Additional Support Needs Policy

At Smithton Primary we aim to support learners by following The Highland Practice Model where we identify needs, share concerns and implement support strategies that remove barriers to learning.

‘A child or young person may have additional support needs if they are unable to benefit from their school education without help beyond that which is normally given to children or young people of the same age .

ASN Support Manual – Highland Council, Section 8 (overview): pg16http://www.supportmanual.co.uk/wp-content/assets/manuals/ASN-Highland/index.html

Form 1 Identifying Initial Concerns

1. Firstly, identify the stage that the learner is at using the Matrix.

2. Reference where the learner is on the Matrix. For a Form 1 to be completed, you’d expect the learner to be within

‘ASN Level 1’ of the grid.

3. Read any previous Form 1s to check review any prior interventions that have been attempted. Dialogue with the

previous Class Teacher/Additional Support Needs Teacher (ASNT) and parents may be needed at this point.

4. Complete the new Form 1 indicating strengths and the aspects that they’re experiencing difficulty with.

An example Form 1 is available here

5. Identify possible strategies that can be used within the classroom/home-link to support the learner. This should

include realistic timescales (e.g. 4-6 weeks) which allow the strategies to be effectively implemented.Class Teachers

may at this point liaise with ASNT in terms of strategies that can be used within the classroom.

Form 1 Support Strategies

6. Save a copy of the Form 1 into the pupils ASN folder on the staff drive.

7. Parents/Carers should be informed of the strategies which will be developed in class, allowing partnership between

home and school to support the learner.

8. The Form 1 should be printed and kept in the class planning folder. A copy should also be emailed to ASNT.

Form 1 – Evaluating Concerns and Moving OnCLASS TEACHER/ SMT/ ASNT

1. The Form 1 should be reviewed on, or shortly after, the date set in the timescale given. The Class Teacher should

evaluate the effectiveness of the strategies.

2. If the Class Teacher is not satisfied with the progress of the learner liaison between the Class Teacher, ASNT and SMT

may be needed at this point.

4.5 Where normal classroom management does not, or is assessed as not being sufficient to, address a child’s needs, Stage 2 involves a Child’s Plan that accesses additional support for learning within the school. Stage 3 involves a Child’s Plan that accesses specialist additional support for learning from education services from outwith the school. The child’s plan should be used to evidence reason for request for support.

Stages 2 and 3 are both at Single Agency Involvement in the Highland Practice Model, as they involve additional support for the child from educational staff. This planning should be recorded on the Child’s Plan.

September 2016 Update

Additional Support Needs Policy

4.6 Stage 4 involves access to multi-agency children’s services, as the child’s needs are more complex.This again requires to be recorded on a child’s plan, with the wider multi-agency core group members being recorded as partners to the plan

Stage 4 also includes those children who fulfil the criteria for a Co-ordinated Support Plan.Integrating Children’s Services: The Highland Practice Model – delivering Additional Support for Learning –January 2013

Child’s Plan – A Staged ProcessCLASS TEACHER/ ASNT/ SMT

1. In discussion with ASNT/SMT, the learner should be tracked in line with the Matrix. This should be updated and saved

within their ASN folder.

- Staff Docs ASN Pupil

2. Class Teacher should complete the ‘My World Triangle – Notes from Teacher’ in preparation for consultation with the

ASNT/HT.

- Staff Docs ASN Forms and Templates

3. A date should be agreed for a solution focused meeting where information gathered will inform the action plan of the

Child’s plan. A Child’s Plan should be created by the Class teacher, ASNT and or Head Teacher using the Child’s Plan

format. The parents/carers of child and Child (if appropriate) should be involved at this stage.

4. Learners on a Child’s Plan, with no outside agencies, will remain at Stage 2.

Liaison between CT/PSA/ASNTTime will be built into the calendar for Class Teachers to liaise with Additional Support Needs Teachers, providing CTs with a 30 minute slot to discuss strategies with ASNTs.

Additional time will be provided if SMT feel that CTs need further time to liaise with ASNTs during the creation of new Child’s Plans and IEP’s and where required.

ASNTs will guide CTs to resources which can be used within the classroom to support strategies within Form 1s, Child’s Plans and, where required, IEPs.

ASNTs will informally liaise with Pupil Support Assistants (PSAs), where appropriate, regarding interventions which they facilitate within the classroom to support learners. ASNTs will also, where required, model interventions for PSAs.

Fortnightly meetings will be held with SMT and PSA staff where minutes will be recorded and saved in the staff drive. ASNT staff will attend where appropriate.

Liaison between ASNT/HTThe ASNTs will meet each week with the HT to discuss progress of learners across the school. Minutes will be recorded and filed.

The ASNTs can also be contacted via email:Ruth Tough- Ruth.Tough@highland.gov.ukMegan Bee - Megan.bee@highland.gov.uk

September 2016 Update

Additional Support Needs Policy

IDENTIFYING AND RESPONDINGTO ADDITIONAL SUPPORT NEEDS

Integrating Children’s Services: The Highland Practice Model – delivering Additional Support for Learning – Updated January 2013

http://www.highland.gov.uk/NR/rdonlyres/A9BB9324-9F5D-49EC-A4E3-BBBC7937676E/0/WorkingCopyTheHighlandPracticeModelDeliveringASN20123Jan2013.pdf

September 2016 Update