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Support For Learning

Additional Support for Learning

An additional support need comes from anything which is a barrier to learning. Most, or all, schools will have some children with additional support needs of some kind.The Education (Additional Support for Learning)(Scotland) Act 2004 sets out a framework for the provision of school education for children and young people with additional needs.

The education authority has many legal duties towards pupils with additional support needs.
Information about this is contained in a booklet called In On The Act : Information For The General Public which is published on the education authority website at http://www.edinburgh.gov.uk/inontheact or contact the additional support for learning team on telephone number 0131 469 3444.

 

Getting it Right for Every Child in Edinburgh

Children and young people my require additional support at any stage of their lives, at any time,dependent on circumstances. Getting it right for every child integrateswith the established ‘pathways to support’ which are already familiar to staff. It supports the entitlement of learners to a planned and progressive educational experience, enabling them to be effective contributors, successful learners, responsible citizens and confident individuals.

Pathways to Support

We have four pathways (levels) of support.

Pathway One – support in the classroom – teachers use strategies and supports as set out in the Circle Document or Up Up and Away to meet the additonal needs of their learners.

Pathway Two – support in school – advice and or support from the ASL team, Support for Learning Teacher , the Educational Psychologist, English as an Additional Language Service .

The Educational Psychologist can be informally involved through advice to teachers about strategies/ advice to ASL team about other services or formally in that they may assess children .

Pathway Three – referral to other agencies for support e.g.Child Health, Speech and Language Therapy, Occupational Therapy, Visiting Teacher Service, Literacy and Dyslexia Service

Pathway Four – Specialist Provision outwith main stream schools.

 

Here at The Royal High Primary  

All teachers at The Royal High Primary work to the literacy and dyslexic friendly classroom guidelines and provide an all inclusive classroom to meet the many differing learning needs of our pupils.

 

Literacy and Dyslexic Friendly Classroom Strategies

Class Ethos

  • Safe, supportive environment (it is okay to ask questions and make mistakes!)
  • Opportunities for taking responsible roles
  • Clear rules and routines that help build individual organisational skills
  • Appropriate pace and challenge
  • Appropriate praise and encouragement
  • Individuals are equal and valued

Teaching Methods

  • Multi-sensory approach to reach auditory/visual and kinaesthetic learners
  • Clear (visual) overview of the day
  • Each lesson begins with the ‘Big Picture’ and has a ‘summing up’
  • Clear instructions broken into relevant parts (visual reminders if possible)
  • Formative assessment – focus on strengths
  • Range of teaching strategies (thinking time, buddies and more)
  • Use of Literacy and Dyslexia Guidelines
  • Relevant, differentiated resources (including ICT, coloured paper, white board backgrounds)
  • Learning Assistant support where appropriate.

Seating and Grouping

  • Children have clear view of teaching screen and visual prompts
  • Children work in a variety of groupings and partners ( mixed ability unless for specific literacy/numeracy lessons)
  • Resources labelled and easily accessible

Reading

  • Literacy rich classroom with a variety of high interest reading material
  • Daily opportunities for reading
  • Small groups
  • Overlearning  of key and common words opportunities
  • Focused phonic teaching
  • Awareness of children’s feelings with regard to reading aloud
  • Texts used throughout the day are accessible to all pupils (differentiate if required, or buddy with a competent reader)
  • Use of colour filters/overlays, worksheets printed on tinted paper, if required

Written work

  • Regular, appropriate spelling pattern practise
  • Use of appropriate planning tools
  • Writing format, writing frames, cloze activities, Mind Maps used  to support learners
  • Tasks chunked into smaller achievable tasks
  • Learning assistant support when appropriate
  • Use of ICT (co-writer, clicker)
  • Alternatives to writing – illustrations,  recorded voice, photographs
  • Handwriting/ key board practice

Maths

  • Written instructions are explained fully
  • Consolidation time given for new concepts
  • Aids used as and when appropriate/ required (table squares/ practical materials)

Other curricular Areas

  • Worksheets differentiated to suit learners
  • Tasks explained fully
  • Collaborative group work used regularly
  • Creative tasks given to encourage generation of  ideas

 

Assessment of need

If there are any concerns about a child’s learning an assessment of need will be carried out , this can lead to a Child’s Planning meeting being held, a referral made, An Individual Learning Plan or an Additional Support Plan being opened, or  other appropriate actions required to suppport the learner .

 Individual Education Plans IEP’s and Additional Support Plans ASP’s

Both these Plans support children’s learning and ensure the pace and challenge of their work is appropriate to their needs.

 

We are committed to Getting It Right For Every Child here at the Royal High Primary