPORT TEAM • All children should be supported to achieve their potential. We do this in a variety of ways: • All support offered Stage 0 and 1 • Additional Support offered at whole school level which may include: • PSP created • Monthly monitoring via EST • Involvement of other agencies such as homelink or Educational Psychologist • Actions evaluated regularly • Support and Monitoring by SFL

  7. Gryffe High SchoolGIRFEC - Meeting Learning Needs • STAGE 3 – MULTI-AGENCY INVOLVEMENT • All children should be supported to achieve their potential. We do this in a variety of ways: • All support offered Stage 0, 1 and 2 • Additional Support offered at whole school level which may include: • PSP /CSP or IAF created • Involvement of external agencies such as health and social work • Additional monitoring involving Multi-Agency Meetings • Support and Monitoring by SFL

  8. Gryffe High SchoolGIRFEC - Meeting Learning Needs • What does this mean for us? • Use health and wellbeing indicators (SHANARRI) to: • Identify and Support young people in our care. • Awareness of legislation

  9. Gryffe High School Support for Learning Department • Meet the staff • Angela Docherty (f.t. ASNA) • Amy Davidson (f.t. ASNA) • Amanda Dunlop (p.t. ASNA) • Amanda Gane (p.t. ASNA/CA) • Julie Whiteford (p.t. ASNA) • Connie Robinson (p.t. ASNA/CA) • Martin Walker (f.t ASNA/CA) • Ellie Lochead (f.t. CA) • Karen McManus (p.t. ASNA) • Adam Finlay (Maths/SfL) • Fiona Brown (PT)

  10. Gryffe High School Information and Advice • We provide: • in-class support (prioritising named pupils) • Bids for time, if timetable allows – one off, short term, long term • PSP input • IEPs • ASNA/Classroom Assistant/Teacher time • Organise and track S6 support • SQA and exam concession paperwork • Reader/Scribe Requests • E-room/Behaviour Support (electronic requests for work, DHT referral) • Skills group S3 and S4 • Lexion programme • Tracking all pupils (with S.Dhesi) • CPD (suggestions welcome for this session) • Lunch Club (possible after school homework club)

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